基于卡片分类法的民族地区在线教育平台信息导航系统设计与建构OA

This study investigates cognitive differences in online education platform navigation among bilingual users in Inner Mongolia,aiming to mitigate cognitive friction through infor-mation design to enhance learning experience and educational inclusiveness.Expert focus groups were utilized to extract the representation model of existing navigation systems.Card sorting revealed mental model characteristics of bilingual and Han users,with cognitive fric-tion identified through comparison with the system model.Findings indicate that platforms' nav-igation primarily categorizes content by learner identity and educational stage,whereas bilingual us-ers prefer categorization based on learning functions,and show a stronger preference for explicit and intuitive navigation labels,highly distinct categories,and a broader approach to information organiza-tion.The research demonstrates that existing systems generate more pronounced cognitive friction for bilingual users.Optimization based on their mental models effectively reduces such friction,thus improving user efficiency and learning experience.