探討和比較COVID-19影響下遠距教學和校園教學的物理環境對健康感知和學習滿意度之影響;To Explore and Compare the Effects of Physical Environment on Health Perceptions and Learning Satisfaction in Distance Education and Education on Campus under COVID-19

NCUIR > College of Electrical Engineering & Computer Science > Graduate Institute of Computer Science and Information Engineering > Electronic Thesis & Dissertation > Item 987654321/90009

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/90009

Title:	探討和比較COVID-19影響下遠距教學和校園教學的物理環境對健康感知和學習滿意度之影響;To Explore and Compare the Effects of Physical Environment on Health Perceptions and Learning Satisfaction in Distance Education and Education on Campus under COVID-19
Authors:	趙立新;Zhao, Lixin
Contributors:	資訊工程學系
Keywords:	遠距教育;校園教育;物理學習環境;生理健康;心理健康;學習滿意度;高等教育;COVID-19;Distance Education;Education on Campus;Physical Learning Environment;Physical Health;Mental Health;Higher Education;Learning Satisfaction;COVID-19
Date:	2022-09-14
Issue Date:	2022-10-04 12:07:23 (UTC+8)
Publisher:	國立中央大學
Abstract:	因為COVID-19大流行，中國普通高等教育的大學生被迫在家接受線上遠距教學，這為本研究提供了獨特的研究對象和條件。特殊的遠距學習的物理環境可能給這些習慣了校園教育的學生的生理健康、心理健康、學習滿意度帶來特別的影響。然而，很少有研究關注遠距教育的物理學習環境和學習者的健康。本研究的目的是開發一個學生自我報告的問卷，用於探究：（1）中國普通高等教育的大學生在COVID-19大流行的限制下，在線上遠距教育和校園教育兩種模式下，對物理學習環境、生理健康、心理健康的感知；（2）在問卷調查的基礎之上分析物理學習環境對生理健康感知和心理健康感知的影響，以及這些因素對學習滿意度的影響。此外，本研究著重對兩種模式下以上因素及相互關係的差異作對比分析。本研究可以為遠距教育的物理學習環境研究提供一個簡潔的測量工具，並為開展線上遠距教育時的物理學習環境設置和保障學習者的健康提供建議。為此，本研究回顧了物理學習環境、學習者的生理健康和心理健康的文獻，結合深度訪談，開發了測量學習者物理學習環境感知、生理健康感知、心理健康感知的自我報告問卷。本研究以中國一所普通高校的大學生作為研究對象，選取四個專業的學生作為樣本。利用探索性因素分析，研究者識別出了大學生在參加線上遠距教育時的物理環境感知、生理健康感知、心理健康感知所包含的因素，並通過驗證性因素分析驗證了問卷的可靠性，從而確定了三個變數所包含的維度，即物理環境感知（空間舒適度、運動條件缺乏、噪音）、生理健康感知（身體不健康、大腦疲勞、病毒回避）、心理健康感知（享受、無聊、學術焦慮、疏離）。一年以後，同樣的問卷經過適當修改後被用於測量同一個樣本在參加校園教育時的物理環境感知、生理健康感知和心理健康感知。研究者利用SPSS V24進行回歸分析，揭示了兩種教學模式下學習者的物理學習環境因素對生理健康感知和心理健康感知的影響，以及這些因素對學習滿意度的預測能力，生理健康感知和心理健康感知對物理學習環境感知和學習滿意度的仲介作用。此外，研究者對比了兩種教學模式下學生在感知方面的差異，以及以上這些以上因素相互關係的差異。最後，針對問卷調查的結論中的一些發現和不足，研究者通過焦點小組訪談，對研究問題進行了深入的探究，並給出了一些定性的闡釋。資料分析的結果表明，學習者的物理學習環境感知、生理健康感知、心理健康感知的大部分維度以及學習滿意度在線上遠距教育和校園教育兩種模式下都存在顯著差異（除了空間舒適和無聊以外），且物理學習環境對學習者的健康感知和學習滿意度的影響也存在差異。總體來說，學習者對線上遠距教育下的物理學習環境的評價要好於校園教育，但是，線上遠距教育下物理學習環境對學習者的健康和學習滿意度的負面影響比校園教育下的負面影響更突出，尤其是運動條件的影響。從中介效應的分析來看，學習者參加校園教育時的生理健康和心理健康對物理學習環境和學習滿意度的關係具有更顯著的中介作用。從焦點小組訪談的結果來看，校園教育的學習環境更加豐富一些，使得學生在心理健康方面有著更好的表現，從而削弱了物理環境的負面影響。學生在參加線上遠距教育時，對物理環境的評價比較高，這主要是因為學生在參加線上遠距教育時擁有自主控制、滿足自身個性化需要的環境，但是由於線上遠距教育中缺乏針對學習活動的專門設置，使得學生參加學習活動和體育鍛煉，都更依賴於自身的動機和主動性。然而，由於學習者的運動動機和學習動機普遍都不高，因而舒適的、安全的、有利於運動的物理環境並沒有在保障學習者的健康和學習方面發揮充分的作用。因此，COVID-19流行時期的線上遠距教育中的物理學習環境無法很好滿足當代的大學生的學習和保持健康的需求，教育者需要有針對性地進行物理學習環境的設置。 ;With the prevalence of COVID-19, Chinese undergraduates in general higher education are forced to receive Online Distance Education at home. The unique physical environment of distance education at home may have big effects on physical health, mental health and learning satisfaction of these students who are accustomed to face-to-face Education on Campus before the COVID-19 pandemic. However, few studies have focused on physical learning environment and learners’ health in distance education. The purpose of this study is to develop a self-report questionnaire, and then explore: (1) Chinese undergraduates’ perceptions of the physical learning environment, physical health and mental health under the constraints of the COVID-19 pandemic in both Online Distance Education and Education on Campus; (2) to analyze the effects of physical learning environment on physical health perceptions and mental health perceptions, and the effects of these factors on learning satisfaction. (3) In addition, this study concentrated on the differences between the above factors and their relationships under the two instructing modes. This study can provide a concise measurement tool for the research of physical learning environment in distance education and provide suggestions for the setting of physical learning environment and the protection of learners′ health when carrying out Online Distance Education. To this end, the study designed, developed, and verified one questionnaire to measure learners’ perceptions of the physical learning environment and physical and mental health based on literature review and interviews. In this study, the undergraduates from a general university in China were selected as