Does learner expertise matter when designing emotional multimedia for learners of primary school mathematics?     

Chiu  Thomas K. F.  Jong  Morris Siu-yung  Mok  Ida A. C. 《Educational technology research and development : ETR & D》2020,68(5):2305-2320

Educational technology research and development - Recent research on multimedia learning has considered the integration of cognitive and affective aspects of media processing. The literature...  相似文献   

Adoption of flipped learning in social humanities education: the FIBER experience in secondary schools     

Morris Siu-yung Jong  Gaowei Chen  Vincent Tam  Ching Sing Chai 《Interactive Learning Environments》2019,27(8):1222-1238

ABSTRACT

FIBER (Flipped Issue-Based Enquiry Ride) is a teacher-facilitated interactive pedagogic framework that the authors propose to integrate flipped learning into social humanities education. This paper reports a quasi-experimental study (with mixed methods) which examined the pedagogic effectiveness of FIBER in the authentic setting of formal curriculum learning and teaching. The study involved totally 611 Secondary-4 students from academically top, middle and bottom schools in Hong Kong. In comparison with the conventional issue-based enquiry learning approach, FIBER had different intensity of positive effects on the high, moderate, and low academic-achieving student participants. This paper provides researchers and educational practitioners with empirical evidence for supporting wider adoption of FIBER in social humanities education, as well as harnessing flipped learning in formal schooling. Apart from discussing the benefits, the authors also underline the challenges of FIBER and suggest future work.  相似文献   

Sustaining the adoption of gamified outdoor social enquiry learning in high schools through addressing teachers’ emerging concerns: A 3-year study     

Morris Siu-yung Jong 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(3):1275-1293

Gamified Authentic Mobile Enquiry in Society (GAMES) is a GPS-supported mobile application for gamifying social enquiry learning in outdoor environments. Teachers are always the “educational innovation gatekeepers” in schools. This paper reports on a 3-year study in which the Stages of Concern model was employed as a quantitative diagnostic instrument to continuously understand and address the emerging concerns of 91 social humanities teachers (from 91 high schools in Hong Kong) about adopting GAMES in their teaching practice. With adequate interventions for addressing the participants’ ongoing needs, their peak categorical concern shifted initially from “Management” (in Year 1) to “Consequence” (in Year 2), and finally to “Refocusing” (in Year 3). The results reveal that the participants largely intended to go on harnessing GAMES to facilitate outdoor social enquiry learning in their schools. This work provides the field with profound strategic insights into sustaining technological innovations in schooling from the perspective of teachers—an important stakeholder of education.  相似文献