数字交互技术视域下的智慧学习元认知体验研究之一——共我体验突破交互边界
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摘要
在数字交互技术支撑下的智慧学习中,学习者与学习环境的融合度对于学习者开拓创新的能力紧密关联。由于交互技术或设计的不利,导致当前学习者与智慧环境无法深度融合,进而产生了E&O交互边界。"移情"能够唤醒学习者的经历,激发其产生情感体验和元认知体验,激活其经验结构。运用数字交互设计能够实现多样化的移情方式和移情体验类型,从而达到多层次、多向度的情感共鸣、物我共生,体验共我感知,突破交互边界。本文将依托于移情理论对智慧学习的理想交互体验模型进行构建,并选用具有针对性的交互设计突破E&O边界,实现共我交互体验。
In the intelligent learning supported by digital interaction technology, the degree of integration between learners and learning environment is closely related to learners' ability to explore and innovate. Due to the disadvantage of interaction technology or design, the current learner and intelligent environment cannot be deeply integrated, which results in the E&O interaction boundary. "Empathy" can arouse learners' experience, stimulating them to produce emotional experience and metacognitive experience, and activating their experience structure. Using digital interaction designing can realize diversified way of empathy and empathy experience type, so as to achieve multi-level, to emotional resonance, living with others, experiencing the perception, breaking through the interactive boundary. Based on the empathy theory, this paper will construct the ideal interactive experience model of intelligent learning, and choose the targeted interaction design to break through the E&O boundary to realize the interaction experience of the co-me.
In the intelligent learning supported by digital interaction technology, the degree of integration between learners and learning environment is closely related to learners' ability to explore and innovate. Due to the disadvantage of interaction technology or design, the current learner and intelligent environment cannot be deeply integrated, which results in the E&O interaction boundary. "Empathy" can arouse learners' experience, stimulating them to produce emotional experience and metacognitive experience, and activating their experience structure. Using digital interaction designing can realize diversified way of empathy and empathy experience type, so as to achieve multi-level, to emotional resonance, living with others, experiencing the perception, breaking through the interactive boundary. Based on the empathy theory, this paper will construct the ideal interactive experience model of intelligent learning, and choose the targeted interaction design to break through the E&O boundary to realize the interaction experience of the co-me.
引文
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[2]D.M.Wegner&J.W.Pennebaker(Eds),Handbook of mentale control[M].Englewood Cliffe,NJ:Prentice Hall,1993.239-257.
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[4]Eisenberg,N.Emotion.Master lecture Presented at the biennial meeting of the Society for Research in Child Development[M].Washing ton,DC.:Elsevier,1997.29.
[5]W.Damon(Series Ed.)&N.Eisenberg(VOI.Ed.),Handbook of child psy chology:Vol.3.Social,emotional,and Personality development[M].New York:Wiley,1998.701-775.
[6]GrossJJ.Emotion regulation:affective,cognitive,and social consequences[J].Psychophysiology,2002,(5):281-291.
[7]鲁士发,周蓉等.美学生态视角下的数字资源建设与应用研究[J].中国电化教育,2017,(9):91-97.
[8]叶朗.美学原理[M].北京:北京大学出版社,2009.
[9]CG Jung.Arquetipos e inconsciente coletivos[J].Ediciones Paidos Ibérica,2011,(2):47-50.
[10]后藤武,佐佐木正人等.与行为一体的设计[EB/OL].http://kns.cnki.net/kcms/detail/11.5127.TB.20160808.1357.060.html,2016-08-08.
[11]James J.Gibson.The Ecological Approach To Visual Perception[M].Hove:Psychology Press,1986.
[12]Norman D A.情感化设计[M].北京:电子工业出版社,2005.
[13]Gaver W.Technology Affordances.In:Robertson,Scott P.,Olson,Gary M.and Olson,Judith S.(eds.)Proceedings of the ACM CHI91 Human Factors in Computing Systems Conference[J].New Orleans,1991,(4):79-84.
[14]马超民.可供性视角下的交互设计研究[D].长沙:湖南大学,2016.92-96.
[15]Kytt?M.Children in Outdoor Contexts.Affordances and Independent Mobility in the Assessment of Environmental Child Friendliness[M].Espoo:Neurologia Neurochirurgia Polska,1961.47-51.
[16]Vyas D.Chisalita C M,Van Der Veer G C.Affordance in intercation[J].ACM,2006,(8):92-99.
[17]Hartson H..R.Cognitive,physical,sensory,and functional affordances in interaction design[J].Behaviour Information Technology,2003,22(5):315-338.
[18]王娟.3D技术教育应用创新透视[J].现代远程教育研究,2015,(1):62-71.
[19]兰州新闻网.学生上课如同看“3D”电影[EB/OL].http://www.lzbs.com.cn/.2014-03-13.
[20]邯郸新闻网.邯郸有了首家“3D教育基地”上课如同看3D电影![EB/OL].https://www.toutiao.com/i6301468001954693634/,2016-06-29.
[21]罗雨.3D视影仿真数字平台在旅游英语教学中的应用[J].宁波大学学报(教育科学版),2014,(1):99-102.
[22]Prasolova-F?rland.Analyzing Place Metaphors in 3D Educational Collaborative Virtual Environments[J].Computers in Human Behavior,2008,(2):185-204.
[23]Bamford,D.A..3D Technology in Education White Paper[EB/OL].http://www.dlp.com/downl,oads/The_3D_in_Education_White_Paper_US.pdf,2014-12-31.
[24]Lee,H.,Leung,H.&Lau,A.et al..Evaluation Studies of 2Dand Glasses-Free 3D Contents for Education[J].Advances in Education,2012,(5):77-81.
[25]夏志鹏,刘革平.三维虚拟学习环境中操作指导型虚拟教师设计与实现[J].中国电化教育,2016,(5):98-103.