vr实训系统下师范生持续使用意愿影响因素研究 -pg电子娱乐平台

vr实训系统下师范生持续使用意愿影响因素研究摘要：随着虚拟现实技术在教育领域的广泛应用，vr教学实验也得到了飞速发展。虚拟现实技术已从上世纪90年代起被广泛应用于各大研究领域，但在教师教育领域的发展仍然比较缓慢。在后现代知识观影响下，教师教育的基础也逐渐从注重理论转化为注重实践，提高教师培养的质量需要注重教学实践和反思已成为全球共识。作为明日之师的师范生队伍，同样需要掌握丰富的教学实践技能才能满足当今教育发展的需求。以往的研究表明，基于虚拟现实环境的未来教师培训和专业发展取得了较好的效果。因此，将虚拟现实技术应用于师范生技能训练是提升未来教学质量的重要举措。目前国内虚拟现实技术在师范生培训领域的研究还比较初步，需要进一步探索师范生的技术接受程度以及虚拟现实系统的应用效果。基于此，本文以虚拟现实未来教师实训系统中师范生的持续使用意愿为基础开展研究。本研究基于技术接受模型tam3，综合信息成功模型、心流体验理论，探讨影响vr实训系统中师范生使用意愿的影响因素。通过对相关研究主题的国内外28篇实证研究进行元分析，明晰各变量之间的相互影响关系。同时综合专家学者建议、对师范生进行访谈，构建了以感知有用性、感知易用性、心流体验为中介变量；虚拟学习效能感、整合技术的教学法知识、内容质量、促进条件、组织影响、逼真度和交互性为外部变量；使用意向为结果变量；专业、使用经验及学段为调节变量的vr实训系统师范生持续使用意愿影响因素模型。研发了关于11个潜变量，44个问卷观测题项的李克特(likert)五点量表，以淮北某高校教育学院参加vr未来教师实训系统的本科生和研究生为研究对象，收集和整理有效问卷。统计分析工具采用spss26.0，amos25.0，通过信度分析、效度分析、结构方程模型，检验研究假设及阐明11项潜变量的相关关系，验证了模型的可靠性和稳定性。研究结果证明整合技术教学法知识、内容质量、组织影响、感知易用性会通过直接显著影响感知有用性从而间接影响其使用意向；而虚拟学习效能感、促进条件通过直接正向影响感知易用性从而间接影响感知有用性；系统的内容质量、逼真度、交互性、促进条件会通过直接影响心流体验从而间接影响其持续使用意向。其中有用性感知和心流体验能够作为两个中介变量，中介效果成立，且心流体验的显著性高于感知有用性。感知易用性直接作用于使用意向的中介效果被推翻。最后根据研究结论提出了“优化vr实训系统软硬件设施、提高师范生信息素养整合能力、协同各方营造良好使用环境”等建议。关键词：虚拟现实技术；师范生；技术接受模型3；使用意愿；影响因素iifactorsinfluencingteachertrainees'willingnessvrpracticaltrainingsystemcontinuousbasisabstract:widespreadusevirtualrealitytechnologyeducation,vrteachingexperimentshavegrownbounds.virtualrealitytechnologyhasbeenwidelyusedmajorresearchfieldssinceitsdevelopmentteachereducationstillrelativelyslow.underpostmodernviewteachereducationhasalsograduallytransformedfromhasbecomeglobalconsensusteachertrainingrequiresteachingpracticetomorrow'steachers,teachereducatorsalsoneedspracticalteachingskillstoday'seducationaldevelopment.previousstudieshaveshownprofessionaldevelopmentfutureteachersbasedvirtualrealityenvironmenthasachievedbetterresults.therefore,applyingvirtualrealitytechnologyteachertrainers'skillstrainingimportantinitiativefutureteaching.present,domesticresearchvirtualrealitytechnologyteachertrainingstillrelativelypreliminary,furtherexplorationteachertrainees'technologyacceptanceapplicationeffectvirtualrealitysystemsneeded.basedpaperconductsstudybasedcontinuedwillingnessteachertraineesvirtualrealityfutureteachertrainingsystem.basedtechnologyacceptancemodeltam3,studyintegratesinformationsuccessmodelmindflowexperienceinfluencingfactorsaffectteacher-trainingstudents'willingnessvrpracticaltrainingsystem.through28domesticinternationalempiricalstudiesrelatedresearchtopics,inter-influencerelationshipsamongsametime,conductinginterviewsteacher-trainingstudents,weconstructedvrpracticaltrainingsystemperceivedusefulness,perceivedeasemind-flowexperiencemediatingvariables;virtuallearningefficacy,pedagogicalknowledgeintegratedtechnology,contentquality,facilitationconditions,organizationalinfluence,realism,externalvariables;intentionoutcomevariables;major,experienceacademiciiiperiodmoderatingvariablesteacher-trainingstudents' continuous factorsinfluencing intention five-pointlikert scale 11latent variables 44questionnaire observation items organizevalid questionnaires from undergraduate graduatestudents who participated vrfuture teacher training system statisticalanalysis tools used were spss 26.0, amos 25.0. modelwere confirmed reliabilityanalysis, validity analysis, structuralequation modeling, which verified researchhypotheses 11latent variables. studyproved integratedtechnology pedagogy, content quality, organizational impact, perceivedease usewould indirectly affect significantlyinfluencing perceived usefulness, while virtual learning efficacy facilitationconditions would indirectly affect perceived usefulness positivelyinfluencing perceived ease contentquality, realism, interactivity, facilitationconditions systemwould indirectly affect directlyinfluencing mind-flow experience. contentquality, fidelity, interactivity,