Research on Digital Resource Construction and Intelligent Recommendation Strategy for Civic and Political Education in Colleges and Universities
, , und
17. März 2025
Über diesen Artikel
Online veröffentlicht: 17. März 2025
Eingereicht: 16. Okt. 2024
Akzeptiert: 05. Feb. 2025
DOI: https://doi.org/10.2478/amns-2025-0169
Schlüsselwörter
© 2025 Jiayi Xie et al., published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.
Figure 1.
Figure 2.
Figure 3.
Figure 4.
Figure 5.
Descriptive statistics and grade difference analysis
| Dimension | Minimum value | Maximum value | Mean value | Standard deviation | Kurtosis | Degree of bias |
| Self-evaluation | 18 | 42 | -0.2856 | 0.0587 | ||
| Teaching effect | 16 | 38 | -0.1836 | 0.3785 | ||
| Teaching resources and methods | 15 | 27 | 19.4856 | 2.2863 | 0.3788 | 0.2678 |
| Overall evaluation | 52 | 94 | -0.6445 | -1.2645 | ||
| Dimension Self-evaluation | T | Freedom | Mean difference(Freshman year-sophomore) | P | 95% confidence interval | |
| Lower limit | Upper limit | |||||
| Teaching effect | 1.3452 | 36.8555 | 1.4855 | 0.1826 | -0.6885 | 3.6285 |
| Teaching resources and methods | 2.2485 | 36.8555 | 0.6785 | 0.2658 | 0.0826 | 1.3885 |
| Overall evaluation | 2.1226 | 36.8555 | 0.8345 | 0.1388 | 0.0548 | 1.6248 |
| Dimension | 1.8455 | 36.8555 | 2.9285 | 0.2658 | -0.1236 | 6.1578 |
Project analysis and factor analysis
| Primary indicator | Evaluation of teachers’ digital thinking | ||
| Secondary indicator | Satisfaction | Acquired sense | Student interaction perception |
| Project analysis t test | 0.000*** | 0.000*** | 0.000*** |
| KMO | 0.9482 | ||
| Contribution rate /% | 50.2562 | ||
| Cumulative contribution /% | |||
| Primary indicator | Student digital learning effect evaluation | ||
| Secondary indicator | Satisfaction | Acquired sense | Student interaction perception |
| Project analysis t test | 0.000*** | 0.000*** | 0.000*** |
| KMO | 0.9157 | ||
| Contribution rate /% | 47.8565 | ||
| Cumulative contribution /% | |||
| Primary indicator | The combination of recommended teaching results | ||
| Secondary indicator | Student evaluation | Teacher evaluation | |
| Project analysis t test | 0.000*** | 0.000*** | |
| KMO | 0.9245 | ||
| Contribution rate /% | 52.7486 | ||
| Cumulative contribution /% | |||
Analysis of composite reliability and convergence validity
| Primary indicator | Secondary indicator | Specific content | Estimate | AVE | CR |
| Evaluation of teachers’ digital teaching effect | Satisfaction | Improve the teaching atmosphere | 0.8785 | 0.8515 | 0.9245 |
| Improve the teaching activity | 0.9055 | ||||
| Acquired sense | Improving teaching ability | 0.9245 | 0.8545 | 0.9285 | |
| Improving teachers’ literacy | 0.9268 | ||||
| Student interaction perception | The willingness to interact significantly increased | 0.9048 | 0.8345 | 0.9125 | |
| The distance between teachers and students is closer | 0.8485 | ||||
| Student digital learning effect evaluation | Satisfaction | Promote outlook on life | 0.8463 | 0.8245 | 0.9154 |
| Promote values | 0.8912 | ||||
| Acquired sense | Enhanced identity | 0.9248 | 0.8236 | 0.9048 | |
| Enhanced social identity | 0.9078 | ||||
| Student interaction perception | The willingness to interact significantly increased | 0.8626 | 0.8548 | 0.9278 | |
| The distance between teachers and students is closer | 0.9286 | ||||
| The combination of recommended teaching results | Student evaluation | Student performance progress is obvious | 0.8932 | 0.8315 | 0.9185 |
| The comprehensive quality of the students was significantly improved | 0.8936 | ||||
| Teacher evaluation | Teacher satisfaction improvement | 0.9185 | 0.8269 | 0.9088 | |
| Teachers’ class is high in praise | 0.9058 |