本校學位論文庫
CITYU Theses & Dissertations
論文詳情
谭涛
周光禮
教育學院
教育學博士學位課程(中文學制)
博士
2023
數位化學習環境下大學生學習適應性研究
Study on college students' learning adaptability under digital learning environment
學習適應性 ; 大學生 ; 數位化學習環境 ; 整合技術接受模型（UTAUT）
Learning Adaptability ; The College Student ; Digitalized Learning Environment ; UTAUT
公開日期：19/9/2026
隨著大數據、雲計算與人工智能等新興技術在教育場域的廣泛應用，當代大學生的學習環境由傳統學習環境漸次升級到數位化學習環境及智慧學習環境。2020年初全球爆發的新冠疫情，加速促進了教育的數位化轉型，深刻影響了教育教學的運行機制。同時，在內涵式發展價值訴求的驅動下，高等教育數位化轉型要求轉變大學課堂的本質特徵，實現從獲得基礎學科知識、能力到厚植創新精神等高階能力與素養的轉變。但是，當代大學生在數位化學習環境中的技術適應與學習方式適應表現並不理想，即大學生的數位化學習學習適應性較差。因此，探索數位化學習環境下的大學生學習適應性測量及影響因素已成為高等教育數位化轉型進程中的重要研究課題。
本研究的主要內容包括：（1）數位化學習環境下大學生學習適應性的結構維度是哪些？（2）如何編制大學生數位化學習適應性量表的測量題目？（3）從技術使用視角探究大學生數位化學習適應性的主要影響因素？（4）基於影響因素分析、影響因素之間的邏輯關係，如何改進大學生的數位化學習適應性？
為解決以上問題，本研究開展了一系列研究工作，並得出以下研究結論：
（１）確定數位化學習環境下大學生學習適應性結構維度。基於學習適應性的概念理論及自主學習理論等，通過文獻梳理、訪談與專家諮詢等方法，確定大學生數位化學習適應性的結構維度，包括數位化學習內驅力（DLD）、數位學習能力（DLA）、學習管理（LM）與學習交流（LE）四個結構維度。
（２）編制數位化學習環境下大學生學習適應性量表。在確定大學生數位化學習適應性基本組成的基礎上，編制測量題項。兩次發放問卷，經過預試分析與正式分析等，最終確定了大學生數位化學習適應性量表，共包含18道題。
（３）構建大學生數位化學習適應性影響因素模型。基於經典的整合技術接受模型（UTAUT）和任務技術匹配理論（TTF）構建大學生數位化學習適應性影響因素模型。發放問卷，收集資料，經驗證性因素分析、彙聚效度與區分效度分析、模型擬合度檢驗、路徑分析及仲介分析等統計分析。研究結果如下：前因變數感知任務技術匹配(PTTF)、使用行為(UB)、感知行為控制(PBC)對因變數大學生數位學習適應性(SCAL)方差解釋力(R2)為0.707，解釋能力好。感知行為控制(PBC)、使用意向(BI)對使用行為(UB)方差解釋力(R2)為0.510，解釋能力較好。感知任務技術匹配(PTTF)、感知有用性(PU)、感知易用性(PEOU)、主觀規範(SN)、感知行為控制(PBC)對使用意向(BI)方差解釋力(R2)為0.487，解釋能力可以接受。感知任務技術匹配(PTTF)、感知易用性(PEOU)對感知有用性(PU)方差解釋力(R2)為0.543，表明解釋能力較好。另外，基於路徑分析及仲介效果分析結果，提出了提高大學生數位化學習適應性的建議。
本研究的創新性主要體現在：（１）理論層面。探索界定大學生數位化學習適應性的相關概念，編制大學生數位化學習適應性量表，基於經典的理論模型構建大學生數位化學習適應性影響因素模型，在一定程度上豐富了高等教育數位化轉型的研究主題及學習適應性的理論體系。（2）實踐層面。編制的大學生數位化學習適應性量表及其影響因素的探究將對高等教育數位化轉型的實踐產生奠基性的積極影響。此外，開展大學生數位化學習適應性的影響因素研究將促進、深化該領域研究，對大學生的數位化學習實踐具有積極意義。
本研究的主要內容包括：（1）數位化學習環境下大學生學習適應性的結構維度是哪些？（2）如何編制大學生數位化學習適應性量表的測量題目？（3）從技術使用視角探究大學生數位化學習適應性的主要影響因素？（4）基於影響因素分析、影響因素之間的邏輯關係，如何改進大學生的數位化學習適應性？
為解決以上問題，本研究開展了一系列研究工作，並得出以下研究結論：
（１）確定數位化學習環境下大學生學習適應性結構維度。基於學習適應性的概念理論及自主學習理論等，通過文獻梳理、訪談與專家諮詢等方法，確定大學生數位化學習適應性的結構維度，包括數位化學習內驅力（DLD）、數位學習能力（DLA）、學習管理（LM）與學習交流（LE）四個結構維度。
（２）編制數位化學習環境下大學生學習適應性量表。在確定大學生數位化學習適應性基本組成的基礎上，編制測量題項。兩次發放問卷，經過預試分析與正式分析等，最終確定了大學生數位化學習適應性量表，共包含18道題。
