本研究通过被试间实验设计考察色彩饱和度对小学生远程课堂自我调节学习（SRL）的影响，以200 名三、四年级 学生为对象，通过随机分配分为高饱和度组和低饱和度组并接受课件干预。结果显示，高饱和度条件下的学生在自我调节学 习的多个维度及总体得分上报告的平均水平显著高于低饱和度条件下的学生（p<0.001；Cohen’s d ≥ 0.94）。该发现提 示了色彩饱和度与小学生远程课堂中的自我调节学习表现存在显著关联。为SRL 理论在远程教育中的应用提供实证依据， 并为优化小学课件视觉设计提供建议。
Abstract
This study investigated the impact of color saturation on self-regulated learning (SRL) in remote classrooms for primary school students through inter-subject experimental design. Taking 200 third and fourth-grade students as the subjects, they were randomly divided into a high-saturation group and a low-saturation group and received courseware intervention. The results showed that students under high saturation conditions reported significantly higher average levels in multiple dimensions of self-regulated learning and overall scores than those under low saturation conditions (p<0.001; Cohen's d≥0.94). This finding suggests that there is a significant association between color saturation and the self-regulating learning performance of primary school students in remote classrooms. To provide empirical evidence for the application of SRL theory in distance education and offer optimization suggestions for the visual design of primary school courseware.
关键词
色彩饱和度 /
自我调节学习 /
小学生
Key words
Color Saturation /
Self-Regulated Learning /
Primary School Student
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参考文献
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基金
本研究为“北京服装学院2025 年研究生科研创新项目”的阶段性成果（项目编号：NHFZ20250444）。
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