在线教育中的数字同理心：葡萄牙和罗马尼亚的比较研究

 Alexandre Duarte, Lisboa (葡萄牙)

 Romina Surugiu, Bucarest (罗马尼亚)

 Madalina Moraru, Bucarest (罗马尼亚)

 Valentina Marinescu, Bucarest (罗马尼亚)

https://doi.org/10.3916/C76-2023-09

关键词

神经科学，数字同理心，技术，教育，沟通，基本同理心量表

摘要

本研究旨在展示在线教育对大学生同理心水平的影响程度。1085 名来自葡萄牙和罗马尼亚的通信科学专业的学生通过回答关于应用和自我评估的问卷 参加了本次调查。本研究的目的是揭示以下变量之间的关系: 性别、对数字技术的接触、根据基本同理心量表 (BES) 测量的同理心水平以及涉及对摄像头使用的在线教育的自我认知。同理心可以对学生满意度有积极影响，并能提高他们的学习成果。从物理环境到数字环境的转变使得大多数学生和教师没有做好准备，并给他们带来巨大的挑战。数字环境会影响同理心的表达方式。本研究发现了技术使用、情绪传染和性别之间关系的证据。这表明在线教育中同理心变化的最相关因素是性别，并且在数字教育中可以抑制对他人情绪的理解。这项研究的结果有助于设计活动或计划，鼓励年轻人在在线教育中表达同理心。

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Fundref

This article is funded by national funds through the FCT - Fundação para a Ciência e a Tecnologia within the project UIDB/05021/2020.

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技术信息

收到: 29-12-2022

修订: 21-01-2023

公认: 23-02-2023

OnlineFirst: 30-05-2023

发布日期: 01-07-2023

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