Content Innovation Path of College Students’ Civic and Political Education Driven by Informatization Technology
Data publikacji: 21 mar 2025
Otrzymano: 03 lis 2024
Przyjęty: 10 lut 2025
DOI: https://doi.org/10.2478/amns-2025-0635
Słowa kluczowe
© 2025 Jia Qian, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
With the arrival of the age of informationization, education is also undergoing constant changes and innovations. Informatization education is an emerging form of education, which is based on information technology and focuses on the cultivation of students’ independent learning and learning methods [1-2]. The goal of informatization education is to cultivate students’ information literacy, innovation ability, application ability and social ability to meet the needs of modern society. Compared with traditional teaching methods, the use of informatization technology in teaching has the advantages of enriching teaching content and forms, breaking the time and space limitations, and sharing educational resources [3-6].
However, with the rapid development of the Internet, all kinds of values, theoretical views, life styles and cultural types are displayed in front of people. The commercialization trend of mass media development in modern society, especially the openness, virtuality and uncontrollability of the Internet, has brought great challenges to the ideological and political education of college students [7-9]. Although college students are adults, it is sometimes difficult for them to distinguish the truth from falsehood in the face of all kinds of information on the Internet, therefore, how to guide college students to distinguish right from wrong, enhance their immunity to erroneous thinking, and promote college students to take the initiative to resist the negative factors in the Internet environment [10-12]. Enabling college students to arm themselves with advanced ideas, guiding practice with advanced theories, influencing the social environment with their actions, and guaranteeing the healthy development of a good social environment, etc., are the problems that need to be solved by ideological and political education in colleges and universities, and the innovation of the content of ideological and political education in the context of informatization education has become an important way to solve these problems [13-16].
Literature [17] emphasizes that the development of the Internet has brought challenges to the teaching of teachers and students. And based on the development status quo of ideological education in colleges and universities, it discusses the specific innovative strategies of ideological education in colleges and universities in the context of the network era. Literature [18] reveals the problems existing in the Civic and Political Education in colleges and universities, which hinders the shaping of values and the overall development of college students, and puts forward the strategies of updating the teaching content and innovating the teaching methods, and based on the literature review, points out that the implementation of these strategies is conducive to the improvement of the quality of the Civic and Political Education. Literature [19] discusses the opportunities and challenges brought by the rapid development of the Internet for the ideological education in colleges and universities, and based on the current situation of its development, it provides theoretical support for the research of the innovation of ideological education in terms of innovative concepts, diversified forms, and optimized information management systems. Literature [20] examines the opportunities and challenges of media convergence on the civic education in colleges and universities, and puts forward effective measures for the innovation of civic education in the context of media convergence, aiming to provide reference for the work of civic education in colleges and universities. Literature [21] opportunities the dilemmas faced by civic and political education, and puts forward the innovative path of civic and political education under the premise of respecting the law of student development and grasping the characteristics of civic and political education. Literature [22] describes the opportunities facing Civic and political education in colleges and universities in the new media era, specifies that the new media technology is conducive to enriching the teaching content and promotes the students’ participation. It also indicates the innovative ways to promote the integration of new media technology and Civic and political education by building new media teaching platforms and innovative teaching modes.
In this paper, we innovate the civic education mode of colleges and universities through virtual reality, linking the civic education chain of “classroom+virtual reality+practice”. On this basis, we design an integrated system of “5G+intelligent practice teaching” for civic and political education, construct a content innovation mechanism for civic and political education in colleges and universities, and conceptualize an innovative picture of civic and political teaching in colleges and universities. Construct the evaluation index system for civic and political education through hierarchical analysis. Introduce the proposed content innovation mechanism of college Civic and political education into college Civic and political teaching, and obtain the evaluation results through practical application. Through the teaching experiment method, the Civics scores of the experimental group and the control group before and after the experiment are compared between and within groups, and the effectiveness of the content innovation mechanism of Civics education in colleges and universities is explored by analyzing its differences.
