本文選題：虛擬學習社區(qū) + 用戶粘度��； 參考：《曲阜師范大學》2015年碩士論文

【摘要】：隨著計算機技術、網(wǎng)絡技術、多媒體技術等為代表的信息技術的迅速發(fā)展,虛擬學習社區(qū)以多種多樣的形式走進人們的生活。為了進一步開展研究,以虛擬學習社區(qū)的方式對《學習科學與技術》這門課程進行應用,讓學生在社區(qū)中通過自主學習、協(xié)作學習以及研究性學習等多種學習方式進行學習。它的成功運作關鍵是能否吸引學生的自發(fā)參與,并形成穩(wěn)定的用戶群,一個有價值的學習社區(qū)只有留住用戶,才能更好的發(fā)揮其價值,否則不可能長期運行。本研究選取曲阜師范大學2011級和2012級教育技術學專業(yè)的本科生,他們使用“虛擬學習社區(qū)”這個平臺對《學習科學與技術》這門課程進行了為期一個學期的系統(tǒng)學習,所以對“虛擬學習社區(qū)”這個平臺非常了解,文章中會采用Likert5級量度的問卷形式對學生進行調查。首先闡述本文的研究背景,描述研究目的、意義、論文框架與思路以及研究方法,重點對虛擬學習社區(qū)以及用戶粘度的研究現(xiàn)狀及相關理論進行闡述,為后期的問卷編制及數(shù)據(jù)的分析做好鋪墊,通過對用戶粘度相關論文及文獻的研究,構建出了用戶粘度的測量模型,用于后面的驗證與修改。然后,針對測量模型中的每一個影響因素,給出若干個測量指標,根據(jù)這些指標制作問卷,進行問卷的發(fā)放與回收,把回收的問卷利用Excel與Spss13.0進行統(tǒng)計,利用Spss13.0和Amos軟件進行數(shù)據(jù)的分析,這一部分是整篇論文的核心部分,也是最重要的部分,只有數(shù)據(jù)的分析準確了,才能正確的對之前假設出的模型進行檢驗和修改,得到相對準確的影響虛擬學習社區(qū)用戶粘度因素的模型。最后,根據(jù)分析結果,給出提高虛擬學習社區(qū)用戶粘度的相應對策,對虛擬學習社區(qū)這個學習平臺進行進一步的完善,提高社區(qū)的用戶粘度。當然,論文中也存在一些不足,所以還要對全文進行總結,對下一步的研究做出展望。虛擬學習社區(qū)的用戶粘度受到多種因素的影響,通過對數(shù)據(jù)進行分析可以得出用戶粘度影響因素(七個方面),按照影響力大小依次是滿意度、趣味性、期望確認度、易用性、歸屬感、安全性、個性化。所以要提高虛擬學習社區(qū)的用戶粘度主要從這七個方面著手去改善。
[Abstract]:With the rapid development of information technology, such as computer technology, network technology and multimedia technology, virtual learning community comes into people's life in various forms. In order to carry out further research, the course "Learning Science and Technology" is applied in the way of virtual learning community, so that students can learn in the community through autonomous learning, collaborative learning and inquiry learning. The key to its successful operation is whether it can attract students' spontaneous participation and form a stable user group. Only by retaining users can a valuable learning community better bring its value into full play, otherwise it will not be able to run for a long time. In this study, undergraduate students majoring in education technology were selected from Qufu normal University of 2011 and 2012. They used the platform of "Virtual Learning Community" to systematically study the course "Learning Science and Technology" for one semester. Therefore, we know the virtual learning community very well. We use the questionnaire of Likert5 scale to investigate the students. First of all, the research background, purpose, significance, frame, thought and research methods of this paper are described, and the research status and related theories of virtual learning community and user viscosity are described. Through the research on user viscosity related papers and literature, the measurement model of user viscosity is constructed, which can be used to verify and modify it. Then, according to each influencing factor of the measurement model, several measurement indexes are given. According to these indexes, questionnaires are made, the questionnaires are distributed and recovered, and the recovered questionnaires are counted by Excel and Spss13.0. Using Spss13.0 and Amos software to analyze the data, this part is the core part of the whole paper, but also the most important part. Only when the analysis of the data is accurate, can the model be checked and modified correctly. A relatively accurate model of user viscosity factors affecting virtual learning community is obtained. Finally, according to the analysis results, the corresponding countermeasures to improve the user viscosity of the virtual learning community are given, and the learning platform of the virtual learning community is further improved to improve the user viscosity of the community. Of course, there are some shortcomings in the paper, so we should sum up the full text and make a prospect for the next research. The user viscosity of virtual learning community is influenced by many factors. By analyzing the data, we can get the influencing factors of user viscosity (seven aspects, according to the order of influence are satisfaction, interest, expected confirmation, ease of use, etc. Sense of belonging, security, personalization. Therefore, to improve the user viscosity of virtual learning community mainly from these seven aspects to improve.
【學位授予單位】：曲阜師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G434

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