摘 要
移動互聯網的迅速發展和移動終端的普及給人們的工作和生活帶來了深刻的變革。移動學習的誕生對于推進教育信息化進程，彌合由于城鄉差異、收入差異而形成的數字鴻溝，促進教育公平無疑具有重要意義。然而在今天這樣一個知識爆炸、信息泛濫的時代，我們在享受數字化信息所帶來求知欲的滿足之余也無時無刻不在承受著過量信息帶來的負面沖擊，給學習者的信息加工和知識內化過程帶來嚴重影響。其中信息焦慮是指用戶查找、獲取、甄別和利用信息的過程中由于信息環境、客觀技術水平和個人信息準備狀態等一系列原因引起的緊張、煩躁和自我強迫等復雜的情緒體驗。受碎片化、學習環境和硬件水平等條件限制，移動學習更容易成為滋生信息焦慮的溫床。本研究試圖探究移動學習過程中信息焦慮的產生與影響因素，為優化移動學習的學習體驗提供參考。
本研究在一般焦慮理論、用戶體驗理論、認知負荷理論以及沉浸理論的基礎上從技術、環境和個體三個層面提取了移動學習信息焦慮的影響因素并構建了相應的理論模型。繼而根據各個因素構念設計了移動學習信息焦慮影響因素調查問卷，對吉林大學的328名在校學生進行了調查，使用結構方程模型分析法對理論模型進行了驗證并討論各變量間的效應關系。
研究結論主要為：沉浸體驗和網絡自我效能分別對移動學習過程中的信息焦慮具有顯著負向相關；信息超載和移動設備依賴對于移動學習過程中的信息焦慮具有顯著正向相關；移動學習資源的易用性對于學習過程的沉浸體驗具有顯著正相關；信息污染對于移動學習沉浸體驗具有顯著負相關；信息污染對于移動學習過程中的信息超載具有顯著正相關。
基于以上研究結論，本文建議從以下方面來減輕移動學習中的信息焦慮，優化學習體驗。從技術層面而言，移動學習資源設計者需要通過美化界面，簡化信息架構和交互方式以及引入游戲化元素的途徑來增強學習者的融入感和愉悅體驗；從環境層面而言，信息管理部門需要加強網絡信息管理，構建信息生態，以減少信息污染給移動學習者帶來的焦慮體驗；從個人層面而言，移動學習者應該強化自身信息能力，培養良好習慣。避免對于移動設備的過度依賴，努力提升自我效能。
本文主要由六個章節組成，具體安排如下：
第一章，緒論。主要介紹論文的研究背景、問題的確立、研究目標和意義，并簡要闡述論文的研究思路、方法和基本框架。
第二章，移動學習與信息焦慮的研究基礎。包括文章核心概念的界定和文獻綜述。對本文涉及到的核心概念--移動學習、焦慮和信息焦慮進行界定，并進一步對國內外的相關研究成果進行梳理。
第三章，移動學習中信息焦慮的影響因素模型構建。主要通過理論研究提取可能影響移動學習信息焦慮的因素并建立模型、形成研究假設。
第四章，調查研究設計與數據統計分析。包括研究對象、研究環境和調查問卷的設計與數據收集、整理與分析。旨在通過對理論模型中各個變量的概念化與操作化形成調查問卷，繼而搜集數據并進行問卷的試測與修訂。
第五章，基于結構方程模型的假設檢驗。結合理論模型構建本研究的結構方程模型，利用搜集的數據進行模型的評估和修正，最終達到驗證研究假設、提出降低移動學習信息焦慮的策略和建議的目的。
第六章，研究總結與展望。主要對本文所進行的研究工作進行系統總結，同時說明研究的創新和不足之處，并對后續研究提出展望。
關鍵詞：移動學習；信息焦慮；結構方程模型
Abstract
The rapid development of mobile Internet and the popularity of mobile terminalshave brought profound changes to people's work and life. The birth of mobile learningis undoubtedly of great significance to promote the process of educationalinformationization and educational equity while bridging the digital gap betweenurban and rural areas. However, in such an era of knowledge explosion andinformation overflowing, we have to bear the side effects of excess information whileenjoying the satisfaction of knowledge brought by digital information. As a result, theprocedure of learner's information processing and knowledge internalization will beseriously affected. Information anxiety refers to users' complex emotional experienceincluding tension, irritability and self-compulsion which generated during the processof searching , obtaining, screening and using information due to the informationenvironment ,technical level and personal information state. Moreover, mobilelearning is more likely to become a breeding ground for the emergence of informationanxiety because of its characteristic of fragmentation, limitation of learningenvironment and hardware levels. This study attempts to explore factors whichlead to Information Anxiety in the process of mobile learning and provide suggestionsfor the optimization of the mobile learning experience.