Virtual simulation is “the use of computer simulation to generate a three-dimensional space of the virtual environment, through the output device to provide the user with visual, auditory, tactile and other sensory simulation, so that the user as if they were in the real world, and can be timely, unrestricted observation of things in the three-dimensional space, and through a variety of input devices and things in the virtual environment for interaction”. Virtual simulation experimental teaching through the deep integration of information technology and intelligent technology, is committed to overcoming colleges and universities, especially engineering colleges and universities in the experimental teaching encountered in the “difficult to achieve, the effect is poor, can not be operated” and other problems. After the “Internet + education”, virtual simulation experiments as a new “intelligence + education” new mode, for higher education experimental teaching to bring revolutionary changes.
As one of the five “gold courses” of high-quality courses, virtual simulation experimental teaching is fully in line with the development trend of high-quality education, although its development history is still short, the construction is difficult and the technical content is quite high. Virtual simulation experimental teaching is an indispensable link in the construction of high-quality education and teaching system, which itself has the characteristics of the development of the times, is the cutting-edge technology of the new era, which can solve many practical teaching problems that cannot be solved by traditional classroom teaching. Therefore, virtual simulation experimental teaching is an important measure to realize the strategic goal of “intelligence + education”, and also provides an important way to cultivate high-quality talents.
Virtual simulation experimental teaching is an indispensable link in the construction of high-quality education and teaching system, which itself has the characteristics of the development of the times, is the cutting-edge technology of the new era, which can solve many practical teaching problems that cannot be solved by traditional classroom teaching. Therefore, virtual simulation experimental teaching is an important measure to realize the strategic goal of “intelligence + education”, and also provides an important way to cultivate high-quality talents.
VR brings new changes to the Civics class, but it does not mean that we should criticize the past and discard the tradition, but we should combine the good tradition with the technology to conceptualize a new teaching mode [23-24]. Taking the virtual reality environment as the teaching base, it connects the emotional care, typical demonstration and value guidance functions of traditional civic classroom in the front, extends the social practice in the back, examines and evaluates the effect of classroom teaching, and constructs the nurturing mode of “classroom+virtual reality+practice” to create a complete teaching chain. The model of “classroom + virtual reality + practice” is shown in Figure 1.
Class+virtual reality+practice education pattern
Based on the parenting chain in section 2.1.2, this subsection puts forward a “three-in-one” Civics Class “5G+Wisdom Practice Teaching” integrated system construction outline: it consists of Civics Class VR Experience Teaching Center (Civics Virtual Simulation Experience Teaching Center), Civics Teaching Innovation Center and Civics Culture Wisdom Exhibition. Teaching Innovation Center and Civic and Political Culture Wisdom Exhibition.
The construction of the wisdom practice teaching base of ideological and political courses in this paper adheres to the core concept of “rejecting cultural relics teaching, rejecting scenic spots, moving space into the classroom, and feeling the temperature of the times”, makes full use of the characteristics of “5G + virtual reality technology”, and takes the four links of “theoretical learning”, “story experience”, “interactive expansion” and “comprehensive evaluation” as the main line, so that students can understand the relevant knowledge points more intuitively and easily in the learning process, which can significantly improve the efficiency, effect and scale of teaching and training, and make ideological and political education become affectionate and meaningful. A warm and loving learning process. Figure 2 shows the integrated system of “5G + Smart Practical Teaching” for ideological and political courses.
5G+intelligent practice teaching integrated system in ideological and political education
The “5G + Smart Practice Teaching” integration system of ideological and political courses will build a new ideological and political teaching model of “integration of reason, fiction and reality”, in which “science” is the theoretical learning of ideological and political courses, “virtual” is the virtual experience of ideological and political practice, and “real” is the ability training and ideological and political education based on VR/AR course creation, studio system and theme cultural wisdom exhibition. The new interactive, situational, immersive, and warm new model of “four-in-one” ideological and political education wisdom practice fully reflects the process of information education and promotes the construction of “5G + smart education” in our school.
The VR experience teaching center of ideological and political courses is composed of VR practical teaching classroom and VR practical training experience classroom, which is an immersive, interactive and conceptual VR practical teaching 3.0 application system developed by virtual reality (VR) technology, and builds a practical education center for ideological and political courses, party building learning and red culture in the school, so as to realize a new interactive, situational and immersive new mode of intelligent practical teaching without leaving the school to cross space and time.
The Ideological and Political Teaching Innovation Center is composed of VR/AR teaching and research system and smart recording and broadcasting system, which provides teachers and students with areas for creating courses, recording and preparing for lessons, and teaching and seminars, and constructs a new space for ideological and political practice course teaching and creation, quality improvement and training of ideological and political teachers, and hand-in-hand collective lesson preparation, and explores new methods and models of ideological and political practice teaching such as red culture, the spirit of the times, and the school-based spirit, which is a 5G+ that can realize the organic unity of “gold medal teachers, high-quality classrooms, and educational effects”. IDEAlogical and Political Practice Education and Research Innovation Center.
Based on the Civic and Political Practice Cloud, the Civic and Political Culture Wisdom Exhibition utilizes the cultural space of the college and the public space of the practice teaching base to create the Red Gene Wisdom Exhibition 3.0 space with the main line of “four histories of education and four self-confidence”, and by linking into the cloud exhibition system with intelligent terminals (mobile phone/tablet/screen slider), you can watch and learn about the characters, events, or audios. Read aloud or have a panoramic perception of patriotism education to create an expandable, open thematic learning space for civic and political education.
Creating a specific teaching situation is a necessary condition for Civics teachers to carry out immersive teaching, and it is also the first prerequisite for stimulating students’ interest in learning. The creation of an immersive teaching context requires teachers of Civics and Political Science to design a teaching context that matches the course content using intelligent technology. The creation of scenarios for the teaching of the Civics course in colleges and universities should follow the essential law of the content of the Civics course, and excavate the reducible teaching resources from the profound theoretical system. The creation of immersive scenarios is to attract the education target to devote themselves to a specific situation, to trigger emotional resonance in the experience of the situation, and to carry out the understanding and construction of knowledge based on it, so as to provide the possibility of reaching the goal of knowledge, ability and emotional value of Civic and Political Science courses.
The core of the immersive teaching mode is to enhance the immersion of the whole teaching process, which requires teachers to carry out an all-round and multi-level design of the whole teaching link, prompting students to devote themselves to the teaching process [25]. First of all, the use of big data, cloud computing, and other technologies to conduct a comprehensive analysis of students is necessary to understand their cognitive level and interest characteristics. The data portrait technology based on big data can accurately analyze the cognitive state of students and provide a basis for Civics teachers to comprehensively grasp the cognitive characteristics and behavioral dynamics of students. On this basis, Civics teachers conduct immersion teaching classroom design according to students’ cognitive characteristics and learning interests, with the aim of further stimulating students’ learning interests through sensory immersion experiences. Secondly, modern intelligent technology is utilized to carry out interactive experience teaching to enhance students’ deep immersion. On one hand, teachers of Civics should follow the teaching principles of teacher-led and student-led, fully stimulate students’ autonomy, and encourage them to participate in the Civics classroom in an intuitive, three-dimensional, and interactive way. On the other hand, teachers of the Civics class should make use of augmented reality technology to allow learners to communicate in real time with virtual images in reality, so as to achieve the visual, auditory and tactile senses are in an immersive state that is fused with a specific context, and to realize the depth of intermingling with the virtual environment. Finally, by going out of the classroom to carry out practical teaching, Civics teachers help students to construct a real “presence” and sublimate their immersion feelings.
The evaluation of the teaching effect of the Civics class in colleges and universities is an important part of measuring the effectiveness of the immersive teaching mode empowered by AI technology. The evaluation of the effect of immersive teaching in Civics and Political Science class is a positive feedback on the whole immersive teaching process, mainly evaluating the learners’ participation in the teaching process, their commitment to the virtual situation and their understanding of the content they have learned.
Weight refers to the proportion and relative importance of each factor in the whole when the whole is broken down into several indicators. It has the following characteristics: 1) the sum of the weights of the indicators at the same level is 1. 2) it has a strong guiding function, and a reasonable distribution of weights can objectively and fairly reflect the evaluation results. Currently, the hierarchical analysis method (AHP) is commonly used for modeling and calculating weights.
Hierarchical analysis (AHP) is a hierarchical weighting decision analysis method created by Satie in the early 1970s, which uses less quantitative information to mathematize the decision-making process, and uses related software to reasonably give the weight of each indicator, thus providing quantitative data for complex multi-objective problems and then making decisions [26].
AHP has been widely used in China with the advantages of its flexible and simple system, mainly through certain mathematical and computer methods to evaluate the problem of qualitative and quantitative combination of mathematical thinking to overcome the subjectivity of people as the main body of the evaluation.
