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the fourth week of the syllabus of the bioinformatics course, and it had a total of 180 minutes of learning activities, including both instruction and practice. The time distribution of each learning activity was planned by the course instructor, and these came in six stages, as shown in Table 2. Prior to learning the subject, the students need to have knowledge of the following five concepts that they were taught in the first three weeks of the course: gene, sequence characteristics and structures, genetics, statistical hypotheses testing, and formula expression format. Before and after taking part in the learning activities, all the students received pre- and post-tests. The pre-test/posttest were designed to assess the students’ knowledge of the sequence analysis techniques presented in the bioinformatics course, including questions about the operation of the BLAST (Basic Local Alignment Search Tool) programs, its application to various problems, and the meaning of the analytical results. Finally, a diagnostic evaluation was conducted to examine the accuracy of the diagnoses derived from the FPKD model. Table 2. Major teaching and learning activities in the bioinformatics course Subject: sequence analysis approaches and tools Concepts in prior knowledge: Gene, sequence characteristics and structures, genetics, statistical hypotheses testing, and formula expression format Unit Instruction activities Time (min) Understanding the importance of similarity Introduction to the most popular data-mining tool: BLAST BLASTing protein sequences Understanding BLAST output BLASTing DNA sequences The BLAST way of doing things Pre-test/Post-test evaluation 1. A series of guided questions (5) 2. Slide presentation (15) 3. Discussions (10) 1. A series of guided questions (5) 2. Slide presentation (15) 3. Practice (10) 1. A series of guided questions (5) 2. Slide presentation (10) 3. Practice (15) 1. Slide presentation (15) 2. Discussions (15) 1. A series of guided questions (5) 2. Slide presentation (10) 3. Practice (15) 1. Slide presentation (15) 2. Practice (15) Based on a previous investigation, at least two items should be used to measure an objective in order to obtain highly accurate results (Tuckman & Monetti, 2010). Therefore, 20 multiple-choice test items were used in both the pre-test and post-test. Moreover, the two tests were identical, and the maximum score that could be obtained in either of them was 100. The KR-20 reliabilities of the pre-test and post-test were .757 and .778, respectively. The item difficulty index value ranged between 0.35 - 0.85, and the mean difficulty index of items was 0.56. The item discrimination index of most items was greater than 0.35, implying that the items had good discriminative validity (Doran, 1980). The pre-test results show that the mean and standard deviation of the EG1 (50.38 and 15.61) were similar to those of the EG2 (51.42 and 15.80) and CG (51.87 and 16.15). After preliminary analysis, an ANOVA test was used to determine whether the knowledge level of the three groups was the same with regard to learning bioinformatics. Prior to the ANOVA test, Levene's test of homogeneity of variances was applied to examine whether the variances across samples were equal. The result of this test was not significant (p = .869 > .05), which suggests that the difference between the variances for all groups was also not significant. Therefore, ANOVA was performed. As shown in Table 3, the results show that there were no significant differences between the experiment and control groups prior to the experiment (F(2,83) = 0.065, p > .05). That is, the students in all groups had statistically equivalent abilities before taking the bioinformatics course. After the bioinformatics course, the course instructor administered a post-test, the results of which show that the mean and standard deviation of the EG1 (75.00 and 8.60) were slightly better than those of the EG2 (66.78 and 11.88) 30 30 30 30 30 30 127
and CG (59.06 and 13.52). The results imply that the students who worked with the FPKD model achieved better learning performance than the others. Moreover, a Pearson’s correlation coefficient was used to measure the strength of the association between the accuracy of the diagnosis of prior knowledge and the learning performance of individual students(r = 0.576, p
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http://www.ifets.info ISSN: 1436-45
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Supporting Organizations Centre for
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Timely Diagnostic Feedback for Data
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Lim et al. addressed two gaps, a us
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The new found benefits of technolog
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analysis of all articles submitted
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Since some articles could not meet
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Table 2. Distribution of research t
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Research method Table 8 shows diffe
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authors concluded that mixed-method
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trends. Library and Information Sci
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Taylor, E. W. (2001). Adult Educati
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Zealand 10 paper 15 19 Using mutual
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impact on a variety of sectors arou
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Grand challenges These grand challe
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eport for details of competencies c
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learning repositories to use in con
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Acknowledgements This paper is base
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eliminating duplicates, a total of
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Findings of this review In the foll
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Table 2. Summary of empirical resea
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students’ conception of learning
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their creative capacity in designin
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which make it impossible to see how
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The content knowledge Table 3 depic
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The first revision we have made to
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Angeli, C., & Valanides, N. (2005).
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Lee, H., & Hollebrands, K. (2008).
