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首页> 外文期刊>Instructional Science >Student attitudes toward learning, level of pre-knowledge and instruction type in a computer-simulation: effects on flow experiences and perceived learning outcomes
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Student attitudes toward learning, level of pre-knowledge and instruction type in a computer-simulation: effects on flow experiences and perceived learning outcomes

机译：学生对学习的态度，计算机模拟中的预知识水平和教学类型：对学习经历和学习成果的影响

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摘要

Attitudes toward learning (ATL) have been shown to influence students’ learning outcomes. However, there is a lack of knowledge about the ways in which the interaction between ATL, the learning situation, and the level of students’ prior knowledge influence affective reactions and conceptual change. In this study, a simulation of acid-base titrations was examined to assess the impact of instruction format, level of prior knowledge and students’ ATL on university-level students, with respect to flow experiences (Csikszentmihalyi, 1990) and perceived conceptual change. Results show that the use of guiding instructions was correlated with a perceived conceptual change and high levels of “Challenge,” “Enjoyment,” and “Concentration,” but low sense of control during the exercise. Students who used the open instructions scored highly on the “Control flow” component, but their perceived learning score was lower than that for the students who used the guiding instructions. In neither case did students’ ATL or their pre-test results contribute strongly to students’ flow experiences or their perceived learning in the two different learning situations.
机译：研究表明，学习态度会影响学生的学习效果。但是，缺乏关于ATL，学习情况和学生的先验知识水平之间的相互作用如何影响情感反应和概念变化的知识。在这项研究中，考察了酸碱滴定的模拟情况，以评估教学形式，先验知识水平和学生的ATL对大学水平学生的影响，包括流动经验（Csikszentmihalyi，1990年）和感知的概念变化。结果表明，指导性指令的使用与观念上的变化以及“挑战”，“享受”和“专注”水平高，但在锻炼过程中缺乏控制感相关。使用公开指导的学生在“控制流”部分上得分很高，但是他们的学习得分低于使用指导性指导的学生。在两种不同的学习情况下，学生的ATL或他们的测试前结果都不会对学生的流动体验或感知的学习产生重大影响。

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