如何应对大学生课堂网络闲逛行为：影响因素及数字治理策略研究

Addressing University Students’ In-Class Online Off-Task Behavior: Influencing Factors and Digital Governance Strategies

摘要: 在数字化学习环境中，大学课堂日益面临由智能终端与在线内容引发的注意力分散问题。本文聚焦“课堂网络闲逛”(in-class cyberloafing/off-task internet use)，即学生在课堂教学时间内，借助手机、平板或笔记本电脑进行与学习任务无关的网络活动，包括即时通讯、短视频/社交媒体浏览、网络购物、游戏等活动。基于国内外相关研究与课堂情境特征，本文从个体、教师教学、课堂环境、技术诱因与社会文化五个维度构建解释框架，并在自我决定理论、计划行为理论与资源保存理论的整合视角下，阐释动机、主观规范、知觉行为控制与资源压力如何共同作用于课堂网络闲逛意向及行为。进一步地，本文引入“数字治理”理念，提出以“最小化采集–隐私保护–形成性反馈–持续改进”为原则的干预思路，并给出一种基于课堂行为数据、兼顾隐私保护的形成性评价反馈方案。研究旨在为高校课堂质量提升与教育治理能力现代化提供可操作的理论依据与实践路径。

Abstract: In the digital learning environment, university classrooms are increasingly facing the problem of attention distraction caused by smart devices and online content. This paper focuses on “in-class cyberloafing” (off-task internet use), which refers to students using mobile phones, tablets, or laptops for online activities unrelated to learning tasks during class time, including instant messaging, short video/social media browsing, online shopping, and gaming. Based on relevant domestic and international research and classroom context characteristics, this paper constructs an explanatory framework from five dimensions: individual factors, teacher instruction, classroom environment, technological incentives, and socio-cultural factors. Furthermore, from an integrated perspective of self-determination theory, planned behavior theory, and resource conservation theory, it explains how motivation, subjective norms, perceived behavioral control, and resource pressure jointly influence the intention and behavior of in-class cyberloafing. Additionally, this paper introduces the concept of “digital governance”, proposing an intervention approach based on the principles of “minimal data collection—privacy protection—formative feedback—continuous improvement”, and provides a formative evaluation and feedback scheme based on classroom behavior data while ensuring privacy protection. This research aims to provide actionable theoretical basis and practical pathways for improving the quality of university classrooms and modernizing educational governance capabilities.