Wang Xuyan, Zhang Renyu, Wang Xiaojiong, Xu Dongming, Tian Fangqing
The College of Management and Economics, Tianjin University, Tianjin, China.
PowerChina Leasing Co. Ltd., Beijing, China.
Front Psychol. 2022 Feb 25;13:795660. doi: 10.3389/fpsyg.2022.795660. eCollection 2022.
Recently, many universities apply mobile tools to teaching practices. For instance, some teachers may set up groups on mobile social apps and assign course tasks and advise college students to submit papers online. Nevertheless, how these mobile social apps affect teaching practices, especially the process of students' satisfaction needs to be further explored. To fill this research gap, we build a theoretical model of how mobile social apps' functions affect course satisfaction from the perspective of Media Richness theory and the Uses and Gratifications (U and G) theory. A total of 186 valid questionnaires from college students in China were collected, and a structural equation model was built to test our research model. The results show that as: (1) only the communication function has positive impacts on knowledge sharing, while the impact of the information storing function and information distribution function on knowledge sharing is not significant; (2) knowledge sharing does not affect course satisfaction in a direct way, but it can act indirectly through promoting collaborative learning, which shows the mediating role of collaborative learning. The theoretical implications and practical implications of the study are discussed.
最近，许多大学将移动工具应用于教学实践。例如，一些教师可能会在移动社交应用上创建群组，布置课程任务，并建议大学生在线提交论文。然而，这些移动社交应用如何影响教学实践，尤其是学生满意度的过程，仍有待进一步探索。为了填补这一研究空白，我们从媒体丰富度理论和使用与满足（U和G）理论的角度，构建了一个关于移动社交应用功能如何影响课程满意度的理论模型。我们共收集了186份来自中国大学生的有效问卷，并建立了结构方程模型来检验我们的研究模型。结果表明：（1）只有沟通功能对知识共享有积极影响，而信息存储功能和信息分发功能对知识共享的影响不显著；（2）知识共享不会直接影响课程满意度，但它可以通过促进协作学习间接发挥作用，这显示了协作学习的中介作用。本文还讨论了该研究的理论意义和实践意义。