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Rushby, N. (2013). The Future of Le
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The top ten in the 2011 survey were
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My first vision of the future is on
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References Dienstag, J. (2006). Pes
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industries, new laws, and new areas
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or distractive effects of technolog
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This may be further complicated by
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espect, the literature about school
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Tondeur, J., Van Keer, H., van Braa
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Disruptive technology When mainfram
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with the physical environment, such
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mockups, and then embedded in compu
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Page 87 and 88: education reform. In the following
Page 89 and 90: error elimination and/or refutation
Page 91 and 92: In essence, as depicted in figure 1
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Page 95 and 96: Simon, H. (1996). The Sciences of t
Page 97 and 98: 2010). Similar patterns can be obse
Page 99 and 100: To complement the literature search
Page 101 and 102: Figure 1. Domains of sustainable e-
Page 103 and 104: Discussion and conclusions This sco
Page 105 and 106: Baty, P. (2010, July 1). Global rep
Page 107 and 108: Loewenberger, P., & Bull, J. (2003)
Page 109 and 110: applied query expansion techniques
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Page 113 and 114: Procedure Figure 2 schematically de
Page 115 and 116: Phase 3. Wiki-based revision Throug
Page 117 and 118: Table 4. Comparison of the performa
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Page 121 and 122: # Question 1 2 3 4 5 Table 7. Users
Page 123 and 124: Kuo, Y. H., & Huang, Y. M. (2009).
Page 125 and 126: Nevertheless, one of the major prob
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Page 129 and 130: Relative weight Very low 5 ww , ∈
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Page 135 and 136: Expert 1 Expert 2 Expert 3 Correctn
Page 137 and 138: The EFWA algorithm Appendix Defini
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Page 141 and 142: drA = − + − + − = 2 2 2 ( , M
Page 143 and 144: students have achieved what they wa
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Page 151 and 152: fact that the students could not ge
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Page 155 and 156: Soloway, E., Norris, C., Blumenfeld
Page 157 and 158: all image search queries result in
Page 159 and 160: instance, not knowing how to naviga
Page 161 and 162: displays in real time. The authors
Page 163 and 164: Significance was not found for main
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Page 167 and 168: Mayer, R. E. (2001). Multimedia lea
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Page 171 and 172: Learning of area concepts in elemen
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Page 175 and 176: Based on teacher observations and c
Page 177 and 178: Appendix 1. Sample items of BACT *I
Page 179 and 180: Wong, L.-H., Hsu, C.-K., Sun, J., &
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Design of game-based learning activ
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Findings The students exhibited hig
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We take two instances of character
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In designing Chinese-PP, we instead
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Boticki, I., Looi, C.-K., & Wong, L
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Hwang, G.-J., Sung, H.-Y., Hung, C.
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2000). For example, Filippidis and
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amount of information about the lea
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The factors that affected the stude
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Burguillo, J. C. (2010). Using game
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Wong, L.-H. (2013). Analysis of Stu
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Recognizing both the importance and
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Student responses were coded based
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English with the translations of th
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With her mother’s support, Jane w
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LGC that could occur in any physica
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The significance of the reported st
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Chen, Y.-L., Pan, P.-R., Sung, Y.-T
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them develop new concepts to facili
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Figure 1. Visualization of how mino
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experimental group all the other le
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Procedures All subjects in both gro
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misconceptions corrected by a learn
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exploration environment constructed
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Küçüközer, H., & Kocakülah, S.
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Lin, J.-W., Lai, Y.-C., & Chuang, Y
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The related works Feedback should b
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E 2 1 R 23 N E 5 R 15 E 1 R 13 E 3
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Once the frequent itemsets have bee
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The first phase generates a diagnos
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To assure pretest validity and reli
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Questionnaire and interviews To und
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Maughan, S., Peet, D., & Willmott,
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According to Angeli and Valanides (
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description, objectives, and entry
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TCK: For the fourth activity, the g
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A questionnaire focusing on Instruc
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eing aware of the importance of sel
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References Airasian, P. W., & Walsh
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Instructional Technology Instructio
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and He (2006) revealed that technol
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Model and hypothesis development Sa
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Table 1. Student profile Gender: Ma
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H3 Student satisfaction has positiv
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Conclusions Addressing four PRS iss
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Tao, Y.-H., & Yeh, R. C. (2009, Jul
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My overall experience of PRS is abs
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skills can move to the next learnin
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were divided into an experimental g
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illustrates the Monopoly gameplay m
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Comparison of monopoly and instruct
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Guskey, T. R., & Gates, S. L. (1986
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Yang, C.-C., Tseng, S.-S., Liao, A.
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text only because learners are able
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Figure 2. Structure of poetry multi
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time period. Bandwidth is measured
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Participants and experimental proce
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owses multimedia resources. Fewer p
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the other approach. Meanwhile, the
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Wang, Y.-H., Young, S. S.-C., & Jan
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mistakes in front of the teacher an
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Basic English learning materials we
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The instructor also showed positive
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H.L, M = 38.11) which occurred in b
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Discussions Tangible learning compa
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We can conclude from the current st
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Joo, Y. J., Joung, S., & Kim, E. K.
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on 506 students registered for cybe
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and management systems, learning se
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multivariate normal distribution as
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Structural model examination Table
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Direct effect Flow ← Satisfaction
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Second, the results of this study c
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Kim, H. S. (2008). The effects of t
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language accurately, or product-ori
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Thailand 5 Vietnam 25 Total 208 Res
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Procedures of data collection Figur
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discussions. From Brian’s log fil
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universities. There were 259 studen
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and he provided his arguments and r
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Within groups Total Test 4 Between
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Crooks, B. (2003). The combined use
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Appendix A 342
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teenager. Chapter four, “Identity
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