{"title":"如何鼓励学生继续在播客上学习英语?刺激-有机体-反应与利益驱动创造者理论的视角","authors":"Min Chen, T. Chan, Y. Chen","doi":"10.1108/itse-06-2022-0076","DOIUrl":null,"url":null,"abstract":"\nPurpose\nPodcasting is a new mobile technology application for language learning. Drawing upon the stimulus–organism–response model and the interest driven creator (IDC) theory from e-learning, this study aims to develop and test an integrative conceptual framework. This study investigates contextual and environmental stimuli effects (content richness [CR], self-directed learning [SDL] and situational interest [SI]) from a podcast English learning context on learners’ experience states (cognitive absorption [CA], pleasure [PL] and arousal [AR]) and their subsequent responses (continuance learning intention [CLI]).\n\n\nDesign/methodology/approach\nUsing 416 valid responses from five universities located in North Taiwan, data analysis is performed using a structural equation model.\n\n\nFindings\nThe results show that most of the interest factor stimuli (CR, SDL and SI) have significant impacts on learners’ experiences (CA, PL and AR), which in turn affect their CLI.\n\n\nPractical implications\nThe findings provide useful insights for English show podcasters and operators to invest in establishing learners’ interest factor and stimulating experiences to improve their CLI.\n\n\nOriginality/value\nThis paper contributes to a better understanding of students who use contextual factors of podcast English learning and how these factors influence their CLI via a framework of stimulus–organism–response and the IDC theory.\n","PeriodicalId":44954,"journal":{"name":"Interactive Technology and Smart Education","volume":null,"pages":null},"PeriodicalIF":3.5000,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"How to encourage students continue learning English on podcast? The perspectives of stimulus-organism-response and interest driven creator theory\",\"authors\":\"Min Chen, T. Chan, Y. Chen\",\"doi\":\"10.1108/itse-06-2022-0076\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\nPurpose\\nPodcasting is a new mobile technology application for language learning. Drawing upon the stimulus–organism–response model and the interest driven creator (IDC) theory from e-learning, this study aims to develop and test an integrative conceptual framework. This study investigates contextual and environmental stimuli effects (content richness [CR], self-directed learning [SDL] and situational interest [SI]) from a podcast English learning context on learners’ experience states (cognitive absorption [CA], pleasure [PL] and arousal [AR]) and their subsequent responses (continuance learning intention [CLI]).\\n\\n\\nDesign/methodology/approach\\nUsing 416 valid responses from five universities located in North Taiwan, data analysis is performed using a structural equation model.\\n\\n\\nFindings\\nThe results show that most of the interest factor stimuli (CR, SDL and SI) have significant impacts on learners’ experiences (CA, PL and AR), which in turn affect their CLI.\\n\\n\\nPractical implications\\nThe findings provide useful insights for English show podcasters and operators to invest in establishing learners’ interest factor and stimulating experiences to improve their CLI.\\n\\n\\nOriginality/value\\nThis paper contributes to a better understanding of students who use contextual factors of podcast English learning and how these factors influence their CLI via a framework of stimulus–organism–response and the IDC theory.\\n\",\"PeriodicalId\":44954,\"journal\":{\"name\":\"Interactive Technology and Smart Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.5000,\"publicationDate\":\"2022-12-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Interactive Technology and Smart Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/itse-06-2022-0076\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Interactive Technology and Smart Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/itse-06-2022-0076","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
How to encourage students continue learning English on podcast? The perspectives of stimulus-organism-response and interest driven creator theory
Purpose
Podcasting is a new mobile technology application for language learning. Drawing upon the stimulus–organism–response model and the interest driven creator (IDC) theory from e-learning, this study aims to develop and test an integrative conceptual framework. This study investigates contextual and environmental stimuli effects (content richness [CR], self-directed learning [SDL] and situational interest [SI]) from a podcast English learning context on learners’ experience states (cognitive absorption [CA], pleasure [PL] and arousal [AR]) and their subsequent responses (continuance learning intention [CLI]).
Design/methodology/approach
Using 416 valid responses from five universities located in North Taiwan, data analysis is performed using a structural equation model.
Findings
The results show that most of the interest factor stimuli (CR, SDL and SI) have significant impacts on learners’ experiences (CA, PL and AR), which in turn affect their CLI.
Practical implications
The findings provide useful insights for English show podcasters and operators to invest in establishing learners’ interest factor and stimulating experiences to improve their CLI.
Originality/value
This paper contributes to a better understanding of students who use contextual factors of podcast English learning and how these factors influence their CLI via a framework of stimulus–organism–response and the IDC theory.
期刊介绍:
Interactive Technology and Smart Education (ITSE) is a multi-disciplinary, peer-reviewed journal, which provides a distinct forum to specially promote innovation and participative research approaches. The following terms are defined, as used in the context of this journal: -Interactive Technology refers to all forms of digital technology, as described above, emphasizing innovation and human-/user-centred approaches. -Smart Education "SMART" is used as an acronym that refers to interactive technology that offers a more flexible and tailored approach to meet diverse individual requirements by being “Sensitive, Manageable, Adaptable, Responsive and Timely” to educators’ pedagogical strategies and learners’ educational and social needs’. -Articles are invited that explore innovative use of educational technologies that advance interactive technology in general and its applications in education in particular. The journal aims to bridge gaps in the field by promoting design research, action research, and continuous evaluation as an integral part of the development cycle of usable solutions/systems.