April 2012 Volume 15 Number 2 - Educational Technology & Society

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The precision of four solutions for reviewable CAT To investigate the performance of 4PL-based IRT model and rearrangement procedure in regard to diminishing estimation bias caused by inappropriate items in reviewable CAT, the estimation bias of four CATs were computed. Figure 6 indicates that the ability underestimation of 3PL-based CAT (R3CAT and RR3CAT) was alleviated in 4PLbased CAT. The bias for the 4PL-based CATs tended to be smaller than that of 3PL-based CAT, except for the top and bottom ability levels. Figure 6. Estimation bias of four CATs To further evaluate the degree of estimation bias of the four CATs, the estimation MADs of these four CATs were calculated and the ANOVA of MAD was conducted. The value of MAD indicated the distance between the examinees’ estimated ability and true ability. The lower the value of MAD was, the more precise the ability estimation was. As Figure 7 shows, the estimation MADs of R4CAT were lower than those of R3CAT across all ability levels. The performance of RR4CAT was also better than that of R3CAT except for some ability levels (�=- 3.0, -0.5, and 3.0). On the other hand, the performance of reviewable CAT with rearrangement procedure (RR3CAT) was similar to that of R3CAT. The lower MAD indicated that the 4PL-based IRT model was a better solution to reviewable CAT. Figure 7. Estimation MAD of four CATs Since the purpose of this study was to evaluate the performance of 4PL-based IRT and rearrangement procedure by comparing the four CATs, 390 simulees (30 simulees in each ability level) who changed at least one item in each CAT were randomly selected and the repeated measures ANOVA of MAD was conducted. This sampling method was applied to the following repeated measures ANOVA in this experiment. The result of the Mauchly’s Test of sphericity indicated that there was no significant difference among the four sets of MAD. A summary of the results of the repeated measures ANOVA is shown in Table 4. As Table 4 shows, though the precision of reviewable was 239
improved by rearrangement procedure (RR3CAT and RR4CAT), the difference among R3CAT, RR3CAT, and RR4CAT was not significant. According to the results of repeated measures ANOVA, the precision improvement by incorporating 4PL IRT model with rearrangement procedure (RR4CAT) was not statistically significant. Compared with these three CATs, R4CAT significantly improved the precision of ability estimation for reviewable CAT. Table 4. Repeated Measures ANOVA of MAD (n=390) Source SS df MS F Pairwise comparison CAT type 1.09 3 0.36 Error 160.47 1167 0.14 *p
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April 2012 Volume 15 Number 2
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Supporting Organizations Centre for
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Contextualizing a MALL: Practice De
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Kop, R. (2012). The Unexpected Conn
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Human mediation and information flo
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elevant information based on some k
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of learners. A search facilitated t
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information as human mediation mean
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Blau, I., & Barak, A. (2012). How D
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examined whether the readiness to p
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Table 5 presents the ANOVA for the
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However, in discussing a non-sensit
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deviations showed smaller variance,
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actual participation discussing sen
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Mesch, G., & Elgali, Z. (2009). Soc
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Although prior research on overall
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with a score of 39 and below as “
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Table 2 demonstrates mean scores an
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Discussion Although the recent Inte
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Furthermore, the most preferred pla
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MEB. (2009). Internete erisim proje
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Learning Management Systems (LMS) b
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practice and repetition with feedba
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Online peer assessment Peer assessm
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At an international conference on m
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� Ability to produce rich assessm
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Meishar-Tal, H., & Tal-Elhasid, E.
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Tsai, S. C. (2012). Integration of
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order to decrease text complexity a
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matter how the learners’ aptitude
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If compared by programs, WP student
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mean F2F 4.64 4.52 4.35 4.44 *: p
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een analyzed and were compared with
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Chen, G.-D., Lee, J.-H., Wang, C.-Y
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and diverse cognitional and emotion
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Encourage and persuade students wit
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Materials and procedure Each studen
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The lower part of Figure 4 shows st
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Mayer, R. E., Sobko, K., & Mautone,
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that an item is answered correctly
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Table 1. Relative concepts frequenc
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The Account Management Module provi
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Experiment 1 and results Figure 7.
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Utilization of Test Item 36 33 30 2
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Utilization of Test Item 36 33 30 2
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0.065 0.877 (17.56) 0.938 (22.55) 0
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Hwang, G.J., Hsiao, C.L., & Tseng,
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the diverse needs of modern industr
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Figure 1. The framework of interdis
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Research Design Figure 3. Recommend
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friendly. 8. I feel the layout and
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satisfaction, and system acceptance
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Ozok, A. A., Fan, Q., & Norcio, A.
