Research On The Influence Mechanism Of Teaching Interaction On College Students’ Learning Engagement In Online Learning Environment

With the rapid development of "Internet + education",online learning,as a new learning method,is favored by college students with its advantages of flexibility and low cost,and the quality of online education has also been widely concerned.The survey results show that the completion rate of online courses among college students is very low,and learning engagement is declining,which seriously affects the quality of online education.In this context,it is important to study the relevant factors that affect the online learning engagement of university students and improve the quality of learning in a targeted manner.As the most active component of teaching activities,teaching interaction has a significant impact on online learning engagement.Therefore,studying the influence mechanism of teaching interaction on online learning engagement is crucial to increase college students’ online learning engagement and improve learning quality.Firstly,based on social cognition theory,social constructivist learning theory,and basic psychological needs theory,this study integrates teaching interaction,basic psychological needs,academic self-efficacy,and online learning engagement to construct a model of the influence mechanism of teaching interaction on college students’ learning engagement in online learning environment.The model analyzes the influence mechanism of teaching interaction multi-dimensional as the main effect variable,basic psychological need as the mediating variable,and academic self-efficacy as the moderating variable on online learning engagement,which makes the model more generalized and versatile.At the same time,the influence mechanism of different combinations of different dimensions of teaching interaction on college students’ online learning engagement is also analyzed,so the model can more comprehensively study the impact of teaching interaction on college students’ online learning engagement.Secondly,in order to accurately and comprehensively understand the actual situation of college students’ participation in teaching interaction in online learning,this study collects multi-source data,analyzes literature,learning platform review data,and college student interview data,and designs a scale of teaching interaction.For data from different sources,this study used the literature research method,data-driven method,and interview method.For literature data,the scale designed by the existing investigators was summarized through analysis;For the learning platform review data,new measurement variables such as quick search function,immersion of learning resources,and teaching evaluation methods are crawled,cleaned,and mined;For the interview data,by interviewing 10 college students who participated in the online course,new measurement variables such as immersion and editability of learning resources and real-time interpersonal interaction were obtained.Based on the above analysis results,a teaching interaction questionnaire was compiled,and a multi-source data teaching interaction scale was finally designed through questionnaire analysis and verification.Based on the existing scale,the scale obtains new measurement variables such as interface comprehensiveness,immersion and editability of learning resources,and real-time interpersonal interaction by analyzing the comment data and interview data of learners on the platform,which improves the comprehensiveness of the teaching interaction scale.Finally,this study uses empirical analysis to verify the influence mechanism model of teaching interaction on college students’ learning engagement in online learning environments and analyzes the interaction relationship of various dimensions of teaching interaction.The empirical results show that the model hypothesis is basically valid,among which the three hypotheses of "interface interaction positively affects college students’ online learning engagement ","basic psychological needs satisfaction plays a mediating role in the influence relationship between interface interaction and college students’ online learning engagement ",and "academic self-efficacy plays a regulating role in the influence relationship between interface interaction and college students’ online learning engagement".By analyzing the impact of various dimensions of teaching interaction and the combination of different interaction dimensions on learning engagement,it is concluded that there are interaction relationships such as reinforcement and offset between each dimension of teaching interaction.Among them,the comprehensive performance of the interface enhances the impact of immersion of learning resources on learning engagement,the responsiveness,simplicity,and comprehensiveness of the interface will enhance the impact of real-time interpersonal interaction on learning engagement,and the quality of interpersonal interaction and platform function construction weaken the impact of resource editability on learning engagement.Based on the above conclusions,this study puts forward specific suggestions to increase engagement and improve the quality of online learning:(1)Improve the responsiveness of the online learning platform and reduce the complexity of the platform function operation.(2)Improve the richness of resources,pay attention to the difficulty of resources,and enhance the immersion of resources.(3)Increase effective interaction between teachers and students,and improve real-time interpersonal interaction.(4)Pay attention to the satisfaction of the basic psychological needs of college students,and promote the satisfaction of needs through platform function construction and online course design.(5)Pay attention to improving the academic selfefficacy of college students.