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ReserarchID
0SW91
Crossref Journal DOI 10.17406/GJHSS
Print ISSN 0975-587X
e-ISSN 2249-460X
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This paper attempted to assess the attitudes of students in
Advances in technology have created the potential for a new
Inclusion has become a priority on the global educational agenda,
Based on Social Cognitive Theory (SCT), a research model is constructed with teaching interaction as the independent variable, self-efficacy as the mediating variable, and Deep learning as the dependent variable. The research uses regression analysis and Bootstrap test to explore the impact of teaching interaction on college students’ Deep learning and the mediating role of self-efficacy. The research results show that: teaching interaction positively and significantly affects college students Deep learning and self-efficacy, of which material-chemical interaction has the most significant effect on college students Deep learning (β=0.431); selfefficacy positively affects college students’ Deep learning (β=0.255), and play a partial mediating role in teaching interaction and Deep learning. Finally, the research proposes to build a multimodal interaction mechanism to promote the realization of Deep learning; to create an embodied collaborative learning context to improve the quality of teaching interaction; Learn and reference.
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