（３）構建大學生數位化學習適應性影響因素模型。基於經典的整合技術接受模型（UTAUT）和任務技術匹配理論（TTF）構建大學生數位化學習適應性影響因素模型。發放問卷，收集資料，經驗證性因素分析、彙聚效度與區分效度分析、模型擬合度檢驗、路徑分析及仲介分析等統計分析。研究結果如下：前因變數感知任務技術匹配(PTTF)、使用行為(UB)、感知行為控制(PBC)對因變數大學生數位學習適應性(SCAL)方差解釋力(R2)為0.707，解釋能力好。感知行為控制(PBC)、使用意向(BI)對使用行為(UB)方差解釋力(R2)為0.510，解釋能力較好。感知任務技術匹配(PTTF)、感知有用性(PU)、感知易用性(PEOU)、主觀規範(SN)、感知行為控制(PBC)對使用意向(BI)方差解釋力(R2)為0.487，解釋能力可以接受。感知任務技術匹配(PTTF)、感知易用性(PEOU)對感知有用性(PU)方差解釋力(R2)為0.543，表明解釋能力較好。另外，基於路徑分析及仲介效果分析結果，提出了提高大學生數位化學習適應性的建議。
本研究的創新性主要體現在：（１）理論層面。探索界定大學生數位化學習適應性的相關概念，編制大學生數位化學習適應性量表，基於經典的理論模型構建大學生數位化學習適應性影響因素模型，在一定程度上豐富了高等教育數位化轉型的研究主題及學習適應性的理論體系。（2）實踐層面。編制的大學生數位化學習適應性量表及其影響因素的探究將對高等教育數位化轉型的實踐產生奠基性的積極影響。此外，開展大學生數位化學習適應性的影響因素研究將促進、深化該領域研究，對大學生的數位化學習實踐具有積極意義。
With the extensive application of such emerging technologies as big data, cloud computing and artificial intelligence in the educational climate, the learning environment of contemporary college students has gradually upgraded from traditional learning environment to digital and intelligent learning environment. The sweeping outbreak of COVID-19 in early 2020 around the world has accelerated the digitalized transformation of education, thus profoundly affecting the operating mechanism of education and teaching. At the same time, driven by the demand of connotative development of higher education, universities are required to change the traditional classroom teaching characterized by "knowledge transfer" ,reconstruct classroom ecology which is committed to cultivating college students' high-level ability、accomplishment and solving unknown problems, and cultivate college students' autonomous learning ability, realizing the transformation of students' ability from acquiring basic subject knowledge to high-level ability and accomplishment such as cultivating innovative spirit. However, the performance of contemporary college students in technological adaptation and learning style adaptation in the digitalized learning environment falls short, that is, college students' adaptability of digitalized learning is poor. Therefore, exploring the measurement and influencing factors of college students' digitalized learning adaptability in the digitalized learning environment has become an important research topic in the process of digitalized transformation of higher education.
