知识图谱+数字人干预对护理本科生在线学习投入的影响：以《外科护理学》为例

李莎; 刘礼微; 卢海霞; 何芊芊; 余焕; 马丽

doi:10.3760/cma.j.cn116021-20251130-02252

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知识图谱+数字人干预对护理本科生在线学习投入的影响：以《外科护理学》为例

数智护理教育专题 | 更新时间：2026-06-17

- 知识图谱+数字人干预对护理本科生在线学习投入的影响：以《外科护理学》为例
- Impact of knowledge graph and digital human intervention on online learning engagement among nursing undergraduates: a case study of the Surgical Nursing course
- 中华医学教育探索杂志 2026年25卷第5期页码：543-548
- 作者机构：
  
  贵州医科大学护理学院，贵阳 550025
- 作者简介：
  
  马丽，Email：915895760@qq.com
- 基金信息：
  
  中华医学会医学教育分会、全国医学教育发展中心2025年医学教育研究重点课题(2025A41);2025年度贵州省高等学校本科教学内容和课程体系改革项目一般项目(GZJG2025152);贵州医科大学2025年度本科教学内容和课程体系改革重点项目(JG2025019);2023年贵州医科大学第三批“课程思政”建设项目(SZ2023033)
- DOI：10.3760/cma.j.cn116021-20251130-02252
  中图分类号： R473.6
- 收稿：2025-11-30，
  
  纸质出版：2026-05-20
- 稿件说明：
移动端阅览
李莎, 刘礼微, 卢海霞, 等. 知识图谱+数字人干预对护理本科生在线学习投入的影响：以《外科护理学》为例[J]. 中华医学教育探索杂志, 2026, 25(5): 543-548.

Li Sha, Liu Liwei, Lu Haixia, et al. Impact of knowledge graph and digital human intervention on online learning engagement among nursing undergraduates: a case study of the Surgical Nursing course[J]. Chinese Journal of Medical Education Research, 2026, 25(5): 543-548.
李莎, 刘礼微, 卢海霞, 等. 知识图谱+数字人干预对护理本科生在线学习投入的影响：以《外科护理学》为例[J]. 中华医学教育探索杂志, 2026, 25(5): 543-548. DOI： 10.3760/cma.j.cn116021-20251130-02252.

Li Sha, Liu Liwei, Lu Haixia, et al. Impact of knowledge graph and digital human intervention on online learning engagement among nursing undergraduates: a case study of the Surgical Nursing course[J]. Chinese Journal of Medical Education Research, 2026, 25(5): 543-548. DOI： 10.3760/cma.j.cn116021-20251130-02252.

摘要

目的

探讨“知识图谱+数字人”联合干预对护理本科生在线学习投入、探究社区三维存在感及学习动机的影响。

方法

采用自身前后对照实验，于2025年8月至10月，选取贵州医科大学修读《外科护理学》的282名三年级本科生作为研究对象。依托超星学习通平台，实施为期8周的知识图谱与数字人融合教学干预。干预前后，分别采用在线学习投入量表、中文版探究社区（community of inquiry，CoI）量表及修订教材动机调查（revised instructional materials motivation survey，RIMMS）量表进行测量，并同步收集平台行为数据。统计分析使用SPSS 27.0软件，前后比较采用配对

检验。

结果

干预后，学生在线学习投入水平（72.15±10.53）明显高于干预前（66.96±9.41），差异具有统计学意义（

-6.17，

0.001）；干预后，CoI量表中认知存在维度与社会存在维度较干预前均显著提高，差异具有统计学意义（

=-2.18、-3.08，

=0.030、0.002），而教学存在维度在干预前后无显著变化（

=-1.22，

=0.223）；干预后，RIMMS总分较干预前显著提升（

=-3.05，

=0.002）；干预后，学生平台与课堂的讨论频率明显上升（

=-6.75、-6.98，均

0.001）。

结论

将知识图谱与数字人嵌入在线课程，能够有效提升学生的在线学习投入、认知存在与社会存在水平，激发学习动机，为护理专业在线教学模式优化与数字化教学资源建设提供实证依据。

Abstract

Objective

To investigate the effects of knowledge graph + digital human intervention on online learning engagement

three presences in the Community of Inquiry framework

and learning motivation among undergraduate nursing students.

Methods

A self-controlled pre- and post-intervention experimental design was employed. From August to October 2025

282 third-year undergraduate students enrolled in the Surgical Nursing course at Guizhou Medical University were selected as research subjects. A teaching intervention combining knowledge graphs and digital humans was implemented over eight weeks via the Chaoxing Learning

Pass platform. Pre- and post-intervention

measurements were conducted using the Online Learning Engagement Scale

the Chinese version of the Community of Inquiry Scale

and the Reduced Instructional Materials Motivation Survey. Platform behavioral data were also collected concurrently. Statistical analysis was performed using SPSS 27.0

with paired

-tests used for pre- and post-intervention comparisons.

Results

Post-intervention student online learning engagement score was significantly higher than that before the intervention (72.15±10.53 vs. 66.96±9.41

=-6.17

0.001). Post-intervention

both the cognitive and social presence dimensions of the Community of Inquiry Scale showed significant improvements compared to pre-intervention levels (

=-2.18

=0.030;

=-3.08

=0.002)

while no significant change was observed in the teaching presence dimension (

=-1.22

=0.223). The total Reduced Instructional Materials Motivation Survey score was also significantly increased after the intervention (

=-3.05

=0.002). Post-intervention

student discussion frequency on the platform and in class increased notably (

=-6.75

0.001;

=-6.98

0.001).

Conclusions

Embedding knowledge graphs and digital humans into online courses effectively enhanced student online learning engagement

levels of cognitive and social presence

and learning motivation. These findings provide empirical evidence for optimizing online teaching models and developing digital teaching resources in nursing education.

关键词

Keywords

references

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