交互功能如何提升数字化学习效果: 关于指导作用的竞争假设检验

Scholars and practitioners have expressed concerns about the effectiveness of digital learning. A key issue is that digital learners often struggle to adopt effective learning techniques when engaging with digital learning materials. Existing research has rarely focused on how learners process learning materials in digital environments. This study explores the impact of interactive features on the adoption of learning techniques and performance, as well as the moderating role of guidance. A field experiment involving 1,127 participants was conducted using a self-developed digital learning system. The results show that interactive features promote exploration and increase learners’ awareness of the need for new techniques, thereby fostering their long-term adoption and improving performance. However, the effects of interactive features are weaker when guidance is introduced, as guidance can hinder exploration and limit learners’ independence in adopting new learning techniques. This study discusses implications for both theory and practice.