This study proposed a teaching model that integrates attention, relevance, confidence, and satisfaction (ARCS) model and problem-based learning (PBL) and applied the proposed model to a flipped classroom to improve learners' learning motivation and effectiveness. Proficiency in the C# program language was the learning objective in this study. For the experiment, students were assigned either to the control group that used the conventional teaching method or to the experimental group that used this study's flipped classroom method. The learning outcome levels of the two groups were assessed based on their pretest and posttest data. In addition, the students' learning motivation was discussed in terms of the four dimensions of ARCS. The results showed that regarding learning outcomes, the experimental group had a more significant improvement in their learning results than the control group did; the experimental group achieved significant results for every dimension in the questionnaire. Therefore, the learners gave a positive review of the flipped classroom model designed in this study.
This study designs and implements an adaptive learning management system based on Felder and Silverman's Learning Style Model and the Mashup technology. In this system, Felder and Silverman's Learning Style model is used to assess students' learning styles, in order to provide adaptive learning to leverage learners' learning preferences. Additionally, this learning system also allows learners to use a Mashup search engine to search for related supplementary learning materials for better learning outcomes. An experiment is conducted to evaluate the effectiveness of the developed adaptive learning management system. A questionnaire is also circulated to collect data for qualitative and quantitative analysis of the usability of the developed system. The results show that the system significantly improves learning outcomes and the usability is also well-accepted by the participants.
This study used the attention, relevance, confidence, and satisfaction (ARCS) method and Kelly’s repertory grid technique (RGT) to develop a high-efficiency e-book. Its main design concepts were to use the ARCS model to create a highly interactive human–machine interface and multimedia learning content that would enhance the learning motivation of users, and to use RGT and a knowledge map to supplement the learning strategy and help users effectively build personalized knowledge. This study adopted Taiwanese cherry blossoms as the learning objectives and recruited 70 freshmen from a university in Tainan as research participants. During the experiment, the students were divided into a control group, which used websites on cherry blossoms, and an experimental group, which used the system developed for this study. Learning outcome assessments and questionnaires were conducted on the pre- and post- learning test data of both groups. The learning outcomes were analyzed using a t-test. In the questionnaire, the assessments and discussions were focused on the four constructs of ARCS. The results show that the improvement of learning outcomes was more significant in the experimental group than in the control group. All dimensions of the questionnaire achieved significant results. Therefore, the learners provided positive reviews of the proposed high-efficiency e-book.
A situated Chinese cultural festival learning system based on motion sensing is developed in this study. The primary design principle is to create a highly interactive learning environment, allowing learners to interact with Kinect through natural gestures in the designed learning situation to achieve efficient learning. The system has the following characteristics: the learning activities and contents are designed according to the key elements of situated learning theory; the system combines augmented reality with a real environment to provide story-based learning situations for learners. The Lantern Festival is used as the learning objective of this study, and 74 students from four third to fourth-grade level classes at Shanhua Elementary School in Tainan City were recruited as the study participants. In the experiment, the students were divided into a control group receiving traditional teaching and an experimental group that employed the system developed in this study. To assess the proposed system, questionnaire analysis and learning achievement assessment were conducted. The questionnaire includes situated learning, learning materials and operating interaction. The learning achievement was assessed by using the ttest for pre-test and post-test. The experiment shows that the system can indeed enhance users' learning interest and outcomes.
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