Based on the General Anxiety Theory, Users Experience Theory, Cognitive LoadTheory and Flow Theory, this study extracted factors that may cause InformationAnxiety during mobile learning and constructed a theory model from aspects oftechnology, environment and individual. According to structural concepts of variousfactors, we designed a questionnaire of Information Anxiety in mobile learning andinvestigated 328 students of Jilin University. Afterwards we verified theoreticalmodel and discussed the effect of relationships between the variables by usingStructural Equation Model（SEM）。
Conclusion: Immersion Experience and Internet Self-efficacy has significantlynegative relevance to Information Anxiety in mobile learning; Information Overloadand dependencies to mobile devices has significantly positivecorrelation toInformation Anxiety in mobile learning; usability of mobile learning resources hassignificantly positive correlation for immersion experience of study process;information pollution has significantly negative relevance to the immersiveexperience of mobile learning process; information pollution has significantly positiverelevance to information overload in the mobile learning process.
Based on conclusions listed above, this paper proposed to alleviate theInformation Anxiety in mobile learning and optimize the learning experience from thefollowing aspects. Designers need to beautify interface and simplify informationarchitecture and ways of interacting as well as introduce game elements to enhancelearners' learning experience; information management departments need tostrengthen the management of network information and build information ecology toreduce anxious experience made by information pollution during the process ofmobile learning; individuals should strengthen their information ability, and developgood habits to avoid excessive reliance on mobile devices. Moreover, they should tryto improve their Internet self-efficacy.
This paper mainly consists of six chapters, the specific arrangements are listed asfollows:
The first chapter is introduction. This part mainly introduces the researchbackground, the establishment of the problem, the research goal and the significance,then briefly expounds the research ideas, methods and basic framework of the paper.
The second chapter is research foundation of mobile learning and InformationAnxiety, including the definition of the core concept of the article and literaturereview. This part defines the core concepts of mobile learning, anxiety andInformation Anxiety, and makes a further research on the relevance research results athome and abroad.
The third chapter is the influence factors model construction of InformationAnxiety in mobile learning. Factors that may affect the Information Anxiety in mobilelearning process are extracted through the theoretical study. The research hypothesisis established.
The fourth chapter is design of the survey and data statistical analysis, includingresearch objects, research environment, design and data collection of questionnaireand data analysis. The purpose of this study is to make questionnaire byconceptualization and operationalization of each variable in the theoretical model,then collect the data, test and revise questionnaire.
The fifth chapter is hypothesis testing based on the of Structural Equation Model.
Combined with the theoretical model, the Structural Equation Model of this study wasconstructed and data were collected to evaluate and revise the model. Ultimate goal ofthis part was to validate the research hypothesis and put forward strategies andsuggestions to reduce the anxiety in mobile learning. .
The sixth chapter is conclusion and prospect. This part makes a systematicsummary of the research work carried out in this paper, then illustrates the innovationand the deficiency of the research and puts forward the prospect of the follow-upstudy.
