不同社交媒体使用目的与社会存在感对大学生网络学习投入的影响
The Impact of Different Social Media Usage Purposes and Social Presence on College Students’ Online Learning Engagement

为了考察不同社交媒体使用目的和社会存在感对学生学习投入的影响，本研究通过对744名大学生进行问卷调查，采用了社会存在感、社交媒体使用量表和远程学习投入量表。研究结果如下：1) 网络学习投入在性别、年级、生源地方面表现出显著差异；2) 社会存在感与网络学习投入之间呈现出显著正相关关系，社会存在感能正向预测网络学习投入程度；3) 基于学习的社交媒体使用可以正向预测网络学习投入，基于社交的社交媒体使用无法显著预测预测网络学习投入。研究结果显示，在网络学习环境下，引导大学生以学习为目标使用社交媒体，并提高网络学习环境的社会存在感，对于促进大学生在网络学习中的投入具有一定的实践意义。
In order to investigate the impact of different purposes of social media usage and social presence on students’ learning engagement, this study conducted a questionnaire survey of 744 college students, utilizing measures of social presence, social media usage, and remote learning engagement. The research findings are as follows: 1) There were significant differences in online learning en-gagement concerning gender, grade, and place of origin; 2) Social presence exhibited a significant positive correlation with online learning engagement, with social presence positively predicting the level of online learning engagement; 3) Learning-focused social media usage was found to positively predict online learning engagement, whereas social-focused social media usage did not significantly predict online learning engagement. The results indicate that in the online learning environment, guiding college students to use social media with a focus on learning objectives and enhancing the social presence in the online learning environment holds practical significance in promoting students’ engagement in online learning.