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1.
Theresa Chinyere Ogbuanya 《学校用计算机》2013,30(3):226-248
AbstractThis study compared efficiency of desktop virtual reality with a conventional classroom learning practice for the teaching and learning of electrical/electronics technology. This was measured through academic achievement, learning interest, and engagement. A quasi-experimental design was employed for this study. Four universities were used for the study. The students were within the ages of 17 to 24?years. Students were assigned to either an experimental or comparison group based on intact classes. A total of 149 students participated in this experiment; however, only 142 samples could be analyzed. Seven samples were not analyzed due to incomplete instruments answered and absenteeism. Seventy-four students were in the virtual reality group while 68 students were in the non virtual reality group. The sample was 78.52% and 21.48% in males and females, respectively. Analysis of covariance was used to test three formulated hypotheses on effects of desktop virtual reality on the learning effectiveness of the students. There was a significant difference in academic achievement, learning interest, and learning engagement between the two groups. It was established that desktop virtual reality positively affected students’ academic achievement, learning interest, and engagement of students in electronics technology. It was suggested that virtual reality should be adopted to augment laboratory practices for the teaching and learning of electrical/electronics technology in Nigerian universities. 相似文献
2.
ABSTRACT The purpose of this study is to investigate the effect of MagAR, an instructional material for teaching magnetism using augmented reality and sensing technology, on students’ academic achievement and learning process, and to identify students’ views about augmented reality. An embedded mixed-method approach was employed in this study. The study’s results suggest that AR learning environments are effective in teaching physics, and facilitate learning by adding visual and textual components to the learning process. In learning activities integrated with AR, the students were observed to participate more, appeared more comfortable, were able to answer questions related to the subject more easily, had increased self-confidence and exhibited higher academic achievement levels in physics. The results suggest that AR should not be considered as an independent learning environment for the teaching of physics, but would be more effective as supplementary to the laboratory environment. 相似文献
3.
AbstractThis study examined the effects of mobile apps on the learning motivation, social interaction and study performance of nursing students. A total of 20 students participated in focus group interviews to collect feedback on their use of mobile apps for learning and communicative activities. Two consecutive cohorts of students in a nursing programme, each with about 200 students, were recruited for assessing their learning motivation through a survey and study performance by two tests. The results showed that the students actively used the mobile apps for studying supplementary materials as well as participating in in-class activities and clinical assessments. The students had a relatively high level of motivation for performing and learned well, but relatively low perceived satisfaction and self-efficacy with mobile learning. They showed better study performance after practising mobile learning. The results also suggest that students’ perceived intrinsic value with mobile learning has to be enhanced for improving study performance. 相似文献
4.
《Quest (Human Kinetics)》2012,64(4):434-446
ABSTRACTEmotions experienced in educational settings link to students’ motivation, engagement, learning, and achievement. Despite meaningful interconnections between emotions, motivation, and desired outcomes, a dearth of research on student emotions in physical education (PE) currently exists. The Control-Value Theory of Achievement Emotions (CVTAE) highlights the importance of emotions within students’ achievement motivation and provides a comprehensive framework for investigating their antecedents and outcomes. The purpose of this investigation was to explore CVTAE as a potential framework to understand students’ achievement emotions in PE. We focus on emotional antecedents associated with the PE learning context and the role of emotions in facilitating desired PE outcomes. 相似文献
5.
Sandhya Devi Coll Richard Kevin Coll 《Research in Science & Technological Education》2018,36(2):185-204
Background: Recent research and curriculum reforms have indicated the need for diversifying teaching approaches by drawing upon student interest and engagement in ways which makes learning science meaningful. Purpose: This study examines the integration of informal/free choice learning which occurred during learning experiences outside school (LEOS) with classroom learning using digital technologies. Specifically, the digital technologies comprised a learning management system (LMS), Moodle, which fits well with students’ lived experiences and their digital world. Design and Method: This study examines three out-of-school visits to Informal Science Institutes (ISI) using a digitally integrated fieldtrip inventory (DIFI) Model. Research questions were analysed using thematic approach emerging along with semi-structured interviews, before, during and after the visit, and assessing students’ learning experiences. Data comprised photographs, field notes, and unobtrusive observations of the classroom, wiki postings, student work books and teacher planning diaries. Results: We argue, that pre- and post-visit planning using the DIFI Model is more likely to engage learners, and the use of a digital learning platform was even more likely to encourage collaborative learning. The conclusion can also be drawn that students’ level of motivation for collaborative learning positively correlates with their improvement in academic achievement. 相似文献
6.
