在线视频学习中教师反馈时间和反馈复杂性对大学生学习投入的影响

doi:10.16187/j.cnki.issn1001-4918.2026.03.11

摘要/Abstract

摘要： 有关教师反馈时间影响学习投入的研究结果存在矛盾之处,这可能是因为二者间关系受到反馈复杂性的调节。本研究通过两个实验探究在线视频学习中教师反馈时间(同步反馈 vs. 异步反馈)和反馈复杂性(简单反馈 vs. 精细反馈)对大学生学习投入的影响。研究一采用基于事件的经验取样法,从某高校10个线上线下混合式教学班级中,随机整群抽取2个班级,共68名大二学生作为被试(平均年龄19.01±0.79岁, 89.71%女生),收集其五周内在线视频学习的984份有效数据点。结果表明:反馈时间和反馈复杂性对认知投入存在交互影响,当个体获得简单反馈时,反馈时间不影响认知投入,当个体获得精细反馈时,同步反馈对学习者认知投入的积极影响显著大于延迟反馈。研究二采用实验室实验法,随机选取88名大二学生作为被试(平均年龄19.35±0.85岁, 86.36%女生),通过实验操纵反馈时间和反馈复杂性,进一步考察二者对学习投入的影响。结果表明:反馈时间和反馈复杂性对情感投入存在交互影响,当个体获得简单反馈时,反馈时间不影响情感投入,当个体获得精细反馈时,同步反馈对学习者情感投入的积极影响显著大于结束后反馈。本研究揭示了在线视频学习中教师反馈复杂性在反馈时间影响学习投入的过程中起到的调节作用,进一步丰富了对教师反馈和学习投入间复杂关系的认识。

关键词: 反馈时间, 反馈复杂性, 学习投入, 在线视频学习, 大学生

Abstract: Regarding the controversial findings about how teacher feedback timing affects learning engagement, it might be due to the moderation of feedback complexity. This study examines the impact of teacher feedback timing (synchronous vs. asynchronous) and feedback complexity (simple vs. elaborate) on college students’ learning engagement during online learning. An event-based experience sampling method was employed in study 1 to collect 984 valid data points during online video learning from 68 sophomore students (M_age=19.01±0.79, 89.71% female) over a period of five weeks. Participants were randomly selected through cluster sampling from two out of ten online and offline blended teaching classes at a university. The results indicated an interactive effect of feedback timing and feedback complexity on cognitive engagement. Specifically, in simple feedback situations, feedback timing was not related to cognitive engagement. Whereas in elaborate feedback situations, immediate/synchronous feedback had a significantly more positive impact on cognitive engagement than delayed feedback. Study 2 used an experimental design, randomly selecting 88 sophomore students (M_age=19.35±0.85, 86.36% female), to further examine the impact of manipulated feedback timing and feedback complexity on learning engagement. The results showed that feedback timing and feedback complexity had an interactive effect on affective engagement. Specifically, in simple feedback situations, feedback timing was not related to students’ affective engagement. However, in elaborate feedback situations, immediate feedback had a significantly more positive impact on affective engagement than the task-completed feedback. This study reveals the moderating role of feedback complexity in the process of learning engagement influenced by different types of feedback timing, thereby deepening the understanding of the complex relationship between teacher feedback and learning engagement.

Key words: feedback timing, feedback complexity, learning engagement, online video learning, college students

中图分类号:

G442

刘颖, 刘儒德, 毛晨莹, 林静敏, 刘佳彬. 在线视频学习中教师反馈时间和反馈复杂性对大学生学习投入的影响[J]. 心理发展与教育, 2026, 42(3): 408-417.

LIU Ying, LIU Rude, MAO Chenying, LIN Jingmin, LIU Jiabin. Influence of Teacher Feedback Timing and Feedback Complexity on College Students’ Learning Engagement during Online Video Learning[J]. Psychological Development and Education, 2026, 42(3): 408-417.

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