This study focuses on "Measurement and influencing factors of College students' Digital Learning adaptability in Digitalized Learning Environment". The main contents are as follows: (1) What are the components of college students' learning adaptability in the digitalized learning environment? (2) How to measure college students' digital learning adaptability, that is, to develop a scale of college students' digital learning adaptability? (3) What are the main influencing factors of college students' digital learning adaptability? (4) Based on the analysis of influencing factors, what is the logical relationship between influencing factors? How to improve the digital learning adaptability of college students?
In order to solve the abovementioned problems, this study carry out a series of work, and then draw the following conclusions:
(1) Determine the basic components of college students' digital learning adaptability in the digitalized learning environment. Based on the conceptual theory of learning adaptability and autonomous learning, determine the basic components of college students' digital learning adaptability by means of literature review, interviews and expert consultation. The basic components of college students' digital learning adaptability in the digitalized learning environment include four dimensions: internal drive of digital learning, digital learning ability, learning management and learning communication.
(2) Develop a scale of digital learning adaptability for college students in the digitalized learning environment. On the basis of determining the basic components of college students' digital learning adaptability, the measurement items are compiled, questionnaires are sent out two times. By means of pre-test analysis and formal analysis, the scale of digital learning adaptability of college students is determined, which contains 18 questions.
(3) Construct model of influencing factors of college students' digital learning adaptability. Based on the classical Unified Theory of Acceptance and Use of Technology (UTAUT) and Task Technology Fit (TTF), a model of influencing factors of college students' digital learning adaptability is constructed. Send out questionnaires, collect data, and make use of such statistical analyses as confirmatory factor analysis, convergence validity and discriminant validity analysis, model fit test, path analysis and intermediary analysis. The results are as follows: Variance explanatory power（R2）of such independent variables as Perceived Task Technology Fit（PTTF）、Usage Behavior(UB)、Perceived Behavioral Control(PBC) to dependent variable, i.e. College students' digital learning adaptability is 0.707, an excellent explanatory ability. Variance explanatory power（R2）of Perceived Behavioral Control(PBC)、Behavior Intention(BI) to Usage Behavior(UB) comes to 0.510,a relatively excellent explanatory ability. Variance explanatory power（R2）of Perceived Task Technology Fit（PTTF）、Perceived Usefulness(PU)、Perceived Ease of Use(PEOU)、Subjective Norm(SN)、Perceived Behavioral Control(PBC) to Behavior Intention(BI)) is 0.487，an acceptable explanatory ability. Variance explanatory power（R2）of Perceived Task Technology Fit(PTTF)、Perceived Ease of Use(PEOU) to Perceived Usefulness(PU) is 0.543，showing a a relatively good explanatory ability. In addition, based on the results of path analysis and intermediary effect analysis, some suggestions about how to improve college students' digital learning adaptability are put forward.
The innovational points of this study are as follows (1) Theoretical level. Explore the relevant concepts which defines college students' digital learning adaptability, compile a scale of college students' digital learning adaptability, and construct a model of influencing factors of college students' digital learning adaptability based on the classical theoretical model. Which enriches the research theme of digital transformation in higher education.(2) Practical level. The scale of college students' digital learning adaptability and the research on its influencing factors will have a foundational and positive influence on the practice of digital transformation of higher education. In addition, the application of high-order statistical analysis methods to study the influencing factors of college students' digital learning adaptability can demonstrate and explore more complex structural relationship among the influencing factors, which will deepen the research in this field, which is of positive significance to the practice of college students' digital learning.