Hierarchical analysis (AHP) divides the problem into different indicators to form a hierarchical structural model that is related to each other, and then combines mathematical methods and qualitative analysis for hierarchical ranking, and each indicator weight is used to help decision-making, the steps are shown in Figure 3.
AHP flow chart
Establishment of hierarchical structure model
Hierarchical analysis method firstly needs to deal with the relative weight of the three-level indexes to the first-level indexes, according to which the relative weights can be ranked on the specific considerations of the three-level indexes, and then the evaluation indexes of ideological education in colleges and universities that have already been formulated are divided into the first-level indexes (the general goal to be achieved, the target level), the second-level indexes (the intermediate links included in the formulation of the first-level goal, the guideline level) and the third-level indexes ( (factors to be considered in detail, indicator level), and then establish a hierarchical model according to the affiliation of the indicators at each level.
Constructing a pairwise comparison matrix
In order to better reflect people’s awareness of the relative importance of each indicator, and also to avoid the difficulty of comparing each indicator of different nature, AHP compares each indicator of the same level two by two, i.e., constructs the n-order judgment matrix A. It can realize the quantification of the judgment results, avoiding subjectivization and the emergence of a lack of data that makes it difficult to make qualitative judgments, and the whole process is simple to operate and easy to understand. The element
Hierarchical single ranking and consistency test
Hierarchical single ranking refers to the ranking weights of indicators at the same level relative to the relative importance of indicators at the previous level. The key to whether the matrix can go this far is whether it can pass the consistency test.
Conducting a consistency test means determining the range of permissible inconsistencies between indicators at each level, so as to determine the credibility and feasibility of the single-level ranking. The reason is that the complexity of the classroom teaching evaluation problem and the diversity of the evaluation team’s knowledge of the indicators, coupled with the subjectivity and differences in the thinking and judgment of teachers and students when filling in the answers, will produce contradictions in the ordering of the weights between the dimensions or on each indicator. The consistency test can effectively prevent the inconsistency of a>b, b>c, but c>a in the judgment matrix. Only the matrix that passes the consistency test can be called a consistent array, as shown in equation (1):
The properties of the consistent array are shown in Eqs. (2), (3) and (4):
Saaty defines consistency indicator
To measure the size of
Hierarchical total ranking and consistency test
Hierarchical total sorting is to determine the importance of each indicator relative to the overall goal from the overall perspective based on the weights obtained from the single sorting, i.e., the weighting calculation is done layer by layer from the bottom to the top.
Through the evaluation of the teachers and students of the class on the content innovation mechanism of ideological and political education in colleges and universities, and the comparison between the class and the class (control group) that did not use the content innovation mechanism of ideological and political education in colleges and universities in this paper, the feedback on the content innovation mechanism of ideological and political education in colleges and universities in this paper was obtained.
On the basis of combing and analyzing the policy texts and literature related to curriculum civic politics, this paper preliminarily constructs an evaluation index system of civic politics education in colleges and universities consisting of 4 first-level indexes, 10 second-level indexes, and 25 third-level indexes around 4 aspects of background evaluation, input evaluation, process evaluation, and outcome evaluation. On this basis, this paper invites 20 experts from colleges and universities with experience and achievements related to civic and political education, uses the Delphi method to carry out expert argumentation on the evaluation index system, carries out theoretical saturation test on the selected indexes, and amends and improves the evaluation index system according to the experts’ opinions, and finally forms the evaluation index system of civic and political education in colleges and universities, and utilizes the hierarchical analysis method for the assignment of the indexes, and evaluation of civic and political education in colleges and universities The indicator system and weights are shown in Table 1.
