The Design And Practice Of Technology-enhanced Learning Space

Technology-enhanced learning space has become a research hotspot in education, because traditional places of learning could not meet the pedagogical needs advocated by the new learning science and contemporary mainstream learning theory represented by constructivism. And developmental level of related fields, especially information technology, has made it possible to realize the transformation of places of learning.In the face of the transformation of places of learning in new technology environment, both theoretical research and practical exploration are concerned about how technology affects the design of places of learning, including the four research questions:What kind of change places of learning is facing with? What are the components of technology-enhanced learning space? What factors influence teachers and students use the technology-enhanced learning space? How should we design, develop, and evaluate technology-enhanced learning space? The main contents of the thesis include:1. Analyzing the paradigm change that places of learning facing with and summing up the components of technology-enhanced learning space. By analyzing the evolution process and the connotation of teaching space and learning space, the thesis proposes learning space are fundamental different with teaching space and information technology are influencing and promoting the changes of the space paradigm from teaching space to learning space. On this basis, the components of technology-enhanced learning space are summarized the new technology environment learning space elements, including the corresponding theoretical model, space planning, interior furnishings, physical environment and service and the corresponding technical support etc..2. Exploring the influence factors of the teachers and students using technology-enhanced learning space. In order to provide empirical support of the design principles, grounded theory and path analysis are adopted respectively to explore influence factors of teachers and students using technology-enhanced learning space. The results show that the factors influencing teachers using technology-enhanced learning space includes teachers’ adaptation, operability, privacy etc.. And the importance of the influencing factors varies in different stage, user experience play a dominant role in the initial using phase, however, useful for teaching, teachers’ adaptation and operability play a leading role after teachers are familiar with the space. The factors influencing students using technology-enhanced learning space includes compatibility, perceived participation, perceived pleasure etc..3. Putting forward the user-centered design framework of technology-enhanced learning space. The dissertation argues that the design paradigm should shift from "designed by authority" to "participatory design". Therefore, the user-centered design framework of technology-enhanced learning space contains design principles, key steps, design phase and specific dimensions are proposed according to the method of user-centered design (UCD).4. Two typical types of technology-enhanced learning space, classroom and studio, are implemented and applied. Based on the above framework, according to the actual needs of the design and development of two typical learning space, "new technology experience classroom" and "college electronic course studio", are designed and implemented. The results of usability evaluation show that students have favorable perceptions about technology-enhanced learning space which can promote student engagement and social interaction and be conducive to instructors’ mobility and guidance and discussion among students.Research shows that, on the premise of considering teachers’and students’ use intention, technology-enhanced learning spaces built from space planning, interior furnishings, physical environment and service and the corresponding technical support according to the user-centered design framework can have high usability.