摘 要
移动互联网的迅速发展和移动终端的普及给人们的工作和生活带来了深刻的变革。移动学习的诞生对于推进教育信息化进程，弥合由于城乡差异、收入差异而形成的数字鸿沟，促进教育公平无疑具有重要意义。然而在今天这样一个知识爆炸、信息泛滥的时代，我们在享受数字化信息所带来求知欲的满足之余也无时无刻不在承受着过量信息带来的负面冲击，给学习者的信息加工和知识内化过程带来严重影响。其中信息焦虑是指用户查找、获取、甄别和利用信息的过程中由于信息环境、客观技术水平和个人信息准备状态等一系列原因引起的紧张、烦躁和自我强迫等复杂的情绪体验。受碎片化、学习环境和硬件水平等条件限制，移动学习更容易成为滋生信息焦虑的温床。本研究试图探究移动学习过程中信息焦虑的产生与影响因素，为优化移动学习的学习体验提供参考。
本研究在一般焦虑理论、用户体验理论、认知负荷理论以及沉浸理论的基础上从技术、环境和个体三个层面提取了移动学习信息焦虑的影响因素并构建了相应的理论模型。继而根据各个因素构念设计了移动学习信息焦虑影响因素调查问卷，对吉林大学的328名在校学生进行了调查，使用结构方程模型分析法对理论模型进行了验证并讨论各变量间的效应关系。
研究结论主要为：沉浸体验和网络自我效能分别对移动学习过程中的信息焦虑具有显着负向相关；信息超载和移动设备依赖对于移动学习过程中的信息焦虑具有显着正向相关；移动学习资源的易用性对于学习过程的沉浸体验具有显着正相关；信息污染对于移动学习沉浸体验具有显着负相关；信息污染对于移动学习过程中的信息超载具有显着正相关。
基于以上研究结论，本文建议从以下方面来减轻移动学习中的信息焦虑，优化学习体验。从技术层面而言，移动学习资源设计者需要通过美化界面，简化信息架构和交互方式以及引入游戏化元素的途径来增强学习者的融入感和愉悦体验；从环境层面而言，信息管理部门需要加强网络信息管理，构建信息生态，以减少信息污染给移动学习者带来的焦虑体验；从个人层面而言，移动学习者应该强化自身信息能力，培养良好习惯。避免对于移动设备的过度依赖，努力提升自我效能。
本文主要由六个章节组成，具体安排如下：
第一章，绪论。主要介绍论文的研究背景、问题的确立、研究目标和意义，并简要阐述论文的研究思路、方法和基本框架。
第二章，移动学习与信息焦虑的研究基础。包括文章核心概念的界定和文献综述。对本文涉及到的核心概念--移动学习、焦虑和信息焦虑进行界定，并进一步对国内外的相关研究成果进行梳理。
第三章，移动学习中信息焦虑的影响因素模型构建。主要通过理论研究提取可能影响移动学习信息焦虑的因素并建立模型、形成研究假设。
第四章，调查研究设计与数据统计分析。包括研究对象、研究环境和调查问卷的设计与数据收集、整理与分析。旨在通过对理论模型中各个变量的概念化与操作化形成调查问卷，继而搜集数据并进行问卷的试测与修订。
第五章，基于结构方程模型的假设检验。结合理论模型构建本研究的结构方程模型，利用搜集的数据进行模型的评估和修正，最终达到验证研究假设、提出降低移动学习信息焦虑的策略和建议的目的。
第六章，研究总结与展望。主要对本文所进行的研究工作进行系统总结，同时说明研究的创新和不足之处，并对后续研究提出展望。
关键词：移动学习；信息焦虑；结构方程模型
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 录
摘 要
Abstract
第 1 章 绪论
1.1 研究背景
1.2 研究问题、目的与意义
1.2.1 研究问题
1.2.2 研究目的
1.2.3 研究意义
1.3 研究方法与思路
1.3.1 研究方法
1.3.2 研究思路
1.4 论文整体结构
第 2 章 移动学习与信息焦虑的研究基础
2.1 核心概念界定
2.1.1 移动学习
2.1.2 焦虑
2.1.3 信息焦虑
2.2 移动学习研究综述
2.2.1 国外研究现状
2.2.2 国内研究现状
2.3 信息焦虑研究综述
2.3.1 国外研究现状
2.3.2 国内研究现状
第 3 章 移动学习中信息焦虑的影响因素模型构建
3.1 理论基础
3.1.1 一般焦虑理论与信息焦虑个体因素的析出
3.1.2 用户体验理论对信息焦虑技术因素的启示
3.1.3 认知负荷理论与信息焦虑环境因素的提取
3.1.4 沉浸理论对信息焦虑技术因素的指导
3.2 移动学习中信息焦虑的影响因素理论模型
3.2.1 理论模型的提出
3.2.2 研究假设
第 4 章 调查研究设计与数据统计分析
4.1 调查研究综合设计
4.1.1 调查对象与研究环境
4.1.2 实证分析方法
4.2 调查问卷设计
4.2.1 问卷变量的概念化与操作化
4.2.2 问卷结构设计
4.3 问卷的初测与项目分析
4.3.1 初测问卷的调查对象与发放
4.3.2 初测问卷的项目分析过程
4.4 正式调查与数据分析
4.4.1 描述性统计
4.4.2 信度分析
4.4.3 效度分析
第 5 章 基于结构方程模型的假设检验
5.1 结构方程模型的构建
5.2 模型的参数估计与评价
5.3 模型修正
5.4 假设检验与讨论
5.5 减少移动学习信息焦虑的建议
第 6 章 研究总结与展望
6.1 研究工作总结
6.2 研究局限与展望
参考文献
致 谢