This study focuses on "Measurement and influencing factors of College students' Digital Learning adaptability in Digitalized Learning Environment". The main contents are as follows: (1) What are the components of college students' learning adaptability in the digitalized learning environment? (2) How to measure college students' digital learning adaptability, that is, to develop a scale of college students' digital learning adaptability? (3) What are the main influencing factors of college students' digital learning adaptability? (4) Based on the analysis of influencing factors, what is the logical relationship between influencing factors? How to improve the digital learning adaptability of college students?
In order to solve the abovementioned problems, this study carry out a series of work, and then draw the following conclusions:
(1) Determine the basic components of college students' digital learning adaptability in the digitalized learning environment. Based on the conceptual theory of learning adaptability and autonomous learning, determine the basic components of college students' digital learning adaptability by means of literature review, interviews and expert consultation. The basic components of college students' digital learning adaptability in the digitalized learning environment include four dimensions: internal drive of digital learning, digital learning ability, learning management and learning communication.
(2) Develop a scale of digital learning adaptability for college students in the digitalized learning environment. On the basis of determining the basic components of college students' digital learning adaptability, the measurement items are compiled, questionnaires are sent out two times. By means of pre-test analysis and formal analysis, the scale of digital learning adaptability of college students is determined, which contains 18 questions.
(3) Construct model of influencing factors of college students' digital learning adaptability. Based on the classical Unified Theory of Acceptance and Use of Technology (UTAUT) and Task Technology Fit (TTF), a model of influencing factors of college students' digital learning adaptability is constructed. Send out questionnaires, collect data, and make use of such statistical analyses as confirmatory factor analysis, convergence validity and discriminant validity analysis, model fit test, path analysis and intermediary analysis. The results are as follows: Variance explanatory power（R2）of such independent variables as Perceived Task Technology Fit（PTTF）、Usage Behavior(UB)、Perceived Behavioral Control(PBC) to dependent variable, i.e. College students' digital learning adaptability is 0.707, an excellent explanatory ability. Variance explanatory power（R2）of Perceived Behavioral Control(PBC)、Behavior Intention(BI) to Usage Behavior(UB) comes to 0.510,a relatively excellent explanatory ability. Variance explanatory power（R2）of Perceived Task Technology Fit（PTTF）、Perceived Usefulness(PU)、Perceived Ease of Use(PEOU)、Subjective Norm(SN)、Perceived Behavioral Control(PBC) to Behavior Intention(BI)) is 0.487，an acceptable explanatory ability. Variance explanatory power（R2）of Perceived Task Technology Fit(PTTF)、Perceived Ease of Use(PEOU) to Perceived Usefulness(PU) is 0.543，showing a a relatively good explanatory ability. In addition, based on the results of path analysis and intermediary effect analysis, some suggestions about how to improve college students' digital learning adaptability are put forward.
The innovational points of this study are as follows (1) Theoretical level. Explore the relevant concepts which defines college students' digital learning adaptability, compile a scale of college students' digital learning adaptability, and construct a model of influencing factors of college students' digital learning adaptability based on the classical theoretical model. Which enriches the research theme of digital transformation in higher education.(2) Practical level. The scale of college students' digital learning adaptability and the research on its influencing factors will have a foundational and positive influence on the practice of digital transformation of higher education. In addition, the application of high-order statistical analysis methods to study the influencing factors of college students' digital learning adaptability can demonstrate and explore more complex structural relationship among the influencing factors, which will deepen the research in this field, which is of positive significance to the practice of college students' digital learning.
