The purpose of the study is to investigate the effects of different combined annotations with first and second languages for verbal annotations and pictures and animation for visual annotations. It was administered on...
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ISBN:
(纸本)9786161201883
The purpose of the study is to investigate the effects of different combined annotations with first and second languages for verbal annotations and pictures and animation for visual annotations. It was administered on PDAs to further confirm whether the results are in agreement with those implemented on the desktop. According to the assigned annotation type, four classes of 121 senior high school freshmen in central Taiwan read 4 passages, each of which had 5 target English verbs, annotated in the following ways: L1 definition-plus-graphics, L1 definition-plus-animation, L2 definition-plus- graphics, and L2 definition-plus-animation. These participants took an immediate posttest after reading each and a delayed parallel posttest one month after the experiment. Two-way ANOVA analyses indicated no significant differences between the definition languages but significant differences between the visual aids, with animation more effective;besides, no interaction effects were observed. The findings of definition languages were in line with the previous studies', and this study offered evidence from younger adults and lower proficient English learners. The performance for animation over pictures supported the argument that dynamic animation is designed to illustrate concepts of changes and processes such as English verbs. Directions for future research and suggestions for language practitioners are also discussed.
The purpose of this study is to investigate students’ behavior of continuance intentions to use the double reinforcement interactive e-portfolio learning *** study combined the technology acceptance model (TAM) and...
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ISBN:
(纸本)9781424486229
The purpose of this study is to investigate students’ behavior of continuance intentions to use the double reinforcement interactive e-portfolio learning *** study combined the technology acceptance model (TAM) and IS Continuance Post-Acceptance model,and try to find out what will affect the continuous usage *** participants of this study were 53 university students currently attending multimedia *** used path-analysis to identify causal effects among the *** results of this study were summarized as follows:*** usefulness,perceived ease of use,confirmation and Satisfaction will influence continuance *** has the most influence on perceived usefulness,satisfaction and continuance intention.
The purpose of this study was to investigate the effects of online (web-based) creative problem-solving (CPS) activities on student technological creativity and to examine the characteristics of student creativity in ...
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From the perspective of pedagogy, this study aims to recognize the influence of students' learning motivations and computer self-efficacy when learning through online platforms, with learning achievement as the cr...
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Mobile device provides high portability, information accessibility, and usability beyond the limitation of time and space. The use of eBook in education has many pros and cons, until now, there's still no specific...
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While most current educational simulation games provide learners with gameplay experience, there is often a lack of focus on ensuring that desired content knowledge is learned. Students may focus on completing game ac...
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From the perspective of pedagogy, this study aims to recognize the influence of students' learning motivations and computer self-efficacy when learning through online platforms, with learning achievement as the cr...
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ISBN:
(纸本)9783642247712
From the perspective of pedagogy, this study aims to recognize the influence of students' learning motivations and computer self-efficacy when learning through online platforms, with learning achievement as the criterion for future instruction and related studies. By literature review, this study probes into related learning theories and actual operations as the base of research development, and elaborates on the students' differences of learning achievements according to questionnaire and learning performance. The results show that: 1. Learning motivation positively influences computer self-efficacy. 2. Learning motivation positively influences learning effectiveness. 3. Computer self-efficacy positively influences learning effectiveness. 4. Computer selfefficacy reveals mediating effects between learning motivation and learning effectiveness.
This study examines the effects of e-learning system service quality and users' acceptance on organizational learning. The sample was drawn from 15 companies certified by the E-Learning Quality Certification Cente...
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This study examines the effects of e-learning system service quality and users' acceptance on organizational learning. The sample was drawn from 15 companies certified by the E-Learning Quality Certification Center of Taiwan. The authors used UTAUT, SERVQUAL, and SLAM scales to collect data, and the structural equation model (SEM) to examine the hypothesized model. The results show that (1) e-learning system service quality has a positive effect on acceptance and use of e-learning technology, (2) the latter has a positive effect on organizational learning effectiveness, and (3) acceptance and use of e-learning technology plays a full mediating role in the relationship between e-learning system service quality and organizational learning effectiveness. Although e-learning system service quality has no direct effect on organizational learning effectiveness, the result has practical implications for institutions in that e-learning system service quality can strengthen organizational learning effectiveness via well-structured e-learning technology. When implementing e-learning, institutions should manage both e-learning technology and the quality of e-learning service. The more users are satisfied with e-learning service, the more organizational learning will be enhanced. [ABSTRACT FROM AUTHOR]
The purpose of this study was to investigate the effects of online (web-based) creative problem-solving (CPS) activities on student technological creativity and to examine the characteristics of student creativity in ...
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The purpose of this study was to investigate the effects of online (web-based) creative problem-solving (CPS) activities on student technological creativity and to examine the characteristics of student creativity in the context of online CPS. A pretest-posttest quasi-experiment was conducted with 107 fourth-grade students in Taiwan. The quantitative analysis revealed that the technological creativity of the online-CPS students was better than that of the traditional group. It was evident that students in the online-CPS groups were better at analytic than at synthetic thinking. Metaphor and analogy were used to produce new ideas most frequently. In addition to generating ideas by themselves, students arrived at solutions by refining and adapting others' thoughts with little discussion or interaction on the web. Consideration of the feasibility of production was the most important factor in the technological creativity of students.
Technologies, such as mobile learning and online inquiry, would be used to create virtual versus real learning effects. In order to enhance the quality of the ecological environment learning projects in school setting...
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Technologies, such as mobile learning and online inquiry, would be used to create virtual versus real learning effects. In order to enhance the quality of the ecological environment learning projects in school settings, we integrate Project-based learning (PBL) strategy to develop an e-learning platform, and help students exploring their outdoor learning tasks with mobile learning technology. The main idea about the design and development of e-learning platform integrated PBL strategy, how to use mobile learning technology in the PBL learning tasks, and the feedback about PBL exploration from students are discussed in this study.
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