The study explores the relationships between students’ experiences of the teaching–learning environment and their approaches to learning, and the effects of these variables on academic achievement. Two three-stage models were tested with structural equation modelling techniques. The Approaches and Study Skills Inventory for Students (ASSIST) and the Experiences of Teaching and Learning Questionnaire (ETLQ) were used to assess approaches to learning and student’s experiences of the teaching–learning environment, respectively. These two constructs were then used as either first- or second-stage variables within the path analysis. The model using approaches to learning as a mediating variable showed the best fit with our data; variations in our students’ experiences of the teaching–learning environment appear to give rise to their approaches to studying, which subsequently affect their achievement. The deep approach shows no detectable influence on academic achievement in this sample, neither there are any direct effects of experiences of the teaching–learning environment on it. The indirect effects of these experiences on achievement, acting through the strategic and the surface approaches, are related to two aspects of the teaching–learning environment only, namely congruence and coherence in course organisation, and integrative learning and critical thinking. The finding of a reciprocal relation between approaches to learning and experiences of the teaching–learning environment supports previous conclusions about the association between these constructs. The indirect effect of experiences of the teaching–learning environment on achievement, acting through approaches to learning, shows those approaches as a dynamic construct that varies in line with experiences of the teaching-learning environment, and so influences achievement. 相似文献
7.
Despite the growing interest in digital game-based learning (DGBL), there has been a lack of attention paid to the effects of individual differences, such as gaming flow experience and gender differences, in a reward-based achievement system. To this end, this study developed an achievement system with a reward mechanism to facilitate English learning. This study investigated how individuals’ gaming flow experience levels affected their levels of learning motivation, and whether any gender differences existed in gaming flow experience and learning motivation while engaging in the achievement system. The results showed that gaming flow experience significantly predicted learning motivation, whereby the students with high gaming flow experience were six times more likely to have high learning motivation than those with low gaming flow experience. Subsequent analysis showed that the female students had significantly higher gaming flow than the male students, but the male and female students showed similar learning motivation. Furthermore, the results indicated that the male students achieved more interactive rewards than the female students, but no significant differences were found in the male and female students’ achievement of other types of rewards. Based on these findings, the authors contribute to the literature by developing a framework which can be applied to support designers to accommodate individual differences in DGBL. 相似文献
8.
Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students’ learning experiences in a remedial online mathematics course. With an online survey of 229 college students, we found that student motivation explained a small portion of variance in achievement; whereas student motivation and emotion explained a significant portion of variance in satisfaction. In addition, significant differences in motivation and emotion were found in passing and nonpassing students; however, learning strategies did not influence student achievement and satisfaction. Implications for teaching and learning in self-paced online remedial mathematics courses are discussed. 相似文献
9.
ABSTRACTFlipped classes are well-known for reversing the typical in-class lecture and out-of-class homework structure by instructing students to learn by themselves from on-line learning materials and inviting them to ask questions based on their individual difficulties in class. Many attempts at integrating this teaching method into English as a foreign language (EFL) classrooms have proven to be beneficial to students’ learning achievement and motivation. However, there is little research on how to organize interactive, engaging and effective in-class activities for an EFL flipped classroom. In this study, a student response system (SRS) is proposed to support teachers in organizing in-class activities in a flipped class. To investigate the effectiveness of this approach, a quasi-experiment was conducted in an EFL classroom in an engineering school. The experimental group used the SRS to do in-class activities while the control group followed the conventional method. The results showed that the use of the SRS increased students’ learning motivation and self-efficacy in learning English grammar and improved their participation and engagement in the in-class activities of the flipped learning process. Furthermore, the questionnaire results showed that students accepted the SRS as an instructional method in an EFL flipped class. However, the use of the SRS was not effective in improving students’ grammar learning achievement. 相似文献
10.
ABSTRACTRubrics can guide teachers to provide effective feedback and students’ peer- and self-assessment. This paper examines the effect of rubric use in flipped learning activities on students’ learning achievement, metacognitive awareness, and cognitive load through a quasi-experiment. A total of 83 university students were randomly assigned to an experimental group or a control group. The students in the experimental group were given rubrics in performing pre-class learning activities on the cloud platform, while those in the control group used rubrics in post-class assessment and modification of their finished works. The results show that rubric use can assist flipped learning by improving students’ learning achievement and metacognitive awareness, while reducing their cognitive load. Using rubrics before in-class work can yield stronger benefits in raising metacognitive awareness and lessening cognitive load. Moreover, the study reveals that students tend to hold a generally favorable attitude toward rubric use. These findings imply that appropriate use of rubrics in flipped learning has the potential to create a more efficient and learner-friendly condition to enhance self-regulated learning. 相似文献
11.
Heidrun Stoeger Julia Steinbach Stefanie Obergriesser Benjamin Matthes 《High Ability Studies》2014,25(1):5-21
Multidimensional models of giftedness specify individual and environmental moderators or catalysts that help transform potential into achievement. However, these models do not state whether the importance of the ‘individual boxes’ and the ‘environmental boxes’ changes during this process. The present study examines whether, during the early stages of talent development, the ‘environmental boxes’ play a more important role than the ‘individual boxes.’ To answer this question, we analyzed individual moderators and environmental moderators of achievement for fourth-grade primary-school students (N?=?976). A cluster analysis that included intelligence, achievement, and two individual moderators (motivation and learning behavior) revealed three groups of students, two of which are of particular interest, as they both displayed high intelligence and achievement but differed in their motivation and learning behavior. Questionnaire data on family environment (filled out by parents, N?=?682) and school environment (filled out by teachers, N?=?47) supported the assumption that among young students an inauspicious set of individual moderators, in this case maladaptive motivation and learning behavior, can be compensated by a sufficiently propitious set of environmental moderators, in this case parents’ and teachers’ learning support, cultural capital within the family, and teachers’ commitment to support their students’ learning. 相似文献
12.
AbstractThe study reported here examined college students’ academic self-efficacy, ‘academic press’ and learning achievement, as well as the association between these three variables within learning contexts using interactive whiteboard-based instruction. A quasi-experimental study was conducted using a sample (n = 103) of first-year college students in China. Participants were taught English by either an interactive whiteboard-based or traditional lecture-based instructional approach for three months. The results showed that the interactive whiteboard-based instructional intervention cultivated higher levels of academic press and academic self-efficacy among students and a significant, positive correlation was identified between these two variables. Students’ learning achievement was not affected by the instructional intervention. These results indicate that interactive whiteboard-based instruction offers some distinct benefits. In future work, additional research is needed to clarify how the instructional model relates to understanding learning achievement. 相似文献
13.
Ya-Chun Chen Yi-Ting Pan Zuway-R Hong Xue-Fang Weng 《Research in Science & Technological Education》2020,38(2):185-207
ABSTRACTBackground: As inquiry-based instruction is not universally implemented in science classrooms, it is crucial to introduce instructional strategies through the use of contextualized learning activities to allow students with different background knowledge and abilities to learn the essential competencies of scientific inquiry and promote their emotional perception and engagement.Purpose: This study explores how essential scientific competencies of inquiry can be integrated into classroom teaching practices and investigates both typical and gifted secondary students’ emotional perception and engagement in learning activities.Sample: A case teacher along with 226 typical and 18 gifted students from a suburban secondary school at Taiwan participated in this study.Design and methods: After attending twelve 3-hour professional development workshops that focused on scientific inquiry teaching, the case teacher voluntarily developed and elaborated her own teaching activities through the discussions and feedback that she received from workshop participants and science educators. Quantitative and qualitative data were collected through activity worksheet, questionnaire, video camera, and tape recorders. Frequency distribution, Mann-Whitney U test, and discourse analysis were used for data analyses.Results: Case teacher’s teaching activities provide contextual investigations that allow students to practice making hypotheses, planning investigations, and presenting and evaluating findings. Students’ learning outcomes reveal that typical students can engage in inquiry-based learning with positive emotional perception as well as gifted students regardless of their ability level. Both gifted and typical students’ positive emotional perception of and active engagement in learning provide fresh insight into feasible instructions for teachers who are interested in inquiry-based teaching but have little available time to implement such instructions into their classrooms.Conclusions: The results of our work begin to address the critical issues of inquiry-based teaching by providing an exemplary teaching unit encompassing essential scientific competencies 相似文献
14.
Researchers have pointed out that interactive e-books have rich content and interactive features which can promote students’ learning interest. However, researchers have also indicated the need to integrate effective learning supports or tools to help students organize what they have learned so as to increase their learning performance, in particular, for abstract and complex learning content such as that in law courses. In this study, a concept-mapping-based interactive e-book learning mode was proposed. To understand the learning effects, a quasi-experimental design was used to compare the learning achievement and motivation of the students learning with the proposed approach (experimental group) and those learning with conventional interactive e-books (control group) in a junior high school fundamental law course. Meanwhile, the learning achievement and motivation of the students with different learning styles were also explored. The experimental results showed that the proposed approach significantly improved the students’ learning achievement, especially for the active-style students; moreover, it was found that the lead-in of concept mapping did not affect the students’ learning motivation. Factors that might affect the students’ learning achievement and motivation with the concept-mapping-based interactive e-book approach are discussed accordingly. 相似文献
15.
Junhong Xiao 《Open Learning》2013,28(2):145-159
Research into motivation in education mainly centres on students’ learning motivation. This article reports on an interview study of teacher motivation with the aim of investigating the effects of student-related factors and tutors’ personal factors on the motivation of language tutors in the distance learning context. Findings from the study indicate that external sources of influence include students’ engagement in learning English, motivation to learn English, progress made, foundation in English and appreciation of tutors’ teaching, while tutors’ internal factors are their self-efficacy in teaching, reflection and self-initiated professional development, interest in the profession of teaching English as well as their sense of achievement. Analysis of the data also suggests that more concrete measures are needed to counteract the demotivating effects from these two dimensions. Implications and suggestions are discussed with regard to enhancing tutor motivation more effectively. 相似文献
16.
