技术创新与数字艺术发展对中国广东高等职业教育的影响:理论模型与实证分析

Wu Wang, Qiang Wan, Jun Cui, Lisha Liu
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摘要

本文研究了数字技术创新和数字艺术发展对中国广东高等职业教育的影响。本研究采用综合理论框架,探讨了这一关系中的中介因素和调节因素的作用。此外,本研究还运用了 a) 创新扩散理论(Innovation Diffusion Theory)、c) 社会认知理论(Social Cognitive Theory)和 b) 技术接受模型(Technology Acceptance Model,TAM)理论进行研究和分析。因此,本研究采用了混合方法,将定性分析与定量分析相结合,并通过结构方程模型(SEM)检验了六个假设。研究结果深入揭示了数字技术与教育之间的动态互动关系,并强调了在中国广东背景下对政策和实践的影响。利用结构方程建模(SEM)方法,研究探讨了教师能力、机构支持、学生态度和教育资源可用性的中介和调节作用。 此外,研究结果表明,技术创新能显著提高教育质量,而数字媒体艺术的发展能促进学生的参与和创造力。同时,中国广东的教师水平和学生态度起到了关键的中介作用,而机构支持和资源可用性则起到了重要的调节作用。因此,本研究填补了对技术与艺术融合如何影响职业教育的理解空白,为中国广东高等教育背景下的政策和实践提供了有价值的见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Impact of Technological Innovation and Digital Arts Development on Chinese Guangdong Higher Vocational Education: A Theoretical Model and Empirical Analysis
This paper investigates the impact of digital technological innovation and the development of digital arts on Guangdong higher vocational education in China, Guangdong. Using a comprehensive theoretical framework, the study examines the roles of mediators and moderators in this relationship. Besides, this study uses a) Innovation Diffusion Theory, c) Social Cognitive Theory and b) Technology Acceptance Model (TAM) theories for research and analysis. So that, the research employs a mixed-methods approach, integrating qualitative and quantitative analyses, and tests six hypotheses through structural equation modeling (SEM). The findings provide insights into the dynamic interplay between digital technology and education, highlighting implications for policy and practice in the Chinese Guangdong context. Utilizing a structural equation modeling (SEM) approach, the study examines the mediating and moderating roles of teacher proficiency, institutional support, student attitudes, and education resource availability.  Moreover, the findings reveal that technological innovation significantly enhances educational quality, while digital media arts development fosters student engagement and creativity. Meanwhile, Chinese Guangdong’s Teacher proficiency and student attitudes act as crucial mediators, and institutional support and resource availability function as important moderators. Consequently, this research fills a gap in understanding how technology and arts integration influences vocational education, offering valuable insights for policy and practice in the Chinese Guangdong higher educational context.
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