Do social features help in video-centric online learning platforms? A social presence perspective
Do social features help in video-centric online learning platforms? A social presence perspective
复制标题
DOI：
10.1016/j.chb.2020.106505
复制
发表时间：
2020-12-01
影响因子：
9.9
通讯作者：
De Vreede, Gert-Jan
中科院分区：
文献类型：
--
作者：
Andel, Stephanie A.;de Vreede, Triparna;De Vreede, Gert-Jan
在线学习的受欢迎程度呈指数级增长。因此，了解我们如何在这些独特的在线环境中促进用户的学习体验至关重要。以往的研究一直发现，在线学习成果的一个重要前提是社会临场感。然而，关于如何在用户中培养社会临场感认知的研究有限。此外，研究尚未了解社会临场感认知对用户成果（例如，感知到的学习效果、满意度）的积极影响是否存在边界条件。当前的研究描述了两项研究来解决这些问题。第一项研究采用实验设计来探究如何在在线学习环境中提高社会临场感的认知。在第二项研究中，我们探究社会临场感认知对某些人比对其他人更有益的程度。具体而言，我们将两种人格特质（即尽责性、外向性）视为社会临场感认知与两种结果——感知到的学习效果和满意度之间关系的调节因素。总体而言，这两项研究的结果为如何在在线学习和培训环境中提高用户成果提供了重要的见解。
The popularity of online learning is growing exponentially. Accordingly, it is critical to understand how we can facilitate the learning experience for users in these unique online environments. Past research consistently finds that one important antecedent of online learning outcomes is social presence. However, there is limited research related to how to foster social presence perceptions among users. Further, research has yet to understand whether there are boundary conditions for the positive effects of social presence perceptions on user outcomes (e.g., perceived learning, satisfaction). The current work describes two studies to address these questions. The first study uses an experimental design to investigate how the perception of social presence can be increased in the online learning context. In the second study, we investigate the degree to which social presence perceptions are more beneficial for some individuals versus others. Specifically, we consider two personality traits (i.e., conscientiousness, extraversion) as moderators of the relationships between social presence perceptions and two outcomes - perceived learning and satisfaction. Overall, the results of these two studies provide important insights into how to enhance user outcomes in online learning and training environments.