<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Information technology in education has triggered a change in “psychology” learning, and dual-line integrated learning will become an important form of learning in the future. The impact of information technology on education has led to changes in psychological learning, and dual-line integrated learning will become a crucial form of learning in the future. Then, based on the FuzzyCDF model of fuzzy set theory, the students’ psychology cognition, learning ability, and knowledge mastery were tested to assess the student’s cognitive level and learning effectiveness of psychology courses. Then, we analyzed the effect of dual-line integration teaching, evaluated the teaching recognition and cognition of students in different grades, and explored in depth the effects of online and offline integration teaching on students’ learning attitude, learning anxiety, self-efficacy, and academic performance. Comparative analysis was used to analyze the impact of psychology course education on students’ mental health. The results showed that the student’s recognition of the dual-line integration learning mode was all above 3.7, the correlation of the online and offline learning mode on the dimensions of students’ learning attitude, self-efficacy, and academic achievement were all between (0.12,0.65), and the negative correlation on students’ learning anxiety. Psychoeducators in colleges and universities can benefit from this study in developing effective teaching strategies and improving the quality of psychology courses for college students.</p>
</abstract>

Information technology in education has triggered a change in “psychology” learning, and dual-line integrated learning will become an important form of learning in the future. The impact of information technology on education has led to changes in psychological learning, and dual-line integrated learning will become a crucial form of learning in the future. Then, based on the FuzzyCDF model of fuzzy set theory, the students’ psychology cognition, learning ability, and knowledge mastery were tested to assess the student’s cognitive level and learning effectiveness of psychology courses. Then, we analyzed the effect of dual-line integration teaching, evaluated the teaching recognition and cognition of students in different grades, and explored in depth the effects of online and offline integration teaching on students’ learning attitude, learning anxiety, self-efficacy, and academic performance. Comparative analysis was used to analyze the impact of psychology course education on students’ mental health. The results showed that the student’s recognition of the dual-line integration learning mode was all above 3.7, the correlation of the online and offline learning mode on the dimensions of students’ learning attitude, self-efficacy, and academic achievement were all between (0.12,0.65), and the negative correlation on students’ learning anxiety. Psychoeducators in colleges and universities can benefit from this study in developing effective teaching strategies and improving the quality of psychology courses for college students.

Research and practical application of a bilinear integration learning model for a college psychology course

Applied Mathematics and Nonlinear Sciences

This work is licensed under the Creative Commons Attribution 4.0 International License.

Information technology in education has triggered a change in “psychology” learning, and dual-line integrated learning will become an important form of...

Research and practical application of a bilinear integration learning model for a college psychology course

Pubblicato online: 31 gen 2024

Pagine: -

Ricevuto: 22 dic 2023

Accettato: 01 gen 2024

DOI: https://doi.org/10.2478/amns-2024-0251

Parole chiave
Fuzzy set theory, FuzzyCDF model, Bilinear fusion learning model, Psychology course

© 2024 Shengxue Yang et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Research and practical application of a bilinear integration learning model for a college psychology course

Pubblicato online: 31 gen 2024

Pagine: -

Ricevuto: 22 dic 2023

Accettato: 01 gen 2024

DOI: https://doi.org/10.2478/amns-2024-0251

Parole chiaveFuzzy set theory, FuzzyCDF model, Bilinear fusion learning model, Psychology course

© 2024 Shengxue Yang et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Parole chiave
Fuzzy set theory, FuzzyCDF model, Bilinear fusion learning model, Psychology course