设计教育反馈表问题

Proposed feedback item Overall, how effectively did the course resource repository help you find high-quality resources aligned with your learning objectives?

Response scale 1 = Not at all effective; 2 = Slightly effective; 3 = Somewhat effective; 4 = Moderately effective; 5 = Very effective; 6 = Highly effective; 7 = Extremely effective; Not applicable

Rationale This single, global item targets perceived effectiveness in locating relevant learning resources, a core outcome for a repository’s pedagogical value. It operationalizes the “effectiveness” dimension of usability as defined in ISO 9241-11:2018, while focusing respondents on relevance to learning objectives rather than generic satisfaction. The phrasing avoids double-barreled constructs (for example, not conflating relevance with aesthetics or navigation) and uses a seven-point response scale, which has demonstrated favorable reliability, validity, and discriminating power in psychometric evaluations. Furthermore, aligning the evaluative focus with relevance to learning objectives draws on the Technology Acceptance Model’s emphasis on perceived usefulness as a predictor of user acceptance and continued use in educational technologies.

References Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340.

International Organization for Standardization. (2018). ISO 9241-11:2018 Ergonomics of human-system interaction—Usability: Definitions and concepts.

Preston, C. C., & Colman, A. M. (2000). Optimal number of response categories in rating scales: Reliability, validity, discriminating power, and respondent preferences. Acta Psychologica, 104(1), 1–15.

反馈表问题（单题，认知负荷测量） 请评价您在刚才使用互动答题器完成作答时所感受到的总体心理努力程度： 1 2 3 4 5 6 7 8 9 1 = 非常低的心理努力；9 = 非常高的心理努力 作答指引：请在完成每一轮答题后立即选择最能代表您整体体验的数字。

方法学依据与用途 该单题基于Paas提出的单维度心理努力量表，已在认知负荷研究与教学设计评估中广泛使用，能敏感地反映学习者在完成任务时的主观负荷水平（Paas, 1992；Paas et al., 2003）。在互动答题器情境中，心理努力作为认知负荷的主观指标，可用于识别由界面可用性、题干表述、时间限制或反馈呈现方式引发的非本质（外在）负荷，从而为迭代优化题目设计与交互流程提供证据（Sweller et al., 2011）。基于该指标的纵向监测亦可与成绩、答题时长等客观数据联动，形成对教学效率的综合评估。

参考文献（APA第7版）

• Paas, F. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. Journal of Educational Psychology, 84(4), 429–434. https://doi.org/10.1037/0022-0663.84.4.429
• Paas, F., Tuovinen, J. E., Tabbers, H. K., & Van Gerven, P. W. M. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38(1), 63–71. https://doi.org/10.1207/S15326985EP3801_8
• Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer.