Examining the Effectiveness of the Approach of Visual Metaphor Instructional Design for Management Education: A Multi-Aspect Theoretical View of Flow Experience and Perceived Task Value

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-10-09 DOI:10.1111/jcal.70122

Ying-Lien Lin, Wei-Tsong Wang, Shih-Ying Kuang

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引用次数: 0

Abstract

Background

Visual metaphors (VMs) have gained significant attention from cognitive linguists for their ability to help learners understand linguistic structure. However, few studies have explored how incorporating a VM-supported instructional design can help instructors elucidate the abstract concepts of the business model canvas (BMC) to enhance student learning.

Objectives

This study aimed to investigate undergraduate students' learning of the BMC via the use of instructional videos that incorporate VM procedures, animations, texts and drawings.

Methods

This study applies flow theory to the development of the proposed research framework, and a quasi-experimental design was employed with 185 student participants. Data collected from the participants via a survey, as well as pretest and posttest were analysed via partial least squares.

Results and Conclusions

The results indicated that VM-supported instructional design significantly impacted students' self-efficacy, flow experience, perceived task value and perceived learning performance. However, those variables had no significant impact on actual learning performance (i.e., actual knowledge gain).

Implications

The implications for theory and practice are discussed to offer valuable suggestions to instructors and researchers regarding the application of VM-based tools/procedures to the teaching tasks of the BMC or other management-related learning subjects.

Abstract Image

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检验视觉隐喻教学设计方法在管理教育中的有效性：流动体验与任务感知价值的多方位理论视角

视觉隐喻因其帮助学习者理解语言结构的能力而受到认知语言学家的广泛关注。然而，很少有研究探讨整合虚拟机支持的教学设计如何帮助教师阐明业务模型画布（BMC）的抽象概念，以增强学生的学习。目的本研究旨在探讨大学生BMC的学习情况，包括教学视频、动画、文字和绘图。方法将心流理论应用于本研究框架的构建，采用准实验设计，共185名学生参与。通过调查以及前测和后测收集的参与者数据通过偏最小二乘法进行分析。结果与结论vm支持教学设计显著影响学生的自我效能感、心流体验、任务价值感知和学习绩效感知。然而，这些变量对实际学习绩效（即实际知识获得）没有显著影响。本文讨论了基于虚拟机的工具/程序在BMC或其他管理相关学习科目的教学任务中的应用对理论和实践的影响，为教师和研究人员提供有价值的建议。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope