Cross-cultural human-computer Interaction collaborative translation teaching and mindfulness therapy on college students’ learning aversion

Abstract

Background

Learning aversion symptoms have become increasingly common among college students, who may lose interest in their studies, lack motivation, and even experience avoidance and aversion to school life. These emotions and behaviors not only affect their academic performance but may also cause harm to their long-term development and mental health. As a psychotherapy that focuses on the present and cultivates self-awareness, and acceptance, mindfulness therapy has shown positive therapeutic effects on various mental health problems. Combining cross-cultural human-computer interaction and collaborative translation teaching may provide a novel approach to treating college students’ learning aversion.

Subjects and Methods

The study randomly divided 46 college students with learning aversion into experimental and control groups. The control group received routine treatment; The experimental group conducted cross-cultural human-computer interaction and collaborative translation teaching in combination with mindfulness therapy for treatment. The study used the self-made Academic Negative Emotion Scale to evaluate the academic aversion of college students.

Results

In the measurement before the experiment, all students showed severe aversion to learning, but the difference between the two groups was not significant (P>0.05); After the experiment, the level of student aversion to learning in the experimental group was significantly improved and significantly lower than that in the control group (P<0.05).

Conclusions

Cross-cultural human-machine interaction collaborative translation teaching and mindfulness therapy can alleviate the degree of college students learning aversion and assist their regular learning and life.