Preparing Students for the 21st Century: Exploring the Effect of Afterschool Participation on Students' Collaboration Skills, Oral Communication Skills, and Self-efficacy

Huang, Denise; Leon, Seth; Hodson, Cheri; Torre, Deborah La; Obregon, Nora Briselda; Rivera, Gwendelyn

doi:10.1037/e642072011-001

Cited by 17 publications

(22 citation statements)

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“…This result is supported by previous studies like [8] and [16] which also found that learners' access to appropriate technology, in a blended learning environment, is a factor for successful implementation of the blended learning model.…”

Section: H3: Sad Students' Access To Technology Influences Students' supporting

confidence: 81%

“…This aligns absolutely with findings of [8] and [16] that technology usage level influences the success rate of online learning model. It therefore shows that the positive relationship and effect, as found on online learning model, is also obtainable in blended learning model, and applicable to SAD academic success.…”

Section: H2: Sad Students' Technology Usage Level Influences Studentssupporting

confidence: 73%

“…The learning system, through video streaming, audio and text, allows educational goals to be timely and adequately achieved [8]. This study therefore argues that, e-learning system for the teaching and learning of SAD must be comprehensive for successful implementation of the blended learning model.…”

Section: E-learning System Comprehensivenessmentioning

confidence: 99%

“…Attitude of the learners has been suggested as a factor that influences successful learning experience [8] [15] [12]. This attitude could be either to the pedagogical model of the teaching and learning or to the technology used in the learning process [16] [12].…”

Section: Attitudementioning

confidence: 99%

“…The implementation of blended learning is also reported to be positively related to students' achievement [9] [8]. This study therefore aims (1) to identify factors that influence the success of blended learning model for the teaching and learning of SAD, (2) to identify the relationship between the success factors and academic success of SAD, and (3) to identify the effects of the success factors on academic success of SAD.…”

Section: Introductionmentioning

confidence: 99%

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Untitled

2017

JESR

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System Analysis and Design (SAD) is one of the core courses offered in Bachelor's degree programme in Information Technology. However, it is observed that students are not grasping the details of the lessons, and this is affecting their employability and the productivity value in the software development chain. This experience is linked to the presently-used teaching method. In this regard, blended learning model, which improves students' learning experience and reduces underachievement in computer science, is suggested. This study therefore aims to identify the effects of the identified success factors on academic success of SAD. To achieve these objectives, a quantitative research method was employed, involving administration of survey instruments distributed to 151 students, who took SAD as a course in UUM, using simple random sampling, and data collected were analysed with correlation and regression techniques. The study found that students' attitude, students' technology usage level, students' access to technology, students' courseware, curriculum, learning system interface quality, lecture quality, and e-learning system comprehensiveness positively influence students' academic success in SAD.

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Section: H3: Sad Students' Access To Technology Influences Students' supporting

confidence: 81%

Section: H2: Sad Students' Technology Usage Level Influences Studentssupporting

confidence: 73%

Section: E-learning System Comprehensivenessmentioning

confidence: 99%

Section: Attitudementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Untitled

2017

JESR

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Exploring how individual traits influence enjoyment in a mobile learning game

Baek

Touati

2017

Computers in Human Behavior

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This study investigated individual traits as predictors of game enjoyment by including learning style, intrinsic motivation, collaboration skills, and computer game attitude as key parts of a model that also included achievement. Results of correlation and regression analyses revealed that intrinsic motivation was the only variable to predict game enjoyment. This supports the conceptualization of enjoyment as need satisfaction of intrinsic needs. Enjoyment was also found to be positively correlated with achievement. Other significant relations emerged, particularly how a player's attitude toward games predicted intrinsic motivation. The present study examined children's enjoyment experiences in the mobile version of the Minecraft game. It also highlights the complexity of game enjoyment as it relates to mobile learning games.

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