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LB2 0.75 LB3 0.80 LB4 0.82 LB5 0.84 Assessment benefits (AB) 5.33/1.00 AB1 0.89 0.88 0.71 AB2 0.87 Satisfaction (SAT) Intention to continue usage (USE) AB3 0.76 4.94/1.20 SQ1 0.94 0.97 0.88 SQ2 0.95 SQ3 0.94 SQ4 0.92 4.78/1.23 USE1 0.95 0.93 0.88 USE2 0.93 USE3 deleted Discriminant validity can be determined by the square root of AVE, which is higher than the correlations with other constructs. In Table 3, the square roots of AVE in the diagonal column are all higher than the construct-pair correlations, indicating adequate discriminant validity in all variables. The evidence suggests that the overall reliability and validity of the data set with seven items deleted are adequate. Table 3 also shows the negative correlations between the three challenge constructs (TBC, IBC, and SBC) and all other constructs, providing initial evidence that those challenges do have negative impacts on satisfaction. Table 3. Discriminant validity analysis Constructs AVE Correlation of Constructs (1) (2) (3) (4) (5) (6) (7) (8) TBC(1) .75 .87 a IBC(2) .64 .40 .80 SBC(3) .71 .40 .61 .84 CEB(4) .68 -.12 -.08 -.28 .82 AB(5) .71 -.15 -.18 -.34 .60 .84 LB(6) .63 -.14 -.17 -.34 .71 .74 .79 SAT(7) .88 -.28 -.18 -.41 .55 .50 .59 .94 USE(8) .88 -.21 -.10 -.37 .50 .44 .52 .81 .94 Note. a Each of the diagonal AVE value is required to exceed the construct AVE value, and other related coefficients of the non-diagonal construct values. Hypothesis testing results The results of the hypotheses tests are shown in Table 4. As can be seen, classroom environment and learning benefits are positively related to student satisfaction at 0.01 and 0.001 levels, respectively, whereas the assessment benefits are not. Similarly, from among the three challenges, only technology- and student-based challenges are negatively related to satisfaction at 0.01 level; teacher-based challenges are not significant at all. Satisfaction is positively related to continuance usage intention at 0.001 level. Accordingly, both H1 and H2 are partially but strongly supported. Meanwhile, H3 is fully supported by data that are similar to those reported in numerous ECT research studies. Table 4. Integrated research model and results Research hypothesis t value Results H1 H1-1. Classroom environment benefits have positive effects on satisfaction. 2.70** a Supported H1-2. Learning benefits have positive effects on satisfaction. 4.60*** b Supported H1-3. Assessment benefits have positive effects on student satisfaction. 0.72 Not supported H2 H2-1. Technology-based challenges have negative effects on satisfaction. 3.06** Supported H2-2. Teacher-based challenges have negative effects on satisfaction. 1.55 Not supported H2-3. Student-based challenges have negative effects on satisfaction. 2.72** Supported 263
H3 Student satisfaction has positive effects on the intention to continue usage. 27.30*** Supported Note. a *** Significant at 0.001. b ** Significant at 0.01. The final path model is presented in Figure 2. The R square values are 0.45 and 0.66 for satisfaction and intention to continue usage, respectively. These are high levels according to Cohen (1977), thus indicating a superior explanation power of the research model. PRS benefits Classroom environment benefits Learning benefits Assessment benefits PRS challenges Technology-based challenges Teacher-based challenges Student-based challenges Discussion and implications H1-1: 0.22** H1-2: 0.32*** H1-3: 0.05 H2-1: -0.15** H2-2: 0.08 H2-3: -0.22** Satisfaction R 2 =0.45 H3: 27.30*** Figure 2. Integrated research model and results Intention to continue usage R 2 =0.66 Four implications may be derived along with the discussion of the outcomes obtained in Section 4, followed by a suggestion for the higher education institutes in Taiwan facing PRS implementation. The first implication is that the teachers and school administrators must prioritize their efforts to better manage their PRS implementation by promoting higher student awareness on classroom environment benefits and learning benefits to increase student satisfaction. They can also achieve this by addressing critical issues related to technology- and student-based challenges, thus reducing student dissatisfaction. This implication is based on the hypothesis testing result of the present empirical study, which found that classroom environment benefits (H1–1) and learning benefits (H1–2) have positive influences, whereas technology-based challenges (H2–2) and student-based challenges (H2–3) have negative influences on student satisfaction (see Table 4). These efforts can eventually help enhance the behavioral intention of students in Taiwan to continue to using PRS. Furthermore, classroom environment benefits and learning benefits also received more favorable ratings from the students, with positive mean scores of 5.09 and 5.06 (see Table 2), respectively; this should be emphasized when promoting PRS usage. Table 2 shows that student-based challenges have a mean score of 3.50, indicating fairly low student perceptions on these factors as challenges. Thus, teachers and school administrators may find it easier to overcome such challenges. However, students perceive technology-based challenges to be neutral or moderate with a mean score of 4.13, indicating the need for further investments on the procurement and maintenance of PRS technology. The second implication is that more research and development efforts on deployment strategies may be needed by the teachers and school administrators of Taiwan to effectively implement PRS assessment that, in turn, fulfills its promises of generating positive benefits to influence student satisfaction toward continuance usage. The rationale behind this implication lies in the two rejected hypotheses related to assessment benefits (H1–3) and teacher-based 264
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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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the global marketplace. Students in
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games, and virtual worlds are domin
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Malone, T. W. & Lepper, M. R. (1987
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education reform. In the following
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error elimination and/or refutation
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In essence, as depicted in figure 1
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of our students, who are the future
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Simon, H. (1996). The Sciences of t
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2010). Similar patterns can be obse
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To complement the literature search
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Figure 1. Domains of sustainable e-
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Discussion and conclusions This sco
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Baty, P. (2010, July 1). Global rep
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Loewenberger, P., & Bull, J. (2003)
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applied query expansion techniques
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di, 1 ≤ i ≤ n , 0 < d i ≤ 1,
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Procedure Figure 2 schematically de
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Phase 3. Wiki-based revision Throug
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Table 4. Comparison of the performa
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materials manually by working alone
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# Question 1 2 3 4 5 Table 7. Users
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Kuo, Y. H., & Huang, Y. M. (2009).
