User Stickiness Evaluation Of Learning Cyber Space Based On Classroom Teaching Activities Of Teachers And Students

The development of learning cyber space(hereinafter referred to as "LCS")has attracted more and more attention.The evaluation of LCS is helpful to speed up the construction of LCS and promote the wider and deeper application of it.At present,the research on LCS evaluation in terms of data sources is mainly obtained by questionnaire survey,observation,interview and other methods.It mainly collects the perception data of the subjects,while neglected the collection and research of the process data of teaching activities of teachers and students in the LCS.The evaluation content mainly focused on the construction,function,application status,teaching and research activities of the LCS,ignored the evaluation of the degree of dependence to the LCS by the teachers and students.Whether teachers and students can form a dependence on the LCS,and how much teachers and students depend on the LCS has become a problem that needs to be further studied in the process of LCS construction and application.Based on the above problems,this study collected the process data of teachers and students’ teaching activities in LCS,and evaluated the degree of dependence of teachers and students on LCS from the perspective of user stickiness.The research contents and results of this paper mainly include the following aspects:(1)From the perspective of teachers and students carried out classroom teaching activities,behavioral data of teachers and students was collected.Based on the perspective of user stickiness,an evaluation model of user stickiness of teachers and students was proposed to measure the degree of dependence of teachers and students on services and functions of LCS.Taked the LCS in W city as an example,the stickiness index of teachers’ classroom teaching and the stickiness index of students’classroom learning were obtained,and the evaluation results of stickiness index of teachers and students were analyzed and compared to understand the application status of teacher and students.Then,the potential profile analysis was used to cluster the amount of teaching activities between teachers and students in LCS,and the teachers were divided into two potential categories and students into three potential categories.Through the consistency test between the potential categories of teachers and students and the user stickiness index,which proved the reliability of the user stickiness evaluation results and the validity of the stickiness evaluation model.(2)Based on the technology acceptance model theory,the factors related to the stickiness of teachers and students were explored.The results showed that there was no significant difference between the stickiness index of classroom teaching and the demographic variables of teachers.There were significant differences in the comprehensive stickiness index of students’ classroom learning activities in age and gender.In addition,When explored the correlation between perceived satisfaction,perceived usefulness,perceived ease of use,perceived failure and user stickiness index in the theory of technology acceptance model,the results showed:a)There was no correlation between teachers’ satisfaction,perceived usefulness and their stickiness index with the function of pre-class instruction;b)There was a significant positive correlation between the teachers’ satisfaction,perceived usefulness,perceived ease of use,perceived failure and their stickiness index with the interactive classroom function;c)There was no correlation between students’ perceived failure and their stickiness index with the public pre-class materials function,online test function and public homework function.On this basis,this study conducted statistical analysis on the interview results,and interprets and supplements the above results as auxiliary materials.(3)The evaluation results of user stickiness and the analysis results of relevant factors of user stickiness were analyzed and summarized.Finally,the paper put forward specific suggestions,such as improving services and functions of LCS,optimizing digital resources and improving teacher training system.So as to enhance the ability of teachers and students to use the LCS,and further improve the stickiness to LCS.Make the LCS create value for teachers and students to carry out teaching and learning activities,improve the teaching effect,and then improve the quality of teaching.