【作 者】：
胡晓玲， 狄 璇， 吴鹏泽
【关 键 词 】：
社会情感能力； 沉浸式学习环境； 听障儿童； 结构方程； 模糊集定性比较分析
【栏 目】：
学习环境与资源
【中文摘要】：
社会情感能力是听障儿童融入社会、实现全面发展的重要基础，然而，传统学习环境存在交互模态单一、情感反馈滞后等问题，难以满足听障儿童社会情感能力培养的多元需求。为此，研究基于活动理论和社会情感学习理论，构建面向听障儿童社会情感能力培养的沉浸式学习环境框架，包括物理环境、自我感知环境、人际与情感环境、技术与资源环境、活动环境等五维要素。研究综合运用结构方程模型（SEM）与模糊集定性比较分析（fsQCA）探究其作用机制，发现：（1）技术与资源环境、人际与情感环境以及活动环境通过链式中介效应正向作用于自我感知环境；（2）物理环境需通过多重中介路径间接影响自我感知环境；（3）各要素之间形成“社交—活动型”“技术—社交型”“技术—活动型”三类核心组态。研究进一步揭示了“技术—社会—活动”协同机制是推动听障儿童社会情感能力培养的核心路径，为听障儿童社会情感能力培养的沉浸式学习环境设计提供了理论框架和实践路径。
【英文摘要】：
Social-emotional competencies serve as an important foundation for hearing-impaired children to integrate into society and achieve all-round development. However, traditional learning environments encounter challenges such as single-modal interaction and delayed emotional feedback, making it hard to meet the diverse needs of hearing-impaired children in developing social-emotional competencies. Therefore, based on activity theory and social-emotional learning theory, the study develops an immersive learning environment framework to enhance social-emotional competencies in hearing-impaired children. The framework encompasses five essential components: the physical environment, the self-perception environment, the interpersonal and emotional environment, the technology and resource environment, and the activity environment. The study employed a combined approach of Structural Equation Modeling (SEM) and Fuzzy-set Qualitative Comparative Analysis (fsQCA) to explore its mechanism, revealing the following findings: (1) the technology and resource environment, the interpersonal and emotional environment, and the activity environment exert a positive effect on the self-perception environment through chained mediating effects; (2) the physical environment indirectly affects the self-perception environment via multiple mediating pathways; (3) three core configurations emerge among "social-activity type" "technology-activity type" and "technology-social type". The study further identifies that the "technology-social-activity" synergistic mechanism is the primary pathway to promote the cultivation of hearing-impaired children's social-emotional competencies, which provides a theoretical framework and a practical approach for the design of immersive learning environments to cultivate hearing-impaired children's social-emotional competencies.