2023
中文
291
致謝 III
摘要 V
Abstract VIII
第一章緒 論 16
1.1研究背景 16
1.1.1高等教育數位化轉型 16
1.1.2學習環境變革 17
1.1.3大學課堂革命 21
1.2研究問題 23
1.3研究意義 28
1.3.1理論意義 28
1.3.2實踐意義 28
1.4研究的難點 29
1.4.1確定大學生數字學習適性量表的結構維度 29
1.4.2設計大學生學習適應性量表測量維度的題項 30
第二章研究現狀 31
2.1數位化 學習適應性研究概況 32
2.1.1 國外數位化學習適應性研究概況 32
2.1.2國內數位化學習適應性研究概況 34
2.2數位化學習適應性研究現狀 37
2.2.1 國外數位化學習適應性研究現狀 37
2.2.2國內數位化學習適應性研究現狀 47
2.3總結與述評 52
2.3.1 數位化學習適應性研究的啟示 52
2.3.2數位化學習適應性研究的不足 55
第三章核心概念與理論基礎 58
3.1核心概念界定 58
3.1.1數位化學習環境 58
3.1.2學習適應性 60
3.1.3數位化學習適應性 65
3.2理論基礎 66
3.2.1建構主義學習理論 66
3.2.2自主學習理論 70
3.2.3整合技術接受模型（ UTAUT ）理論 73
3.3本章小結 75
第四章研究設計 77
4.1研究問題的分解與細化研究問題的分解與細化 .............................................................................. 77
4.2研究內容與研究目標研究內容與研究目標 .................................................................................. 80
4.2.1 研究內容研究內容.......................................................................................... 80
4.2.2 研究目標研究目標.......................................................................................... 82
4.3研究思路與研究方法研究思路與研究方法 .................................................................................. 83
4.3.1 ...................................................................................... 83
4.3.2研究方法研究方法 .......................................................................................... 86
4.4研究對象與研究環境研究對象與研究環境 .................................................................................. 87
4.4.1研究對象研究對象 .......................................................................................... 87
4.4.2研究環境研究環境 .......................................................................................... 88
第五章 數字化學習環境下大學生學習適應性結構維度的理論構建數字化學習環境下大學生學習適應性結構維度的理論構建.................... 89
5.1基於理論的量表結構維度試擬基於理論的量表結構維度試擬 .................................................................. 89
5.1.1研究思路研究思路 .......................................................................................... 89
5.1.2量表結構維度試擬量表結構維度試擬 .......................................................................... 90
5.2 專家諮詢專家諮詢...................................................................................................... 98
5.2.1專家團隊專家團隊 .......................................................................................... 98
5.2.2深度訪談深度訪談 ........................................................................................ 100
5.2.3專家問卷專家問卷 ........................................................................................ 104
5.2.4專家問卷分析專家問卷分析 ................................................................................ 107
5.3本章小結本章小結 .................................................................................................... 110
第六章 數字化學習環境下大學生學習適應性量表編制與驗證數字化學習環境下大學生學習適應性量表編制與驗證.......................... 112
6.1測量題項的初始設計測量題項的初始設計 ................................................................................ 112112
6.1.1“數位化學習內驅力”結構維度題項設計“數位化學習內驅力”結構維度題項設計.................................. 112
6.1.2“數位學習能力”結構維度題項設計“數位學習能力”結構維度題項設計.......................................... 114
6.1.3“學習管理”結構維度題項設計學習管理”結構維度題項設計.................................................. 116
6.1.4“學習交流”結構維度題項設計學習交流”結構維度題項設計.................................................. 117
6.2量表的預試與修訂量表的預試與修訂 .................................................................................... 121
6.2.1描述性統計分析描述性統計分析 ............................................................................ 122
6.2.2項目分析項目分析 ........................................................................................ 124
6.2.3探索性因素分析探索性因素分析 ............................................................................ 133
6.2.4 信度分析信度分析........................................................................................ 135
6.2.5 預試分析總結預試分析總結................................................................................ 136
6.3量表的正式確定量表的正式確定 ........................................................................................ 138
6.3.1量表正式調查資料描述性統計量表正式調查資料描述性統計 .................................................... 139
6.3.2量表驗證性因素分析量表驗證性因素分析 .................................................................... 145145
