本期刊·见栏目为您介绍教育学和教育研究领域期刊Interactive Learning Environments，与您一同探讨先进技术在教学领域所带来的风险和发展。除了期刊的详尽介绍外，向您介绍刊内最新研究文章： 

• 是学生的内驱力还是环境的外驱动力?在智能教育环境下数字学习力配置不均的研究 

• 公共在线教育资源平台有效利用机制的开发研究:TOE模式与FS-QCA相结合 

Interactive Learning Environments 隶属于澳大利亚开放与远程学习协会，发表有关设计和互动学习环境应用的文章，重点关注知识共享、自适应系统、教学法等。期刊发文范围涵盖交互式学习环境设计和使用的各个方面，包括单个学习者的环境，以及学习者群体或同事之间协作的环境。期刊特别欢迎能体现学术深度、广度和丰富性的评论和调查文章。 

该期刊已被Scopus、SSCI、PsycINFO、Australian Research Council (ARC) Ranked Journal List等数据库收录。 

• 2022影响因子：5.4 

• 2022 5年影响因子：5.4 

• 影响因子最佳分区：Q1 

• 2022 CiteScore: 11.0 

• 2022CiteScore最佳分区: Q1 

• 年下载量：65.5万次 

• 稿件接受率：26% 

影响因子 

根据JCR显示，Interactive Learning Environments 在教育与教育研究领域排名20/269。 

CiteScore 

根据Scopus显示, Interactive Learning Environments的CiteScore（2022）为11.0， CiteScoreTracker（2023）为12.1 。 

社会科学：教育学领域排名24/1469； 

计算机科学：计算机科学应用领域排名57/792。 

中国科学院文献情报中心期刊分区表 

根据2022年中国科学院期刊分区表（升级版）显示 

大类及分区：教育学3区； 

小类及分区：教育学和教育研究3区。 

收稿文章主题： 

个人学习： 

• 创新学习情境，包括自适应系统、智能辅导、对话和咨询系统 

• 辅助学习的工具以及研究和模拟学习者的工具 

• 学习如何产生的认知、社会、发展和动机方面的问题 

• 有效学习课程设计原则及编写工具 

小组活动： 

• 非正式知识交流网络 

• 参与在线讨论 

• 计算机支持的团队合作项目 

• 协作学习过程 

• 计算机辅助学习中的同伴辅导和指导 

• 虚拟教室中的自我评估和同伴评估 

• 交互式视频和音频技术 

社会和组织问题： 

• 促进和管理组织变革 

• 电子学习与其他业务流程的整合 

• 电子学习与知识管理之间的联系 

课件： 

• 生产流程 

• 数字资源库的使用 

• 课件共享和再利用 

编辑团队 

Interactive Learning Environments 的主编由来自英国布莱顿商学院的Asher Rospigliosi和Sue L Greener共同担任。副编辑由来自香港中文大学的赵建丰和阿曼卡布斯苏丹大学的Ali Tarhini共同担任，此外，编委团队由各国研究人员组成。 

主编介绍 

Asher Rospigliosi，布莱顿大学 

研究方向：技术对社会、教育和商业的影响、高等教育的历史和作用、毕业生就业能力以及大学如何为毕业生提供最佳服务。 

Sue L Greener，布莱顿大学 

研究方向：电子学习、在线学习领域的研究员、督导员和考官、人力资源开发、反思性实践及思维。 

最新研究文章 

Students’ internal driving force or environment external driving force? Configuring digital learning power heterogeneity in a smart education environment 

是学生的内驱力还是环境的外驱动力?在智能教育环境下数字学习力配置不均的研究   

作者： Desheng Yan & Guangming Li 

作者所属机构：华南师范大学 

摘要： 

Smart education, with its intelligent, individualized, and technologized content, represents people’s lofty expectations for future education. It provides a good learning platform for teaching and an important environment in which students’ digital learning power can be developed in the context of the information technology era. Digital learning power is the ability to use and study information technology. Based on the Ecosystem Theory, this study applied the fsQCA method for analyzing the effectiveness of the development paths of digital learning power in a smart education environment. The study verified that different configurations could achieve a same goal, thus refreshing the understanding of teachers and students on how multiple concurrent factors can influence digital learning power. The key to teaching in a smart education environment relies on how teachers understand their students and how they boost their students’ internal learning driving forces instead of depending on intelligent technologies. This study shows that in order to develop students’ digital learning power in a smart education environment, the coordination between students and technologies, rather than the application of a single intelligent device, should be emphasized. 

Research on the development of an effective mechanism of using public online education resource platform: TOE model combined with FS-QCA 

公共在线教育资源平台有效利用机制的开发研究:TOE模式与FS-QCA相结合 

作者：Guomin Chen et al. 

作者所属机构：桂林航空航天科技大学 

摘要： 

The paper describes the research of causal relationships between the factors of technological, organizational, environmental, and personal contexts and their influence on the development of learning intentions in potential students. Its purpose was to develop a mechanism for designing a public online educational resource platform based on the combined TOE/fsQCA model taking into account the synergy of factors influencing student behavior at all stages of the educational process from entering the course to its completion. The research identified 4 and 3 configurations with high to medium and low intention to start learning on the MOOC platform, respectively. Since focusing on consumer demand allows for designing a high-quality MOOC platform, it is advisable to use the combined TOE/fsQCA model both at the stage of constructing the platform structure and at the learning stage to identify optimal learning trajectories taking into account the personal needs of students. Prospects for further research lie in the refinement of conventions, in-depth analysis, and a more detailed study of causal relationships that influence the behavioral motives of MOOC platform students. 

审稿周期： 

• 从提交稿件到获取初审意见，平均需要34天 

• 获取首个同行评审决定，平均需要65天 

• 稿件一旦接受后，在线出版平均需要16天 

为帮助更多科研人员选择更加合适的期刊，Taylor & Francis推出专栏——刊·见，该专栏致力于为读者和广大科研人员带来Taylor & Francis旗下期刊的详细解读，从期刊的基本情况、编委阵容、社会影响力到审稿速度、高被引文章等实用信息，专栏将为您带来最详细的介绍，让您更加全面地了解Taylor & Francis旗下优秀的国际期刊，帮助更多中国卓越科研成果顺利在国际期刊上发表。