Key words: Mobile Learning; Information Anxiety; Structural Equation Modeling
目 錄
摘 要
Abstract
第 1 章 緒論
1.1 研究背景
1.2 研究問題、目的與意義
1.2.1 研究問題
1.2.2 研究目的
1.2.3 研究意義
1.3 研究方法與思路
1.3.1 研究方法
1.3.2 研究思路
1.4 論文整體結構
第 2 章 移動學習與信息焦慮的研究基礎
2.1 核心概念界定
2.1.1 移動學習
2.1.2 焦慮
2.1.3 信息焦慮
2.2 移動學習研究綜述
2.2.1 國外研究現狀
2.2.2 國內研究現狀
2.3 信息焦慮研究綜述
2.3.1 國外研究現狀
2.3.2 國內研究現狀
第 3 章 移動學習中信息焦慮的影響因素模型構建
3.1 理論基礎
3.1.1 一般焦慮理論與信息焦慮個體因素的析出
3.1.2 用戶體驗理論對信息焦慮技術因素的啟示
3.1.3 認知負荷理論與信息焦慮環境因素的提取
3.1.4 沉浸理論對信息焦慮技術因素的指導
3.2 移動學習中信息焦慮的影響因素理論模型
3.2.1 理論模型的提出
3.2.2 研究假設
第 4 章 調查研究設計與數據統計分析
4.1 調查研究綜合設計
4.1.1 調查對象與研究環境
4.1.2 實證分析方法
4.2 調查問卷設計
4.2.1 問卷變量的概念化與操作化
4.2.2 問卷結構設計
4.3 問卷的初測與項目分析
4.3.1 初測問卷的調查對象與發放
4.3.2 初測問卷的項目分析過程
4.4 正式調查與數據分析
4.4.1 描述性統計
4.4.2 信度分析
4.4.3 效度分析
第 5 章 基于結構方程模型的假設檢驗
5.1 結構方程模型的構建
5.2 模型的參數估計與評價
5.3 模型修正
5.4 假設檢驗與討論
5.5 減少移動學習信息焦慮的建議
第 6 章 研究總結與展望
6.1 研究工作總結
6.2 研究局限與展望
參考文獻
致 謝
移動互聯網的迅速發展和移動終端的普及給人們的工作和生活帶來了深刻的變革。移動學習的誕生對于推進教育信息化進程，彌合由于城鄉差異、收入差異而形成的數字鴻溝，促進教育公平無疑具有重要意義。然而在今天這樣一個知識爆炸、信息泛濫的時代，我們在享受數字化信息所帶來求知欲的滿足之余也無時無刻不在承受著過量信息帶來的負面沖擊，給學習者的信息加工和知識內化過程帶來嚴重影響。其中信息焦慮是指用戶查找、獲取、甄別和利用信息的過程中由于信息環境、客觀技術水平和個人信息準備狀態等一系列原因引起的緊張、煩躁和自我強迫等復雜的情緒體驗。受碎片化、學習環境和硬件水平等條件限制，移動學習更容易成為滋生信息焦慮的溫床。本研究試圖探究移動學習過程中信息焦慮的產生與影響因素，為優化移動學習的學習體驗提供參考。
本研究在一般焦慮理論、用戶體驗理論、認知負荷理論以及沉浸理論的基礎上從技術、環境和個體三個層面提取了移動學習信息焦慮的影響因素并構建了相應的理論模型。繼而根據各個因素構念設計了移動學習信息焦慮影響因素調查問卷，對吉林大學的328名在校學生進行了調查，使用結構方程模型分析法對理論模型進行了驗證并討論各變量間的效應關系。
研究結論主要為：沉浸體驗和網絡自我效能分別對移動學習過程中的信息焦慮具有顯著負向相關；信息超載和移動設備依賴對于移動學習過程中的信息焦慮具有顯著正向相關；移動學習資源的易用性對于學習過程的沉浸體驗具有顯著正相關；信息污染對于移動學習沉浸體驗具有顯著負相關；信息污染對于移動學習過程中的信息超載具有顯著正相關。
基于以上研究結論，本文建議從以下方面來減輕移動學習中的信息焦慮，優化學習體驗。從技術層面而言，移動學習資源設計者需要通過美化界面，簡化信息架構和交互方式以及引入游戲化元素的途徑來增強學習者的融入感和愉悅體驗；從環境層面而言，信息管理部門需要加強網絡信息管理，構建信息生態，以減少信息污染給移動學習者帶來的焦慮體驗；從個人層面而言，移動學習者應該強化自身信息能力，培養良好習慣。避免對于移動設備的過度依賴，努力提升自我效能。
本文主要由六個章節組成，具體安排如下：
第一章，緒論。主要介紹論文的研究背景、問題的確立、研究目標和意義，并簡要闡述論文的研究思路、方法和基本框架。
第二章，移動學習與信息焦慮的研究基礎。包括文章核心概念的界定和文獻綜述。對本文涉及到的核心概念--移動學習、焦慮和信息焦慮進行界定，并進一步對國內外的相關研究成果進行梳理。
第三章，移動學習中信息焦慮的影響因素模型構建。主要通過理論研究提取可能影響移動學習信息焦慮的因素并建立模型、形成研究假設。
第四章，調查研究設計與數據統計分析。包括研究對象、研究環境和調查問卷的設計與數據收集、整理與分析。旨在通過對理論模型中各個變量的概念化與操作化形成調查問卷，繼而搜集數據并進行問卷的試測與修訂。
第五章，基于結構方程模型的假設檢驗。結合理論模型構建本研究的結構方程模型，利用搜集的數據進行模型的評估和修正，最終達到驗證研究假設、提出降低移動學習信息焦慮的策略和建議的目的。
第六章，研究總結與展望。主要對本文所進行的研究工作進行系統總結，同時說明研究的創新和不足之處，并對后續研究提出展望。
關鍵詞：移動學習；信息焦慮；結構方程模型
Abstract
