Gao Fangfang, Wang Chunzhen, Xie Han, Hong Jianzhong
Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan 430079, China.
School of Psychology, Central China Normal University, Wuhan 430079, China.
Behav Sci (Basel). 2024 Oct 3;14(10):896. doi: 10.3390/bs14100896.
(1) learning efficiency is recognized as the ultimate goal of online education, as it is related to the quality of online education and the cognitive development of students and is influenced by social interactions. This study explores the mediating roles of social presence and learning engagement in the relationship between social interaction and online learning efficiency, addressing gaps in prior studies that have not yet identified the underlying mechanisms. (2) students from three middle schools (N = 344; M = 13.61; 56.68% women) completed self-report questionnaires regarding social interaction, social presence, learning engagement, and learning efficiency. (3) the study findings reveal significant serial mediation effects of social presence and learning engagement in the relationship between learner-instructor and learner-learner interactions and learning efficiency. Specifically, while the indirect effect of learner-instructor interaction through social presence alone (indirect effect = 0.08, 95% CI = [-0.00, 0.17]) was not significant, the pathways through learning engagement (indirect effect = 0.18, 95% CI = [0.11, 0.26]) and the combined mediation through both social presence and learning engagement (indirect effect = 0.06, 95% CI = [0.03, 0.09]) were statistically significant. Similarly, for learner-learner interaction, the indirect effects through social presence (indirect effect = 0.09, 0.17) and learning engagement (indirect effect = 0.17, 95% CI = [0.11, 0.24]) were significant, as was the serial mediation through both mediators (indirect effect = 0.07, 95% CI = [0.04, 0.11]). (4) social presence and learning engagement played crucial mediating roles in the links between social interactions and online learning efficiency, and the predictive efficacy of learner-learner and learner-instructor interactions on online learning efficiency was found to be unequal.
（1）学习效率被视为在线教育的最终目标，因为它与在线教育质量和学生的认知发展相关，并受到社会互动的影响。本研究探讨了社会临场感和学习投入在社会互动与在线学习效率关系中的中介作用，填补了以往尚未确定潜在机制的研究空白。（2）来自三所中学的学生（N = 344；M = 13.61；56.68%为女性）完成了关于社会互动、社会临场感、学习投入和学习效率的自我报告问卷。（3）研究结果揭示了社会临场感和学习投入在师生互动、生生互动与学习效率关系中的显著序列中介效应。具体而言，虽然仅通过社会临场感的师生互动间接效应（间接效应 = 0.08，95%置信区间 = [-0.00, 0.17]）不显著，但通过学习投入的路径（间接效应 = 0.18，95%置信区间 = [0.11, 0.26]）以及通过社会临场感和学习投入的联合中介（间接效应 = 0.06，95%置信区间 = [0.03, 0.09]）具有统计学意义。同样，对于生生互动，通过社会临场感的间接效应（间接效应 = 0.09，95%置信区间 = [0.03, 0.17]）和学习投入的间接效应（间接效应 = 0.17，95%置信区间 = [0.11, 0.24]）显著，通过两种中介的序列中介效应（间接效应 = 0.07，95%置信区间 = [0.04, 0.11]）也是如此。（4）社会临场感和学习投入在社会互动与在线学习效率的联系中发挥了关键的中介作用，并且发现生生互动和师生互动对在线学习效率的预测效果不相等。