College ideological and political education evaluation system and weight
| Primary index | Weight | Secondary index | Weight | Tertiary index | Weight |
|---|---|---|---|---|---|
| Preset target (A) | 0.177 | Course basic orientation (A1) | 0.500 | Ideological and political literacy orientation (A11) | 0.500 |
| Talent cultivation orientation (A12) | 0.500 | ||||
| Ideological and political target (A2) | 0.500 | Student development demand (A21) | 0.426 | ||
| Course knowledge system (A22) | 0.574 | ||||
| Resource condition (B) | 0.245 | Ideological and political course scheme (B1) | 0.374 | Ideological and political idea (B11) | 0.385 |
| Ideological and political course design (B12) | 0.615 | ||||
| Ideological and political course resource (B2) | 0.626 | Ideological and political teacher ratio (B21) | 0.196 | ||
| Ideological and political course training (B22) | 0.286 | ||||
| Ideological and political resource (B23) | 0.312 | ||||
| Course management resource (B24) | 0.206 | ||||
| Implementation process (C) | 0.337 | Ideological and political course main body (C1) | 0.254 | Teacher positive implementation (C11) | 0.500 |
| Teacher ideological and political literacy (C12) | 0.500 | ||||
| Ideological and political course process (C2) | 0.428 | Teaching target unification (C21) | 0.256 | ||
| Teaching content integration (C22) | 0.278 | ||||
| Teaching method innovation (C23) | 0.309 | ||||
| Teaching evaluation reform (C24) | 0.157 | ||||
| Ideological and political course scenario (C3) | 0.318 | Virtual scenario construction (C31) | 0.756 | ||
| Ideological and political dimension (C32) | 0.244 | ||||
| Construction results (D) | 0.241 | Student ideological and political literacy (D1) | 0.336 | Student acceptance (D11) | 0.289 |
| Student ideological and political literacy (D12) | 0.426 | ||||
| Student behavior (D13) | 0.285 | ||||
| Teacher ideological and political ability (D2) | 0.328 | Student satisfaction (D21) | 0.500 | ||
| Teacher ideological and political ability (D22) | 0.500 | ||||
| Ideological and political course influence (D3) | 0.336 | Ideological and political course effect (D31) | 0.684 | ||
| Ideological and political course radiation (D32) | 0.316 |
The evaluation results of the content innovation mechanism of college civic education in this paper are collected and organized through the questionnaire survey as shown in Table 2. Observing Table 2, it can be found that the overall evaluation score of teachers and students of School C on the content innovation mechanism of this paper’s college civic education is 90.11, which can be seen that the content innovation mechanism of this paper’s college civic education has gained excellent evaluation results among teachers and students. In the first-level indicators, the indicator with the highest score is the implementation process (90.91), and the lowest score is the preset goal (89.12). The scores of the second-level indicators are in the interval [87.69, 91.88], with the highest score being the process of the Civics course and the lowest score being the program of the Civics course. The highest scoring indicator in the tertiary indicators is the percentage of Civics teachers (94.95), while the lowest is the student development requirements (85.04).
College ideological and political education evaluation results
| Primary index | Score | Secondary index | Score | Tertiary index | Score |
|---|---|---|---|---|---|
| Preset target (A) | 89.12 | Course basic orientation (A1) | 89.78 | Ideological and political literacy orientation (A11) | 85.74 |
| Talent cultivation orientation (A12) | 93.81 | ||||
| Ideological and political target (A2) | 88.46 | Student development demand (A21) | 85.04 | ||
| Course knowledge system (A22) | 91.00 | ||||
| Resource condition (B) | 90.11 | Ideological and political course scheme (B1) | 87.69 | Ideological and political idea (B11) | 87.51 |
| Ideological and political course design (B12) | 87.80 | ||||
| Ideological and political course resource (B2) | 91.56 | Ideological and political teacher ratio (B21) | 94.95 | ||
| Ideological and political course training (B22) | 94.21 | ||||
| Ideological and political resource (B23) | 88.34 | ||||
| Course management resource (B24) | 89.52 | ||||
| Implementation process (C) | 90.91 | Ideological and political course main body (C1) | 88.75 | Teacher positive implementation (C11) | 88.24 |
| Teacher ideological and political literacy (C12) | 89.26 | ||||
| Ideological and political course process (C2) | 91.88 | Teaching target unification (C21) | 94.38 | ||
| Teaching content integration (C22) | 94.60 | ||||
| Teaching method innovation (C23) | 90.23 | ||||
| Teaching evaluation reform (C24) | 86.22 | ||||
| Ideological and political course scenario (C3) | 91.32 | Virtual scenario construction (C31) | 90.44 | ||
| Ideological and political dimension (C32) | 94.06 | ||||
| Construction results (D) | 89.73 | Student ideological and political literacy (D1) | 88.78 | Student acceptance (D11) | 91.38 |
| Student ideological and political literacy (D12) | 86.58 | ||||
| Student behavior (D13) | 89.42 | ||||
| Teacher ideological and political ability (D2) | 89.68 | Student satisfaction (D21) | 89.07 | ||
| Teacher ideological and political ability (D22) | 90.28 | ||||
| Ideological and political course influence (D3) | 90.74 | Ideological and political course effect (D31) | 92.11 | ||
| Ideological and political course radiation (D32) | 87.78 |
Before the beginning of the experiment, the Civic and Political scores of the experimental and control groups were compared to explore whether the Civic and Political scores of the two groups are different. The content of Civics and Politics is divided into five parts: political identity, national sentiment, cultural literacy, awareness of the rule of law, moral cultivation, and the independent samples t-test results of the Civics and Politics scores of the students in the experimental group and the control group before the experiment are shown in Table 3. Table 3 shows that the experimental group before the experiment is lower than the control group in political identity, national sentiment, cultural literacy, awareness of the rule of law, moral cultivation and the total score, but the difference between the two groups in each dimension is extremely small, and the p-value is greater than 0.05, so it can be determined that the two groups in the experimental group does not have the variability of Civic and Political achievement.