6.3.3 正式確定大學生學習適應性量表正式確定大學生學習適應性量表................................................ 156
6.4本章小結本章小結 .................................................................................................... 158
第七章 數位化學習環境下大學生學習適應性影響因素研究數位化學習環境下大學生學習適應性影響因素研究.............................. 159
7.1研究設計研究設計 .................................................................................................... 159
7.1.1 研究工具研究工具........................................................................................ 159
7.1.2 研究對象研究對象........................................................................................ 159
7.1.3 問卷髮放與基本情況問卷髮放與基本情況.................................................................... 160
7.2 大學生數位化學習適應性水準現狀分析大學生數位化學習適應性水準現狀分析................................................ 162
7.2.1大學生數位化學習適應性整體水準大學生數位化學習適應性整體水準 ............................................ 162
7.2.2大學生數位化學習適應性的差異分析大學生數位化學習適應性的差異分析 ........................................ 164
7.2.3 大學生數位化學習適應性水準現狀的總結大學生數位化學習適應性水準現狀的總結................................ 175
7.3大學生數位化學習適應性影響因素模型構建大學生數位化學習適應性影響因素模型構建 ........................................ 179
7.3.1研究模型研究模型 ........................................................................................ 179
7.3.2.研究變數與假設研究變數與假設 ............................................................................ 187
7.4資料處理與結果分析資料處理與結果分析 ................................................................................ 204
7.4.1.描述性統計分析描述性統計分析 ............................................................................ 204
7.4.2影響因素模型驗證性因素分析影響因素模型驗證性因素分析 ................................................... 215
7.4.3會聚效度檢驗會聚效度檢驗 ................................................................................ 233
7.4.4區分效度檢驗區分效度檢驗 ................................................................................ 236
7.4.5模型擬合度檢驗模型擬合度檢驗 ............................................................................ 238
7.4.6模型擬合度修正模型擬合度修正 ............................................................................ 239
7.44.7.7假設檢驗假設檢驗 ........................................................................................ 240240
7.4.8仲介效應分析仲介效應分析 ................................................................................ 243
7.4.9分析總結分析總結 ........................................................................................ 251
第八章 研究總結與展望研究總結與展望.......................................................................................... 260
8.1研究的主要結論與討論研究的主要結論與討論 ............................................................................ 260
8.1.1確定了數位化學習適應性量表包括四大結構維度確定了數位化學習適應性量表包括四大結構維度 .................... 261
8.1.2編制了大學生數位化學習適應性量表題項編制了大學生數位化學習適應性量表題項 ................................ 263
8.1.3驗證了大學生數位化學習適應性影響因素模型驗證了大學生數位化學習適應性影響因素模型 ........................ 267
8.2研究的創新點研究的創新點 ............................................................................................ 268268
8.2.1研究視角的創新研究視角的創新 ............................................................................ 268268
8.2.2研究內容的創新研究內容的創新 ............................................................................ 269269
8.2.3研究方法的創新研究方法的創新 ............................................................................ 269
8.3研究的不足研究的不足 ................................................................................................ 269
8.3.1質性研究方法的應用不足質性研究方法的應用不足 ............................................................ 269
8.3.2數位化學習適應性量表的結構維度可進一步改進數位化學習適應性量表的結構維度可進一步改進 .................... 270
8.3.3數位化學習適應性影響因素可深入探究數位化學習適應性影響因素可深入探究 .................................... 271
8.4研究的展望研究的展望 ................................................................................................ 271
8.4.1進一步改進大學生數位化學習適應性量表進一步改進大學生數位化學習適應性量表 ................................ 272
8.4.2進一步探索大學生數位化學習適應性影響因素進一步探索大學生數位化學習適應性影響因素 ........................ 272
8.4..3開展大學生數位化學習適應性幹預研究開展大學生數位化學習適應性幹預研究 .................................... 272
作者簡歷.................................................................................................................... 273
附 錄........................................................................................................................ 274
摘要 V
Abstract VIII