The rapid development of mobile Internet and the popularity of mobile terminalshave brought profound changes to people's work and life. The birth of mobile learningis undoubtedly of great significance to promote the process of educationalinformationization and educational equity while bridging the digital gap betweenurban and rural areas. However, in such an era of knowledge explosion andinformation overflowing, we have to bear the side effects of excess information whileenjoying the satisfaction of knowledge brought by digital information. As a result, theprocedure of learner's information processing and knowledge internalization will beseriously affected. Information anxiety refers to users' complex emotional experienceincluding tension, irritability and self-compulsion which generated during the processof searching , obtaining, screening and using information due to the informationenvironment ,technical level and personal information state. Moreover, mobilelearning is more likely to become a breeding ground for the emergence of informationanxiety because of its characteristic of fragmentation, limitation of learningenvironment and hardware levels. This study attempts to explore factors whichlead to Information Anxiety in the process of mobile learning and provide suggestionsfor the optimization of the mobile learning experience.
Based on the General Anxiety Theory, Users Experience Theory, Cognitive LoadTheory and Flow Theory, this study extracted factors that may cause InformationAnxiety during mobile learning and constructed a theory model from aspects oftechnology, environment and individual. According to structural concepts of variousfactors, we designed a questionnaire of Information Anxiety in mobile learning andinvestigated 328 students of Jilin University. Afterwards we verified theoreticalmodel and discussed the effect of relationships between the variables by usingStructural Equation Model（SEM）。
Conclusion: Immersion Experience and Internet Self-efficacy has significantlynegative relevance to Information Anxiety in mobile learning; Information Overloadand dependencies to mobile devices has significantly positivecorrelation toInformation Anxiety in mobile learning; usability of mobile learning resources hassignificantly positive correlation for immersion experience of study process;information pollution has significantly negative relevance to the immersiveexperience of mobile learning process; information pollution has significantly positiverelevance to information overload in the mobile learning process.