the research object, and the undergraduates from four majors were selected as samples. Through the exploratory factor analysis, the researcher identified the factors included in the perceptions of physical learning environment, physical health, and mental health of undergraduates when they participated in Online Distance Education and verified the reliability of the questionnaire. Thus, the dimensions of three variables are determined, namely, physical environment perceptions (spatial comfort, lack of exercise conditions, noise), physical health perceptions (perceived body unhealthy, perceived brain fatigue, Covid-19 avoidance), mental health perceptions (enjoyment, boredom, academic anxiety, alienation). A year later, the same questionnaire, with appropriate modifications, was used to measure the physical environment perceptions, physical health perceptions, and mental health perceptions of the same sample while participating in Education on Campus. The researcher used SPSS V24 to conduct regression analysis, revealing the effects of learners′ physical learning environment perceptions on physical health perceptions and mental health perceptions in the two instructing modes, as well as the predictive ability of these factors on learning satisfaction, and the mediating effects of physical health perceptions and mental health perceptions on the relationship between physical learning environment perceptions and learning satisfaction. In addition, the researcher compared the differences in learners′ perceptions of the two teaching modes, as well as the differences in the relationship between the above factors. Finally, the researcher conducted an in-depth investigation of the research questions through focus group interviews, and some qualitative explanations were given. The results of data analysis showed that most dimensions of the learners′ perception of physical learning environment, perception of physical health, perception of mental health, and learning satisfaction were significantly different in both Online Distance Education and Education on Campus (except for spatial comfort and boredom), and the physical learning environment has different effects on the learners′ health perception and learning satisfaction. Overall, the learners rated the physical learning environment under Online Distance Education better than Education on Campus, however, the negative effects of the physical learning environment on the learners’ health and learning satisfaction under Online Distance Education was more prominent than that under Education on Campus, especially the effect of lack of exercise conditions. From the analysis of mediating effect, the learners′ physical health and mental health in Education on Campus had a more significant mediating effect on the relationship between the physical learning environment and learning satisfaction. Judging from the results of the focus group interviews, the learning environment of Education on Campus was more enriched, which made the learners had better performance in terms of mental health, thereby weakening the negative effects of the physical learning environment. When the learners participated in Online Distance Education, their evaluation of the physical environment was relatively high. This was mainly because the learners had an environment in Online Distance Education that could autonomously control and meet their individual needs. However, due to the lack of special settings for learning activities in Online Distance Education, when the learners participated in learning activities and physical exercise, they were more dependent on their own motivation and initiative. However, because the learners′ exercise motivation and learning motivation were generally not high, therefore, a comfortable, safe, and physical environment conducive to exercise didn’t play a sufficient role in ensuring the health and learning of the learners. Therefore, the physical learning environment in the Online Distance Education during the covid-19 pandemic cannot well meet the needs of contemporary college students’ learning and maintaining health, and educators need to set up the physical learning environment in a targeted manner.
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