Matching/mismatching in web-based learning: a perspective based on cognitive styles and physiological factors

Huang, Yueh Min; Hwang, Jan Pan; Chen, Sherry Y.

doi:10.1080/10494820.2014.978791

Cited by 15 publications

(7 citation statements)

References 38 publications

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“…Besides, Nurpahmi (2017) argued that when teachers teach in a class, it is important to establish a fun and active class. Using "Make a Match" can make students more interactive and involve themselves in in-class activities (Huang, Hwang, & Chen, 2016;Lompoliu & Lompoliu, 2019;Rahayu, Mustaji, & Setyowati, 2018). Further, Suprijono (2011) said that by using this technique, students become more interested and attentive to the teacher.…”

Section: Introductionmentioning

confidence: 99%

Make a Match Learning for English Conversation Skills of Students with Intellectual Disabilities

Desmiyanti

Yuanita

Anwar

2020

scr. j. j. linguist. engl. teach.

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Background:This research aimed to discover the effectiveness of Make-A-Match model in improving the English conversation skills of students with intellectual disabilities. The participants of this research were 7th-grade students in Class C of SMPLB (Junior High School for Special Needs) JambiMethodology:The data in this applied action research were obtained by using observation, interviews, and notes. This research was conducted in 3 cycles using four steps: planning, acting, observing, and reflecting in each cycle.Findings:The result showed that using the contextual approach to Make-A-Match model was sufficient to improve English conversation skills of students with intellectual disabilities. The students were more active, enthusiastic, and confident in uttering expressions without being anxious about making mistakes because the classroom atmosphere was relaxing and fun. This model also made students worked well together.Conclusion:through this model, the teacher succeeds in encouraging students to apply English in their daily conversation.

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Section: Introductionmentioning

confidence: 99%

Make a Match Learning for English Conversation Skills of Students with Intellectual Disabilities

Desmiyanti

Yuanita

Anwar

2020

scr. j. j. linguist. engl. teach.

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“…Una primera situación es que el estudiante debe tomar las decisiones sobre las estrategias didácticas a personalizar, y puede no ser del agrado del estudiante tomar este tipo de decisiones. Y una segunda situación consiste en que cuando el estudiante controla los componentes de personalización tiene posibilidades de experimentar desajuste estilístico, lo cual hace que disminuya la percepción de los estudiantes hacia el AEDP; al respecto el estudio realizado por Huang et al (2016) coincide con esta idea, donde realizaron un trabajo sobre un AEDP que presentaba correspondencia y desajuste en relación con el estilo cognitivo en la dimensión holista/ serialista, y encontraron que la coincidencia estilística entre el sistema y el estudiante se relaciona con emociones positivas, en contraste con las situaciones de desajuste estilístico.…”

Section: Percepción Sobre El Aedpunclassified

“…Por su parte,Marković et al (2013) señalaron que a la mayoría de los estudiantes les agrado las características gráficas y la usabilidad del entorno de aprendizaje, y se evidenció un incremento de la satisfacción. Por último,Wang et al (2006), Despotović-Zrakić, Marković, Bogdanović, Barać y Krčo, (2012) yHuang et al (2016) indicaron que los estudiantes muestran actitudes positivas hacia el entorno digital personalizado.…”

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Ambientes Educativos Digitales Personalizados: Logro de aprendizaje y percepción en estudiantes diferenciados por su estilo cognitivo

Ramos¹

2021

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¿Qué incidencia podría tener el tipo de personalización sobre el logro de aprendizaje o la percepción sobre los Ambientes Educativos Digitales Personalizados (AEDP)? Esta es la pregunta que aborda el libro. Para dar cuenta del trabajo investigativo realizado, se estructuró en nueve capítulos. El primer capítulo presenta los aspectos preliminares, a partir de la presentación de la temática de investigación, los objetivos y la estructura del estudio. En el segundo capítulo se expone la conceptualización alrededor de los ambientes educativos digitales personalizados, su evolución y componentes. El tercer capítulo, aborda los estilos cognitivos, enfatizando en la dimensión estilística dependencia e independencia de campo (DIC), y los procesos de coincidencia y desajuste estilístico. En el cuarto capítulo se presentan antecedentes sobre los AEDP y su incidencia en el logro de aprendizaje y la percepción de los estudiantes. El quinto capítulo expone el diseño y desarrollo del AEDP “Aprendamos a programar - Estructuras de selección”. El sexto capítulo aborda la metodología empleada en el estudio investigativo, se presenta el tipo de estudio, la caracterización de los participantes, los instrumentos de recolección de información y el procedimiento. El séptimo capítulo trata sobre el análisis de los resultados en relación con el logro de aprendizaje y la percepción sobre el AEDP. En el octavo capítulo se presenta la discusión de los resultados obtenidos en el estudio. Y en el noveno capítulo se abordan las conclusiones y limitaciones del estudio, además de las orientaciones para futuros trabajos investigativos.

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“…Biofeedback, which includes a series of physiological stimuli, has been widely employed to investigate users' emotional states when operating many smart devices (Huang, Hwang, & Chen, ; Picard & Picard, ). Biofeedback makes it possible to narrow the gap between the human and the machine (Sano & Picard, ) by computing humans' affection through the recognition and analysis of humans' physiological signals.…”

Section: Literature Reviewmentioning

confidence: 99%

The effects of biofeedback‐based stimulated recall on self‐regulated online learning: A gender and cognitive taxonomy perspective

Zhai

Fang

Dong

et al. 2018

Computer Assisted Learning

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Previous studies posited the effectiveness of stimulated recall. However, few studies explored how SR is implemented in a relatively static context, for example, online selfdirected learning, or took human factors, for example, cognitive style and gender, into consideration in such a context. To fill this gap, the current study, aims to introduce biofeedback as a stimulus for learners to engage in retrospection regarding their learning behavior. A quasi-experimental design study was carried out over a 12-week set of EFL self-regulated online reading activities. Pretest and posttest on reading performance and their cognitive taxonomy were assessed through a developed scale instrument, whereas physiological signals (e.g., gazing duration, verbal fixation, and brain wave) were captured via eye-tracking and electroencephalograph (EEG) technology.The results emphasized that (a) students' reading ability and cognitive hierarchy significantly improved through biofeedback stimulation. Moreover, (b) learners in single level-one cognitive hierarchic groups had significant improvements in both cognitive abilities and reading comprehension, whereas learners in multilevel hierarchic groups had no significant enhancements. Finally, (c) the optical data results and EEG reports showed that males favor procedural feedback and females have a preference for a conclusive assessment.

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Matching/mismatching in web-based learning: a perspective based on cognitive styles and physiological factors

Cited by 15 publications

References 38 publications

Make a Match Learning for English Conversation Skills of Students with Intellectual Disabilities

Make a Match Learning for English Conversation Skills of Students with Intellectual Disabilities

Ambientes Educativos Digitales Personalizados: Logro de aprendizaje y percepción en estudiantes diferenciados por su estilo cognitivo

The effects of biofeedback‐based stimulated recall on self‐regulated online learning: A gender and cognitive taxonomy perspective

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