Pre-test ideological and political grade of experimental and control group
| Content | Group | X±S | T | p |
|---|---|---|---|---|
| Political identity | Experimental group | 15.45±2.03 | -0.345 | 0.546 |
| Control group | 15.52±2.49 | |||
| Feelings of family and country | Experimental group | 15.38±1.96 | -0.215 | 0.756 |
| Control group | 15.50±1.88 | |||
| Cultural literacy | Experimental group | 16.76±2.15 | -0.234 | 0.658 |
| Control group | 16.95±2.51 | |||
| Consciousness of rule of law | Experimental group | 15.91±2.33 | -0.203 | 0.342 |
| Control group | 16.07±2.65 | |||
| Moral cultivation | Experimental group | 15.78±2.09 | -0.198 | 0.469 |
| Control group | 15.93±2.52 | |||
| Total | Experimental group | 79.28±5.39 | -0.163 | 0.749 |
| Control group | 79.97±5.13 |
After the experiment, the experimental group and the control group’s Civic and political achievements were tested and counted again, and the independent sample t-test results of the Civic and political achievements of the experimental group and the control group students after the experiment are shown in Table 4. From the data in Table 4, it can be found that the Civics and Political Science achievements of the experimental group and the control group produced a significant gap, and the experimental group exceeded the control group in political identity, family and national sentiment, cultural literacy, awareness of the rule of law, ethical cultivation, and the total score by 2.81, 3.73, 2.08, 2.88, 2.79, and 14.29, respectively, and the p-value of each dimension was less than 0.05.
Post-test ideological and political grade of experimental and control group
| Content | Group | X±S | T | p |
|---|---|---|---|---|
| Political identity | Experimental group | 18.65±3.22 | 2.685 | 0.014 |
| Control group | 15.84±2.18 | |||
| Feelings of family and country | Experimental group | 19.47±2.69 | 3.054 | 0.005 |
| Control group | 15.74±1.98 | |||
| Cultural literacy | Experimental group | 19.06±3.45 | 2.741 | 0.007 |
| Control group | 16.98±2.51 | |||
| Consciousness of rule of law | Experimental group | 19.22±3.33 | 2.684 | 0.015 |
| Control group | 16.34±2.45 | |||
| Moral cultivation | Experimental group | 18.86±2.89 | 3.546 | 0.021 |
| Control group | 16.07±2.73 | |||
| Total | Experimental group | 95.26±7.24 | 5.485 | 0.001 |
| Control group | 80.97±5.87 |
The Civics scores of the experimental group before and after the experiment are compared to further analyze the application effect of the content innovation mechanism in Civics education in colleges and universities in this paper. The results of the independent sample t-test of the students’ Civics achievement in the experimental group before and after the experiment are shown in Table 5. As shown in Table 5, after the experimental group used the content innovation mechanism of college civic education for civic teaching, the civic performance of the experimental group after the experiment was higher than that before the experiment by 3.20, 4.09, 2.30, 3.31, 3.08, and 15.98, respectively, and the p-value is less than 0.05. The use of this paper’s content innovation mechanism in college civic education for teaching civic politics has had a significant positive effect.
