文化遗产旅游吸引物的意境空间研究——为文化遗产旅游者创造适宜的旅游环境

近来,各种公众媒体的版面充斥着对世界各地著名遗产旅游景点更新改造的报道。文化遗产旅游目的地管理者也承认良好的外部环境在提升旅游者总体满意程度方面发挥着重要作用。阐明了遗产吸引物的自然环境在决定旅游者对景点的态度和未来再次购买意向方面有重要作用．同时影响着他们对亲朋好友的传播意愿。研究表明环境因素在面对顾客塑造永久性的独特品牌形象时可被作为一种差异化工具,并以此创造一种竞争优势。     

Beware of Stereotypes: Are Classmates’ Stereotypes Associated With Students’ Reading Outcomes?

This study examined the associations between classmates’ reading-related gender stereotypes and students’ reading self-efficacy, self-concept, motivation, and achievement. Our sample consisted of 1,508 fifth-grade students (49% girls; age: 10.89 years); data were collected at two time points. Multilevel analyses yielded two main results: First, there was a relation between students’ individual reading-related gender stereotypes and their reading self-concept, self-efficacy, and motivation with boys experiencing negative and girls experiencing positive effects. Second, a contextual effect was found: after controlling for students’ individual reading-related gender stereotypes, classmates’ gender stereotypes were negatively related to all of the boys’ reading outcomes. The results provide evidence for the assumption that classmates are important communicators of gender stereotypes and that they reinforce conforming behaviors.     

PDAs as lifelong learning tools: an activity theory based analysis

This paper describes the use of an activity theory (AT) framework to analyze the ways that distance part time learners and mobile workers adapted and appropriated mobile devices for their activities and in turn how their use of these new tools changed the ways that they carried out their learning or their work. It is argued that there are two key strengths in using an activity theory framework in this context. The first strength is the emphasis activity theory places on tools, including computer artefacts, as mediators of activity. This emphasis focuses attention on the activity itself rather than, for example, simply the interaction between the human and the computer. The focus is on the learner or user’s objectives and activities and the computer is the tool through which the user achieves her objectives. The second strength was referred to briefly above. The AT perspective also enabled analysis of an interactive dynamic process of users or learners and their tools—in this case personal digital assistants (PDAs). It revealed a two way process in which the user adapts the tools they use according to their everyday practice and preferences in order to carry out their activities; and how, in turn, the tools themselves also modify the activities that the user is engaged in. Three case studies illustrate these processes. The first case study is of distance learners’ use of e‐books on PDAs, to supplement their access to other static media such as books and computers. The second case study investigated how mobile workers in the energy industry used mobile devices to access information when away from the office. The third and final case study investigated the use of mobile devices in an art gallery. The paper concludes with a discussion of the information access needs that are apparent in each of these learning contexts, and highlights the pertinent issues in the use of mobile technologies to support lifelong learners’ information needs.     

Theoretical Value Belief, Cognitive Ability, and Personality as Predictors of Student Performance in Object-Oriented Programming Environments

The research described in this article reports the results of a study designed to evaluate the relationship among object‐oriented (OO) computer programming task performance and a student's (1) theoretical value belief, (2) cognitive ability, and (3) personality. The results of this study do not support the assertion that cognitive ability is a main determinant of performance. Rather, the findings suggest that characteristics of an individual nature have more effect on a student's performance. This supports our belief advanced herein that theoretical value belief and personality are significant predictors of computer programming performance in OO environments. From the findings of this study, we assert that academicians who must teach OO computer programming consider these factors when developing course materials or student assistance programs.