The influence of using affective tutoring system in accounting remedial instruction on learning performance and usability

Lin, Hao-Chiang Koong; Wu, Chih-Hung; Hsueh, Ya-Ping

doi:10.1016/j.chb.2014.09.052

Cited by 70 publications

(46 citation statements)

References 18 publications

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“…Things that reflected by teacher about learning material, learning method, teacher presentation, question difficulty, and difficulty of study that experienced by students while learning process (Louws et al, 2017). Further action that gave to student is teacher doing remedial for students that their score below MCC and enrichment for students that their score above MCC to increasing score and student comprehension (Chen, 2011;Lin, Wu& Hsueh, 2014;Frisancho et al, 2016;Crooks, 2011;Wiliam, 2011).…”

Section: Discussionmentioning

confidence: 99%

Teacher Professional Competency Analysis: Implementation Aspect of Continuous Professional Development (CPD)

Safitri¹,

Sutrisno²

2017

JPBM

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The purpose of this study was to identify the practice of teacher reflection as the basis for the implementation of Sustainable Professionalism (PKB) program based on Permendiknas No. 16/2007 at SMKN 2 Kediri. This research is qualitative with phenomenology design. The informants of this research are principal, productive teacher of marketing, vice principal, teacher and marketing teacher. Technique of data collecting done by in-depth interview and documentation. The validity of the data using technique triangulation and source. Data analysis using Miles and Huberman interactive models, extension of observation, and referential adequacy. The results showed that the reflection was not used as the basis of CLA and the teachers did not implement the CLA planning. Elements of PKB activities have been in accordance with the guidelines of selfdevelopment and scientific publications. PKB activities have an impact on teacher groups that discuss research issues, more varied and contextual KBM, and administrative demands for teachers.Keyword: Teacher professional competency, continuous professional development (CPD), reflective practice.

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Section: Discussionmentioning

confidence: 99%

Teacher Professional Competency Analysis: Implementation Aspect of Continuous Professional Development (CPD)

Safitri¹,

Sutrisno²

2017

JPBM

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“…Some studies focused on providing affective feedback in learning systems using animated characters or messages [1,8,15,27,28]. This type of interaction could humanize user experience through life-like virtual environments [1].…”

Section: Introductionmentioning

confidence: 99%

A feedback system to provide affective support to students

Jiménez

Juárez‐Ramírez

Castillo

et al. 2018

Comp Applic In Engineering

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Learning support systems need to provide direct and affective interaction to students; it can encourage them and improve their motivation to learn. However, several systems do not include this kind of interaction between students and tutors. In those cases, the student learning interest and motivation to learn could be negatively affected, and student profits from the system could be impoverished. Only a few works have examined the influence of written affective feedback, but these studies focused on student learning outcomes, not in student motivation to learn. The objective of this work is to analyze the impact of an affective feedback system on the students’ perception of two aspects: (i) the degree to which study time is enjoyable and (ii) the motivation to learn. Results show that the affective feedback system makes more enjoyable study time and motivates students to learn, particularly to students with low academic performance. These system enhancements eventually would improve student‐learning outcomes.

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“…Surprisingly, despite the popularity and effectiveness of these systems (and perhaps because they appear to work so well), there has been little research published on their design, usability, or user experiences (Chughtai, Zhang, & Craig, 2015;Lin, Chen, Sun, & Tsai, 2014;Lin, Wu, & Hsueh, 2014;Sung & Mayer, 2012). Both early and current research on ITSs has been driven primarily by considerations related to learning processes and performance gains.…”

Section: Introductionmentioning

confidence: 99%

The Design Implementation Framework

Stone

Kent

Roscoe³

et al. 2018

End-User Considerations in Educational Technology Design

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This chapter explores three broad principles of user-centered design methodologies, including participatory design, iteration, and usability considerations. We discuss characteristics of teachers as an important type of ITS end user, including barriers teachers face as users and their role in educational technology design. To exemplify key points, we draw upon our own experiences in developing an ITS for writing strategies (i.e., the Writing Pal). We conclude by offering a tentative design approach—the Design Implementation Framework (DIF)—that builds upon existing cyclical design methods but with some tailoring to ITS and educational technology contexts.

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The influence of using affective tutoring system in accounting remedial instruction on learning performance and usability

Cited by 70 publications

References 18 publications

Teacher Professional Competency Analysis: Implementation Aspect of Continuous Professional Development (CPD)

Teacher Professional Competency Analysis: Implementation Aspect of Continuous Professional Development (CPD)

A feedback system to provide affective support to students

The Design Implementation Framework

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