Pre-test and post-test ideological and political grade of experimental group
| Content | Pre/post-test | X±S | T | p |
|---|---|---|---|---|
| Political identity | Pre-test | 15.45±2.03 | -2.548 | 0.022 |
| Post-test | 18.65±3.22 | |||
| Feelings of family and country | Pre-test | 15.38±1.96 | -3.481 | 0.013 |
| Post-test | 19.47±2.69 | |||
| Cultural literacy | Pre-test | 16.76±2.15 | -4.035 | 0.015 |
| Post-test | 19.06±3.45 | |||
| Consciousness of rule of law | Pre-test | 15.91±2.33 | -3.348 | 0.008 |
| Post-test | 19.22±3.33 | |||
| Moral cultivation | Pre-test | 15.78±2.09 | -4.358 | 0.006 |
| Post-test | 18.86±2.89 | |||
| Total | Pre-test | 79.28±5.39 | -5.769 | 0.001 |
| Post-test | 95.26±7.24 |
The results of the independent samples t-test of the students’ Civics achievement in the control group before and after the experiment are shown in Table 6. Observing Table 6, it can be found that after the experiment, the Civics and Political Science achievement of the control group did improve compared with that before the experiment, but the improvement was not large. After the experiment, the control group improved 0.32, 0.24, 0.03, 0.27, 0.14 and 1.00 in political identity, family and national sentiment, cultural literacy, awareness of the rule of law, moral cultivation and total score respectively, with the difference of the scores not exceeding 1 point and the p-value of all dimensions is greater than 0.05, which indicates that the Civic and Political achievement of the control group has not been changed obviously under the conventional Civic and Political teaching mode.
Pre-test and post-test ideological and political grade of control group
| Content | Pre/post-test | X±S | T | p |
|---|---|---|---|---|
| Political identity | Pre-test | 15.52±2.49 | -0.264 | 0.658 |
| Post-test | 15.84±2.18 | |||
| Feelings of family and country | Pre-test | 15.50±1.88 | -0.341 | 0.632 |
| Post-test | 15.74±1.98 | |||
| Cultural literacy | Pre-test | 16.95±2.51 | -0.165 | 0.479 |
| Post-test | 16.98±2.51 | |||
| Consciousness of rule of law | Pre-test | 16.07±2.65 | -0.416 | 0.548 |
| Post-test | 16.34±2.45 | |||
| Moral cultivation | Pre-test | 15.93±2.52 | -0.522 | 0.879 |
| Post-test | 16.07±2.73 | |||
| Total | Pre-test | 79.97±5.13 | -0.384 | 0.896 |
| Post-test | 80.97±5.87 |
In this paper, we are interested in the innovation of the content of college civic education through 5G and virtual reality and other information technology, exploring the innovation path and constructing the innovation mechanism of the content of college civic education. It is used in practice through the teaching experiment method to the content innovation mechanism of college civic education in this paper, and to compare the pre- and post-test civic scores of the experimental group and the control group, and to analyze the effectiveness of the innovation mechanism of this paper.
The overall evaluation score of the innovation mechanism of the content of Civic and political education in colleges and universities in this paper is 90.11, and the highest-scoring first-level index is the implementation process (90.91), and the lowest-scoring one is the pre-set goal (89.12). The process of Civics course (91.88) is the second-level indicator that receives the highest score, while the program of Civics course (87.69) receives the lowest score. The highest scoring tertiary indicator is the percentage of Civics teachers (94.95), while the lowest is student development requirements (85.04).
Before the experiment, the Civic and Political scores of the experimental group and the control group were at the same level, and the p-value of all dimensions was greater than 0.05. After the experiment, the two groups showed a large difference, and the experimental group’s political identity, family and national sentiment, cultural literacy, awareness of the rule of law, moral cultivation, and total scores exceeded those of the control group and the p-values were less than 0.05. In the within-group comparison, the experimental group’s post-experimental Civics scores were higher than the pre-experimental scores by 3.20, 4.09, 2.30, 3.31, 3.08, and 15.98, respectively, with a p-value of less than 0.05. The control group, on the other hand, remained at almost the same level as the pre-experimental scores, with a p-value of greater than 0.05. Thus, in this paper, the use of the content innovation mechanism of college civic education on the teaching of civic education in colleges and universities helps to improve students’ performance in civic education.