第一章緒 論 16
1.1研究背景 16
1.1.1高等教育數位化轉型 16
1.1.2學習環境變革 17
1.1.3大學課堂革命 21
1.2研究問題 23
1.3研究意義 28
1.3.1理論意義 28
1.3.2實踐意義 28
1.4研究的難點 29
1.4.1確定大學生數字學習適性量表的結構維度 29
1.4.2設計大學生學習適應性量表測量維度的題項 30
第二章研究現狀 31
2.1數位化 學習適應性研究概況 32
2.1.1 國外數位化學習適應性研究概況 32
2.1.2國內數位化學習適應性研究概況 34
2.2數位化學習適應性研究現狀 37
2.2.1 國外數位化學習適應性研究現狀 37
2.2.2國內數位化學習適應性研究現狀 47
2.3總結與述評 52
2.3.1 數位化學習適應性研究的啟示 52
2.3.2數位化學習適應性研究的不足 55
第三章核心概念與理論基礎 58
3.1核心概念界定 58
3.1.1數位化學習環境 58
3.1.2學習適應性 60
3.1.3數位化學習適應性 65
3.2理論基礎 66
3.2.1建構主義學習理論 66
3.2.2自主學習理論 70
3.2.3整合技術接受模型（ UTAUT ）理論 73
3.3本章小結 75
第四章研究設計 77
4.1研究問題的分解與細化研究問題的分解與細化 .............................................................................. 77
4.2研究內容與研究目標研究內容與研究目標 .................................................................................. 80
4.2.1 研究內容研究內容.......................................................................................... 80
4.2.2 研究目標研究目標.......................................................................................... 82
4.3研究思路與研究方法研究思路與研究方法 .................................................................................. 83
4.3.1 ...................................................................................... 83
4.3.2研究方法研究方法 .......................................................................................... 86
4.4研究對象與研究環境研究對象與研究環境 .................................................................................. 87
4.4.1研究對象研究對象 .......................................................................................... 87
4.4.2研究環境研究環境 .......................................................................................... 88
第五章 數字化學習環境下大學生學習適應性結構維度的理論構建數字化學習環境下大學生學習適應性結構維度的理論構建.................... 89
5.1基於理論的量表結構維度試擬基於理論的量表結構維度試擬 .................................................................. 89
5.1.1研究思路研究思路 .......................................................................................... 89
5.1.2量表結構維度試擬量表結構維度試擬 .......................................................................... 90
5.2 專家諮詢專家諮詢...................................................................................................... 98
5.2.1專家團隊專家團隊 .......................................................................................... 98
5.2.2深度訪談深度訪談 ........................................................................................ 100
5.2.3專家問卷專家問卷 ........................................................................................ 104
5.2.4專家問卷分析專家問卷分析 ................................................................................ 107
5.3本章小結本章小結 .................................................................................................... 110
第六章 數字化學習環境下大學生學習適應性量表編制與驗證數字化學習環境下大學生學習適應性量表編制與驗證.......................... 112
6.1測量題項的初始設計測量題項的初始設計 ................................................................................ 112112
6.1.1“數位化學習內驅力”結構維度題項設計“數位化學習內驅力”結構維度題項設計.................................. 112
6.1.2“數位學習能力”結構維度題項設計“數位學習能力”結構維度題項設計.......................................... 114
6.1.3“學習管理”結構維度題項設計學習管理”結構維度題項設計.................................................. 116
6.1.4“學習交流”結構維度題項設計學習交流”結構維度題項設計.................................................. 117
6.2量表的預試與修訂量表的預試與修訂 .................................................................................... 121
6.2.1描述性統計分析描述性統計分析 ............................................................................ 122
6.2.2項目分析項目分析 ........................................................................................ 124
6.2.3探索性因素分析探索性因素分析 ............................................................................ 133
6.2.4 信度分析信度分析........................................................................................ 135
6.2.5 預試分析總結預試分析總結................................................................................ 136
6.3量表的正式確定量表的正式確定 ........................................................................................ 138
6.3.1量表正式調查資料描述性統計量表正式調查資料描述性統計 .................................................... 139
6.3.2量表驗證性因素分析量表驗證性因素分析 .................................................................... 145145
6.3.3 正式確定大學生學習適應性量表正式確定大學生學習適應性量表................................................ 156
