数字技术在学校的使用和认知学习成果:芬兰一项基于人群的研究

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL
A. Saarinen, J. Lipsanen, M. Hintsanen, M. Huotilainen, L. Keltikangas-Järvinen
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引用次数: 7

摘要

最近,芬兰在学校广泛使用信息和通信技术(ICT)。本研究调查了芬兰学校信息通信技术的使用是否与学生的学习成果有关。我们使用芬兰2015年PISA数据(N=5037)。认知学习成果(即科学、数学、阅读、协作解决问题)通过基于计算机的测试进行评估。采用自评问卷对学校ICT使用情况、学校ICT可用性和学生感知ICT能力进行评估。当对年龄、性别、父母的社会经济地位、学生的ICT能力和学校的ICT可用性进行调整后,在学校频繁使用ICT预示着学生在所有认知学习结果中的表现较差。此外,ICT使用对学习成果的影响在ICT技能较高的学生中比在ICT技能较低的学生中更为消极。在芬兰,在学校频繁使用信息通信技术似乎与较弱的认知学习成果有关。这可以通过使用数字技术时的工作记忆过载和任务切换来解释。这一发现还表明,尽管拥有ICT技能的学生擅长机械地使用数字设备,但他们可能没有能力以目标为导向和自我导向地使用数字技术,从而促进他们的学习。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Use of Digital Technologies at School and Cognitive Learning Outcomes: A Population-Based Study in Finland
Recently, the use of information and communications technology (ICT) at school has been extensively increased in Finland. This study investigated whether the use of ICT at school is linked to students ‘learning outcomes in Finland. We used the Finnish PISA 2015 data (N=5037). Cognitive learning outcomes (i.e. science, mathematics, reading, collaborative problem-solving) were evaluated with computer-based tests. ICT use at school, ICT availability at school, and students’ perceived ICT competence were assessed with self-rating questionnaires. Frequent ICT use at school predicted students’ weaker performance in all the cognitive learning outcomes, when adjusted for age, gender, parental socioeconomic status, students’ ICT competence, and ICT availability at school. Further, the effect of ICT use on learning outcomes was more negative in students with higher than lower ICT skills. Frequent use of  ICT at school appears to be linked to weaker cognitive learning outcomes in Finland. This may be explained by working memory overload and task-switching during the use of digital technologies. This finding also suggests that even though students with ICT skills are good at mechanical use of digital device, they may not have abilities for a goal-oriented and self-directed use of digital technologies that could promote their learning.
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来源期刊
CiteScore
1.90
自引率
0.00%
发文量
13
审稿时长
8 weeks
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