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than students in a conventional cla
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shown in Figure 2 to include the st
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(1996) Pleasure-Arousal-Dominance (
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Based on this connection, we consid
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Final dominance measurements were p
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student mood and thereby allow comp
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Sessink, O., Beeftink, H., Tramper,
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The rationale behind the video form
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usefulness of the movies and their
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case of the first two questions and
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this paper in order to evaluate the
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The survey questions Appendix A In
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E-training in organizations E-train
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efficacy regarding online training,
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Method Sample and procedure Figure
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0.874 which exceeded the recommende
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Even though the result does not con
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Brown, M., & Cudeck, R. (1993). Alt
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Wen, Y., Looi, C.-K., & Chen, W. (2
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when they are designing and impleme
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paper focuses on the first three st
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their self-esteem to be partners in
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Democratizing knowledge and symmetr
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1) Reading the article: At the star
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Effects of RCKI principle-based ped
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References Alexander, C. (1979). Th
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Valsamidis, S., Kontogiannis, S., K
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The Analog system (Yan et al., 1996
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First, the number of the sessions a
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BioLayout uses a modified version o
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As shown in figure 3, all metrics c
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Figure 7. The detailed results for
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Enright, A. J., van Dongen, S., Ouz
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Chu, S. K. W., Kwan, A. C. M., & Wa
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teachers, as well as collaboration
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from the students’ ratings appear
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Table 5 summarizes the students’
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eading blogs (i.e., reminders, easy
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Luehmann, A. L. (2008). Using blogg
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Uzunboylu et al. (2009) examined th
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System implementation Overview of M
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Methods Before the experiment, a mo
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too simple, incomplete, or they eve
Page 193 and 194: Comparisons of UMLS Questionnaire i
Page 195 and 196: already described may play an impor
Page 197 and 198: Parker, D., Manstead, A. S. R., Str
Page 199 and 200: Avci, U., & Askar, P. (2012). The C
Page 201 and 202: Literature review The related varia
Page 203 and 204: collected through Personal Informat
Page 205 and 206: Self-efficacy 92 5 21 13.37 3.726 W
Page 207 and 208: In this problem, intention was take
Page 209 and 210: References Ajjan, H., & Hartshorne,
Page 211 and 212: Tan, T.-H., Lin, M.-S., Chu, Y.-L.,
Page 213 and 214: Students perused the course materia
Page 215 and 216: problem. All articles were then sen
Page 217 and 218: tests, electronic tests are more li
Page 219 and 220: Students 10 and 11: My classmate Ed
Page 221 and 222: collection was also approved by all
Page 223 and 224: Ubiquitous Revision Seamless Collab
Page 225 and 226: Tai, Y. (2012). Contextualizing a M
Page 227 and 228: tasks were developed from task type
Page 229 and 230: experiences in this phase. Moreover
Page 231 and 232: test is administered again right af
Page 233 and 234: The collected data were analyzed wi
Page 235 and 236: Gorp, K. V., & Bogaert, N. (2006).
Page 237 and 238: 4PL IRT model According to the numb
Page 239 and 240: examinee’s ability more accuratel
Page 241 and 242: would be more accurate if items j+1
Page 243: C�I or Change I�I) would be 0.2
Page 247 and 248: Table 6. Repeated Measures ANOVA of
Page 249 and 250: Leppisaari, I., & Lee, O. (2012). M
Page 251 and 252: Selection of the virtual tool The t
Page 253 and 254: Environmental themes emerged strong
Page 255 and 256: Visualization of text (visual langu
Page 257 and 258: environments where visual technolog
Page 259 and 260: - Logging in to learning environmen
Page 261 and 262: McNaught, C., Lam, P. & Lam, S.L. (
Page 263 and 264: on-site to finally achieve a meanin
Page 265 and 266: Table 1. Digital game designers and
Page 267 and 268: worldviews are socio-cultural-histo
Page 269 and 270: Phase Methods Visitor data collecti
Page 271 and 272: operate the game without the help o
Page 273 and 274: Visitors (end users) must be heard.
Page 275 and 276: Islas Sedano, C., Pawlowski, J., Su
Page 277 and 278: part of something larger than the s
Page 279 and 280: Previous studies have developed rel
Page 281 and 282: Technology Acceptance. The 10 items
Page 283 and 284: Table 4. Model Fit Indices Model χ
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Page 287 and 288: Discussion Differing from prior stu
Page 289 and 290: Haythornthwaite, C., Kazmer, M. M.,
Page 291 and 292: Ge, Z.-G. (2012). Cyber Asynchronou
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Table 3 shows us the following info
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Appendix B shows Class 1’s respon
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increase one’s ability to process
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Appendix A Responses concerning syn
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Shih, S.-C., Kuo, B.-C., & Liu, Y.-
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Adaptive U-learning Math Path Syste
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Figure 4. Online tutorial courses o
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Participants and Experimental Proce
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the influence of Test1 scores, an e
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Hall, T., & Bannon, L. (2006). Desi
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(Hofer & Pintrich, 1997; Liu, Lin &
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� Through online peer assessment,
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elativism.” High Internet self-ef
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Peng, H., Tsai, C.-C., & Wu, Y.-T.
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Since game-based learning has been
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The second reason is about the sust
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Methods Figure 5. Quest NPCs provid
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These differences indicated that pa
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quests further involves students’
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Chang, I.-H. (2012). The Effect of
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(1) Vision, planning and management
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Based on an examination of the lite
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Table 2. Analysis of reliability an
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λ10 - 0.69 0.83 ε5 14.50 * - 0.32
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Bailey, G. D. (1997). What technolo
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Stegall, P. (1998). The principal:
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instruction has studied the student
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espond and the estimation of possib
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Research question For the purpose o
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READI reliability To verify the con
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Physical -1.43333(*) .44699 .029 -2
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The results of this study suggest t
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Hsu, Y.-C., Ho, H. N. J., Tsai, C.-
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domains. Five research questions we
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Research sample groups (4) Faculty
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13. Policies, Social Culture Impact
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Non-Specified Others Engineering &
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(AR = -2.1) (n = 7) 2. Non-specifie
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(n): Total number of articles Resea
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Compared to the publications in 200
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Pedagogical Content Knowledge (TPAC
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