情境认知视角下SVVR干预对小学生STEM职业意识与情感参与的影响研究

赖文华¹  陈  燊²  方  澜¹  黄益品¹  潘盈盈¹  郑晓丽¹

（1.温州大学 教育学院，浙江 温州 325035；2.深圳市宝安区海韵学校（集团）红星实验学校，广东 深圳 518102）

【摘  要】现代产业技术升级背景下，STEM教育成为推动职普融合、培养复合型人才的关键路径之一。然而，传统STEM职业启蒙教育面临真实职业场景不可达与平面媒体临场感缺失的双重困境。本研究基于情境认知理论，将SVVR嵌入职业情境体验活动中，采用前后测对比组的准实验设计，以53名小学五年级学生为研究对象，验证SVVR对STEM职业意识与情感参与的干预效应。协方差分析结果显示：相较于平面媒体，SVVR干预显著提升了学生的STEM职业意识和情感参与水平，调节效应检验发现，该干预对低基线情感参与学生的增益效应更为突出。研究为技术赋能STEM职业启蒙教育提供了情境化教学设计的实证参考，但职业认同的长期转化机制仍需追踪研究。

【关键词】情境认知；球形视频虚拟现实；STEM职业意识；情感参与

The Impact of SVVR Intervention on Elementary School Students’ STEM Career Awareness and Emotional Engagement: A Situated Cognition Perspective

LAI Wenhua¹, CHEN Shen², FANG Lan¹, HUANG Yipin¹, PAN Yingying¹ and ZHENG Xiaoli¹

(1. College of Education, Wenzhou University, Wenzhou 325035, China; 2. Hongxing Experimental School, Haiyun School (Group) of Bao’an District,Shenzhen 518102, China)

Abstract: Against the backdrop of modern industrial technology upgrading, STEM (Science, Technology, Engineering, and Mathematics) education has become one of the key pathways to promote the integration of vocational and general education and to cultivate interdisciplinary talents. However, traditional STEM career initiation faces the dual dilemmas of inaccessibility to real career settings and a lack of presence in flat media. Based on situated cognition theory, this study embedded SVVR (Spherical Video-based Virtual Reality) into career situational experience activities, adopted a pretest-posttest control group quasi-experimental design, with 53 fifth-grade elementary school students as participants to verify the intervention effects of SVVR on STEM career awareness and emotional engagement. Analysis of covariance (ANCOVA) results revealed that, compared with flat media, the SVVR intervention significantly enhanced students’ STEM career awareness and emotional engagement level. Moderation effect testing further indicated that this intervention had a more pronounced beneficial effect on students with low baseline emotional engagement. This study provides an empirical reference for situational design in technology-empowered STEM career initiation education, yet the long-term transformation mechanism of career identity still requires follow-up research.

Keywords: situated cognition; SVVR; STEM career awareness; emotional engagement

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