Based on conclusions listed above, this paper proposed to alleviate theInformation Anxiety in mobile learning and optimize the learning experience from thefollowing aspects. Designers need to beautify interface and simplify informationarchitecture and ways of interacting as well as introduce game elements to enhancelearners' learning experience; information management departments need tostrengthen the management of network information and build information ecology toreduce anxious experience made by information pollution during the process ofmobile learning; individuals should strengthen their information ability, and developgood habits to avoid excessive reliance on mobile devices. Moreover, they should tryto improve their Internet self-efficacy.
This paper mainly consists of six chapters, the specific arrangements are listed asfollows:
The first chapter is introduction. This part mainly introduces the researchbackground, the establishment of the problem, the research goal and the significance,then briefly expounds the research ideas, methods and basic framework of the paper.
The second chapter is research foundation of mobile learning and InformationAnxiety, including the definition of the core concept of the article and literaturereview. This part defines the core concepts of mobile learning, anxiety andInformation Anxiety, and makes a further research on the relevance research results athome and abroad.
The third chapter is the influence factors model construction of InformationAnxiety in mobile learning. Factors that may affect the Information Anxiety in mobilelearning process are extracted through the theoretical study. The research hypothesisis established.
The fourth chapter is design of the survey and data statistical analysis, includingresearch objects, research environment, design and data collection of questionnaireand data analysis. The purpose of this study is to make questionnaire byconceptualization and operationalization of each variable in the theoretical model,then collect the data, test and revise questionnaire.
The fifth chapter is hypothesis testing based on the of Structural Equation Model.
Combined with the theoretical model, the Structural Equation Model of this study wasconstructed and data were collected to evaluate and revise the model. Ultimate goal ofthis part was to validate the research hypothesis and put forward strategies andsuggestions to reduce the anxiety in mobile learning. .
The sixth chapter is conclusion and prospect. This part makes a systematicsummary of the research work carried out in this paper, then illustrates the innovationand the deficiency of the research and puts forward the prospect of the follow-upstudy.
Key words: Mobile Learning; Information Anxiety; Structural Equation Modeling
目 錄
摘 要
Abstract
第 1 章 緒論
1.1 研究背景
1.2 研究問題、目的與意義
1.2.1 研究問題
1.2.2 研究目的
1.2.3 研究意義
1.3 研究方法與思路
1.3.1 研究方法
1.3.2 研究思路
1.4 論文整體結構
第 2 章 移動學習與信息焦慮的研究基礎
2.1 核心概念界定
2.1.1 移動學習
2.1.2 焦慮
2.1.3 信息焦慮
2.2 移動學習研究綜述
2.2.1 國外研究現狀
2.2.2 國內研究現狀
2.3 信息焦慮研究綜述
2.3.1 國外研究現狀
2.3.2 國內研究現狀
第 3 章 移動學習中信息焦慮的影響因素模型構建
3.1 理論基礎
3.1.1 一般焦慮理論與信息焦慮個體因素的析出
3.1.2 用戶體驗理論對信息焦慮技術因素的啟示
3.1.3 認知負荷理論與信息焦慮環境因素的提取
3.1.4 沉浸理論對信息焦慮技術因素的指導
3.2 移動學習中信息焦慮的影響因素理論模型
3.2.1 理論模型的提出
3.2.2 研究假設
第 4 章 調查研究設計與數據統計分析
4.1 調查研究綜合設計
4.1.1 調查對象與研究環境
4.1.2 實證分析方法
4.2 調查問卷設計
4.2.1 問卷變量的概念化與操作化
4.2.2 問卷結構設計
4.3 問卷的初測與項目分析
4.3.1 初測問卷的調查對象與發放
4.3.2 初測問卷的項目分析過程
4.4 正式調查與數據分析
4.4.1 描述性統計
4.4.2 信度分析
4.4.3 效度分析
第 5 章 基于結構方程模型的假設檢驗
5.1 結構方程模型的構建
5.2 模型的參數估計與評價
5.3 模型修正
5.4 假設檢驗與討論
5.5 減少移動學習信息焦慮的建議
第 6 章 研究總結與展望
6.1 研究工作總結
6.2 研究局限與展望
參考文獻
致 謝