The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest 
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下载免费PDF全文 This paper examines students’ achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students’ interest. So far, however, most research either focused on knowledge or motivation (both on the students’ as well as the teachers’ side), rarely investigating them together or examining the instructional mechanisms through which the supposed effects of teacher knowledge and motivation are facilitated. In the present study, N = 77 physics teachers and their classes in Germany and Switzerland are investigated utilizing a multi‐method approach in combining data obtained from test‐instruments (teacher pedagogical content knowledge, student achievement) and questionnaires (teacher motivation, student interest, student perceived enthusiastic teaching) as well as videotaped instruction (cognitive activation rated by observers). Multi‐level structural equation modeling was used to support the assumptions that teacher pedagogical content knowledge positively predicted students’ achievement; the effect was mediated by cognitive activation. Teachers’ motivation predicted students’ interest which was mediated by enthusiastic teaching as perceived by students. Neither did teacher pedagogical content knowledge predict students’ interest, nor teacher motivation students’ achievement. This implies that in order to improve students’ cognitive as well as affective outcomes, both teachers’ knowledge but also their motivation need to be considered. © 2016 The Authors. Journal of Research in Science Teaching Published by Wiley Periodicals, Inc. J Res Sci Teach 54:586–614, 2017 相似文献
17.
浙江省2019年初中教育质量监测数据的再挖掘,揭示了初中学生学习品质的发展水平、结构特征及影响机制。结果显示,学生学习动力、一般领域学习策略以及数学问题解决策略和科学探究策略中等偏上,自主学习习惯及语文阅读策略相对薄弱。学习品质与学业成绩存在显著性相关,学习动力对学业成绩的影响最大,其次是特定学科的学习策略,再次是自主学习习惯。教师教学和家庭教育等因素能通过学生个性品质对其学习品质产生影响,也能通过对学生一般领域学习品质和特定学科学习策略的影响来影响学业成绩,这与2018年浙江省小学生学习品质评价结果一致。 相似文献
18.
信息技术具有平台功能强大、制作动画逼真、呈现图片清晰等特点,其辅助课堂教学方面的作用体现在教学目标的达成、教学效率的提高、学生学习兴趣的激发、学生思维能力的发展、学生学习动机的增强上。教师应合理利用信息技术,为学生构建直观形象、图文并茂的教学情境,集中学生注意力,激发学生兴趣,提高教学有效性。 相似文献
19.
Khar Thoe Ng Shaljan Areepattamannil David F. Treagust A.L. Chandrasegaran 《Research in Science & Technological Education》2013,31(3):225-237
Background : The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4 and 8 students across participating countries. Purpose : This study explored the relationship between positive affect towards science and mathematics and achievement in science and mathematics among Malaysian and Singaporean Grade 8 students. Sample : In total, 4466 Malaysia students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study. Design and method : Students’ achievement scores on eight items in the survey instrument that were reported in TIMSS 2007 were used as the dependent variable in the analysis. Students’ scores on four items in the TIMSS 2007 survey instrument pertaining to students’ affect towards science and mathematics together with students’ gender, language spoken at home and parental education were used as the independent variables. Results : Positive affect towards science and mathematics indicated statistically significant predictive effects on achievement in the two subjects for both Malaysian and Singaporean Grade 8 students. There were statistically significant predictive effects on mathematics achievement for the students’ gender, language spoken at home and parental education for both Malaysian and Singaporean students, with R 2 = 0.18 and 0.21, respectively. However, only parental education showed statistically significant predictive effects on science achievement for both countries. For Singapore, language spoken at home also demonstrated statistically significant predictive effects on science achievement, whereas gender did not. For Malaysia, neither gender nor language spoken at home had statistically significant predictive effects on science achievement. Conclusions : It is important for educators to consider implementing self-concept enhancement intervention programmes by incorporating ‘affect’ components of academic self-concept in order to develop students’ talents and promote academic excellence in science and mathematics. 相似文献
20.
Few studies have examined the impact of mastery learning on mastery goal structures or even on students’ motivation more generally. In this study, we examined one middle school that implemented a schoolwide mastery learning system, conducting interviews with a sample of administrators (n = 3), teachers (n = 4), and students (n = 9) to determine how the system was envisioned by the school leadership, implemented by the teaching staff, and perceived by the students. We used deductive qualitative analysis (DQA) to determine visions, practices, and perceptions aligned with achievement goal theory. Results indicated that evaluation practices have the greatest potential to undermine other positive motivational impacts of mastery learning–based instruction. Implications and transferability for research and practice are discussed. 相似文献