6.4本章小結本章小結 .................................................................................................... 158
第七章 數位化學習環境下大學生學習適應性影響因素研究數位化學習環境下大學生學習適應性影響因素研究.............................. 159
7.1研究設計研究設計 .................................................................................................... 159
7.1.1 研究工具研究工具........................................................................................ 159
7.1.2 研究對象研究對象........................................................................................ 159
7.1.3 問卷髮放與基本情況問卷髮放與基本情況.................................................................... 160
7.2 大學生數位化學習適應性水準現狀分析大學生數位化學習適應性水準現狀分析................................................ 162
7.2.1大學生數位化學習適應性整體水準大學生數位化學習適應性整體水準 ............................................ 162
7.2.2大學生數位化學習適應性的差異分析大學生數位化學習適應性的差異分析 ........................................ 164
7.2.3 大學生數位化學習適應性水準現狀的總結大學生數位化學習適應性水準現狀的總結................................ 175
7.3大學生數位化學習適應性影響因素模型構建大學生數位化學習適應性影響因素模型構建 ........................................ 179
7.3.1研究模型研究模型 ........................................................................................ 179
7.3.2.研究變數與假設研究變數與假設 ............................................................................ 187
7.4資料處理與結果分析資料處理與結果分析 ................................................................................ 204
7.4.1.描述性統計分析描述性統計分析 ............................................................................ 204
7.4.2影響因素模型驗證性因素分析影響因素模型驗證性因素分析 ................................................... 215
7.4.3會聚效度檢驗會聚效度檢驗 ................................................................................ 233
7.4.4區分效度檢驗區分效度檢驗 ................................................................................ 236
7.4.5模型擬合度檢驗模型擬合度檢驗 ............................................................................ 238
7.4.6模型擬合度修正模型擬合度修正 ............................................................................ 239
7.44.7.7假設檢驗假設檢驗 ........................................................................................ 240240
7.4.8仲介效應分析仲介效應分析 ................................................................................ 243
7.4.9分析總結分析總結 ........................................................................................ 251
第八章 研究總結與展望研究總結與展望.......................................................................................... 260
8.1研究的主要結論與討論研究的主要結論與討論 ............................................................................ 260
8.1.1確定了數位化學習適應性量表包括四大結構維度確定了數位化學習適應性量表包括四大結構維度 .................... 261
8.1.2編制了大學生數位化學習適應性量表題項編制了大學生數位化學習適應性量表題項 ................................ 263
8.1.3驗證了大學生數位化學習適應性影響因素模型驗證了大學生數位化學習適應性影響因素模型 ........................ 267
8.2研究的創新點研究的創新點 ............................................................................................ 268268
8.2.1研究視角的創新研究視角的創新 ............................................................................ 268268
8.2.2研究內容的創新研究內容的創新 ............................................................................ 269269
8.2.3研究方法的創新研究方法的創新 ............................................................................ 269
8.3研究的不足研究的不足 ................................................................................................ 269
8.3.1質性研究方法的應用不足質性研究方法的應用不足 ............................................................ 269
8.3.2數位化學習適應性量表的結構維度可進一步改進數位化學習適應性量表的結構維度可進一步改進 .................... 270
8.3.3數位化學習適應性影響因素可深入探究數位化學習適應性影響因素可深入探究 .................................... 271
8.4研究的展望研究的展望 ................................................................................................ 271
8.4.1進一步改進大學生數位化學習適應性量表進一步改進大學生數位化學習適應性量表 ................................ 272
8.4.2進一步探索大學生數位化學習適應性影響因素進一步探索大學生數位化學習適應性影響因素 ........................ 272
8.4..3開展大學生數位化學習適應性幹預研究開展大學生數位化學習適應性幹預研究 .................................... 272
作者簡歷.................................................................................................................... 273
附 錄........................................................................................................................ 274
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