Authors:
Shanyu Tan
1
;
Zhi Liu
2
;
Shiqi Liu
1
;
Zhu Su
2
;
Huanyou Chai
2
and
Sannyuya Liu
3
Affiliations:
1
National Engineering Research Center for E-Learning, Central China Normal University, Luoyu Road 152, 430079 Wuhan, China
;
2
National Engineering Laboratory for Educational Big Data, Central China Normal University, Luoyu Road 152, 430079 Wuhan, China
;
3
National Engineering Research Center for E-Learning, Central China Normal University, Luoyu Road 152, 430079 Wuhan, China, National Engineering Laboratory for Educational Big Data, Central China Normal University, Luoyu Road 152, 430079 Wuhan, China
Keyword(s):
Blended Learning, Asynchronous Forum, Learning Interest, Interest Mining, Flow Experience, Learning Outcomes.
Abstract:
Blended learning environment provide an important platform for university student learning. The use of text data, generated from the asynchronous forum to explore students' intrinsic aspects of user posts in such communities, is critical for adjusting teaching strategies. Therefore, information about their interest and flow indicators has become important for educators to host online discussions. Flow experience is a sense of immer- sive and feeling enjoyable and can reflect a person’s inner feelings. In order to explore the influence of learning interest and flow on the learning outcome, our study uses temporal emotion-aspect model (TEAM) to mine student interest hidden in forum text data, and simultaneously uses a flow scale to measure the flow state of students during their learning process. The results show that: 1) Interest topics unrelated to teaching content are negatively related to learning outcomes. 2) Interest topics related to teaching content will provoke students’ abili
ty to balance their skills and challenges, but have a negative effect on autotelic experience in the flow experience. Interest topics related to entertainment have a negative effect on students' skills to meet the challenge, concentration and autotelic experience in discussion-based learning. Students may tend to lose self-consciousness in the entertainment-centric discussion. 3) There influence factors between flow and learning outcomes are loss of self-consciousness and concentration.
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