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Nevertheless, one of the major prob
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Rlj indicates the answer of the l t
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Relative weight Very low 5 ww , ∈
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Experiment and evaluation Figure 7.
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and CG (59.06 and 13.52). The resul
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Expert 1 Expert 2 Expert 3 Correctn
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The EFWA algorithm Appendix Defini
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y the fourth student correctly is:
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drA = − + − + − = 2 2 2 ( , M
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students have achieved what they wa
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environments. This gap can be bridg
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can understand, as well as a vehicl
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5. “Then move on to Loop 2.” Ea
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fact that the students could not ge
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conceptualization, and testing in n
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Soloway, E., Norris, C., Blumenfeld
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all image search queries result in
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instance, not knowing how to naviga
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displays in real time. The authors
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Significance was not found for main
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manifestation of visual literacy; a
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Mayer, R. E. (2001). Multimedia lea
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McMillen (1996) considered virtual
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Learning of area concepts in elemen
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shrink. changed. Hints and Show but
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Based on teacher observations and c
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Appendix 1. Sample items of BACT *I
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Wong, L.-H., Hsu, C.-K., Sun, J., &
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Johnson and Johnson (1994) identifi
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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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Page 219 and 220: them develop new concepts to facili
Page 221 and 222: Figure 1. Visualization of how mino
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Page 225 and 226: Procedures All subjects in both gro
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Page 233 and 234: Lin, J.-W., Lai, Y.-C., & Chuang, Y
Page 235 and 236: The related works Feedback should b
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Page 239 and 240: Once the frequent itemsets have bee
Page 241 and 242: The first phase generates a diagnos
Page 243 and 244: To assure pretest validity and reli
Page 245 and 246: Questionnaire and interviews To und
Page 247 and 248: Maughan, S., Peet, D., & Willmott,
Page 249 and 250: According to Angeli and Valanides (
Page 251 and 252: description, objectives, and entry
Page 253 and 254: TCK: For the fourth activity, the g
Page 255 and 256: A questionnaire focusing on Instruc
Page 257 and 258: eing aware of the importance of sel
Page 259 and 260: References Airasian, P. W., & Walsh
Page 261 and 262: Instructional Technology Instructio
Page 263 and 264: and He (2006) revealed that technol
Page 265 and 266: Model and hypothesis development Sa
Page 267: Table 1. Student profile Gender: Ma
Page 271 and 272: Conclusions Addressing four PRS iss
Page 273 and 274: Tao, Y.-H., & Yeh, R. C. (2009, Jul
Page 275 and 276: My overall experience of PRS is abs
Page 277 and 278: skills can move to the next learnin
Page 279 and 280: were divided into an experimental g
Page 281 and 282: illustrates the Monopoly gameplay m
Page 283 and 284: Comparison of monopoly and instruct
Page 285 and 286: Guskey, T. R., & Gates, S. L. (1986
Page 287 and 288: Yang, C.-C., Tseng, S.-S., Liao, A.
Page 289 and 290: text only because learners are able
Page 291 and 292: Figure 2. Structure of poetry multi
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Page 295 and 296: Participants and experimental proce
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Page 301 and 302: Wang, Y.-H., Young, S. S.-C., & Jan
Page 303 and 304: mistakes in front of the teacher an
Page 305 and 306: Basic English learning materials we
Page 307 and 308: The instructor also showed positive
Page 309 and 310: H.L, M = 38.11) which occurred in b
Page 311 and 312: Discussions Tangible learning compa
Page 313 and 314: We can conclude from the current st
Page 315 and 316: Joo, Y. J., Joung, S., & Kim, E. K.
Page 317 and 318: 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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