混合教学作为在线学习的常态化路径,在自主学习阶段面临学习者认知投入不足的困扰。概念图能够通过帮助学习者在学习过程中有意识地从学习材料中提取新信息并与已有知识建立连接以促进认知投入。因此,围绕概念图工具在混合教学自主学习...混合教学作为在线学习的常态化路径,在自主学习阶段面临学习者认知投入不足的困扰。概念图能够通过帮助学习者在学习过程中有意识地从学习材料中提取新信息并与已有知识建立连接以促进认知投入。因此,围绕概念图工具在混合教学自主学习阶段的应用问题,本研究基于ICAP (Interactive,Constructive, Active, and Passive)学习方式分类学理论、有意义学习理论和活动理论双驱动认知投入干预策略,设计了指向交互建构的学习活动流程和促进有意义交互的学习策略。学习活动流程设计引导学习者在自主学习阶段从参与被动学习活动向参与交互学习活动发展;学习策略设计为学习者参与建构类和交互类学习活动过程提供可操作性的认知策略,确保在自主学习的过程中有意义交互的发生。同时,通过准实验研究验证基于干预策略的混合教学的有效性。实验结果表明,基于干预策略的混合教学对于学习者知识水平以及以元认知意识和沟通能力为代表的高阶思维能力具有促进作用。展开更多
There is an increasing need to introduce socially interactive robots as a means of assistance in autism spectrum disorder(ASD) treatment and rehabilitation, to improve the effectiveness of rehabilitation training and ...There is an increasing need to introduce socially interactive robots as a means of assistance in autism spectrum disorder(ASD) treatment and rehabilitation, to improve the effectiveness of rehabilitation training and the diversification of treatment, and to alleviate the shortage of medical personnel in China's Mainland and other places in the world. In this preliminary clinical study, three different socially interactive robots with different appearances and functionalities were tested in therapy-like settings in four different rehabilitation facilities/institutions in Shenzhen, China. Seventy-four participants, including 52 children with ASD, whose processes of interacting with robots were recorded by three different cameras, all received a single-session three-robot intervention. Data were collected from not only the videos recorded, but also the questionnaires filled mostly by parents of the participants. Some insights from the preliminary results were obtained. These can contribute to the research on physical robo it design and evaluations on robots in therapy-like settings. First, when doing physical robot design, some preferential focus should be on aspects of appearances and functionalities. Second, attention analysis using algorithms such as estimation of the directions of gaze and head posture of a child in the video clips can be adopted to quantitatively measure the prosocial behaviors and actions(e.g., attention shifting from one particular robot to other robots) of the children. Third, observing and calculating the frequency of the time children spend on exploring/playing with the robots in the video clips can be adopted to qualitatively analyze such behaviors and actions. Limitations of the present study are also presented.展开更多
文摘混合教学作为在线学习的常态化路径,在自主学习阶段面临学习者认知投入不足的困扰。概念图能够通过帮助学习者在学习过程中有意识地从学习材料中提取新信息并与已有知识建立连接以促进认知投入。因此,围绕概念图工具在混合教学自主学习阶段的应用问题,本研究基于ICAP (Interactive,Constructive, Active, and Passive)学习方式分类学理论、有意义学习理论和活动理论双驱动认知投入干预策略,设计了指向交互建构的学习活动流程和促进有意义交互的学习策略。学习活动流程设计引导学习者在自主学习阶段从参与被动学习活动向参与交互学习活动发展;学习策略设计为学习者参与建构类和交互类学习活动过程提供可操作性的认知策略,确保在自主学习的过程中有意义交互的发生。同时,通过准实验研究验证基于干预策略的混合教学的有效性。实验结果表明,基于干预策略的混合教学对于学习者知识水平以及以元认知意识和沟通能力为代表的高阶思维能力具有促进作用。
基金Project supported by the Shenzhen Science and Technology Innovation Commission,China(Nos.JCYJ20170410172100520 and GJHZ20160229200136090)
文摘There is an increasing need to introduce socially interactive robots as a means of assistance in autism spectrum disorder(ASD) treatment and rehabilitation, to improve the effectiveness of rehabilitation training and the diversification of treatment, and to alleviate the shortage of medical personnel in China's Mainland and other places in the world. In this preliminary clinical study, three different socially interactive robots with different appearances and functionalities were tested in therapy-like settings in four different rehabilitation facilities/institutions in Shenzhen, China. Seventy-four participants, including 52 children with ASD, whose processes of interacting with robots were recorded by three different cameras, all received a single-session three-robot intervention. Data were collected from not only the videos recorded, but also the questionnaires filled mostly by parents of the participants. Some insights from the preliminary results were obtained. These can contribute to the research on physical robo it design and evaluations on robots in therapy-like settings. First, when doing physical robot design, some preferential focus should be on aspects of appearances and functionalities. Second, attention analysis using algorithms such as estimation of the directions of gaze and head posture of a child in the video clips can be adopted to quantitatively measure the prosocial behaviors and actions(e.g., attention shifting from one particular robot to other robots) of the children. Third, observing and calculating the frequency of the time children spend on exploring/playing with the robots in the video clips can be adopted to qualitatively analyze such behaviors and actions. Limitations of the present study are also presented.
