April 2012 Volume 15 Number 2 - Educational Technology & Society

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life situations or to other subjects; the second dimension tests the students’ abilities to transfer mathematical problems in daily life into equations; the third dimension investigates the students’ abilities to solve problems in daily life using appropriate mathematical methods. Each dimension has two items, one is yes/no item and the other is open-ended item. If a student’s answer to the yes/no item is “yes”, and a right example or reason is also given in the open-ended item, it’s scored “correct” (1), otherwise it is scored “wrong” (0). According to the results of this questionnaire, students getting high scores show they have better performances in mathematical connection. The full questionnaire (three dimensions and six items) is shown in Table 3. Because the original questionnaire is designed in Chinese with the words learned by fifth grade students, students have no difficulties in reading. Before formal experiment, this questionnaire has been tried out in pilot study to make sure that fifth graders can understand these items and the Cronbach’s α reliability coefficient of questionnaire is 0.743. Table 3. The items of the mathematical connection ability questionnaire Dimension of questionnaire Item Item1-1: After learning through the math path, I can understand more about connecting mathematics to daily life or other subject areas. For example, the numbers of seats in the theater are arranged in a regular math pattern. 1.Consciousness □yes (please give an example at least) □no 2.Transformation 3.Problem-solving Experiment Results Item1-2: My example or reason: Item2-1: After learning through the math path, I can understand more about how to convert mathematical problems in real life in the form of mathematical symbols and formulas. For example, if the bottom surface of a sandwich is a right triangle, we name it � ABC , and �A � 90�, �B � 30� , then �C �180� � 90� � 30� □yes (please give an example at least) □no Item2-2: My example or reason: Item3-1: After learning through the math path, I can understand more about how to use appropriate mathematical methods to solve problems in daily life. For example, we can use subtraction to solve the question “The ball is ten dollars. I gave him fifty dollars, how much change should he give me?” □yes (please give an example at least) □no Item3-2: My example or reason: The experiment results are reported in three parts: First, the influences of the adaptive U-learning math path and traditional paper-and-pencil based math path towards the learning achievements of students are investigated. Second, the effects of remedial learning methods towards the students’ remedial learning achievements are compared. Third, the differences in the students’ mathematical connection ability under the two different learning modules are explored. Teaching activities performance In order to investigate the influences of the adaptive U-learning math path activities towards the learning achievements of students, this study analyzes with an analysis of covariance (ANCOVA). The covariance is Test1 score, the independent variable is the teaching model (group: experimental group and control group), and the dependent variable is the Test2 score. The test of homogeneity of regression coefficients is administered before ANCOVA, obtaining the results F=.002 and p=.969>.05; this indicates that it fulfills the basic assumption of the homogeneity of the regression coefficients in ANCOVA. Then, One-way ANCOVA is implemented. After removing 305
the influence of Test1 scores, an effect test is administered on the Test2 scores and the results obtained are shown in Table 4, namely F=4.13, p=.045.05; this indicates that it fulfills the basic assumption of the homogeneity of the regression coefficients in ANCOVA and One-way ANCOVA is then implemented. After removing the influence of the Test2 scores on the Test3 scores, an effect test is administered on the Test3 scores and obtained the results shown in Table 5, namely F=4.438 and p=.037
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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
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Comparisons of UMLS Questionnaire i
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already described may play an impor
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Parker, D., Manstead, A. S. R., Str
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Avci, U., & Askar, P. (2012). The C
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Literature review The related varia
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collected through Personal Informat
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Self-efficacy 92 5 21 13.37 3.726 W
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In this problem, intention was take
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References Ajjan, H., & Hartshorne,
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Tan, T.-H., Lin, M.-S., Chu, Y.-L.,
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Students perused the course materia
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problem. All articles were then sen
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tests, electronic tests are more li
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Students 10 and 11: My classmate Ed
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collection was also approved by all
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Ubiquitous Revision Seamless Collab
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Tai, Y. (2012). Contextualizing a M
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tasks were developed from task type
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experiences in this phase. Moreover
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test is administered again right af
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The collected data were analyzed wi
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Gorp, K. V., & Bogaert, N. (2006).
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4PL IRT model According to the numb
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examinee’s ability more accuratel
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would be more accurate if items j+1
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C�I or Change I�I) would be 0.2
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improved by rearrangement procedure
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Table 6. Repeated Measures ANOVA of
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Leppisaari, I., & Lee, O. (2012). M
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Selection of the virtual tool The t
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Environmental themes emerged strong
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Visualization of text (visual langu
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environments where visual technolog
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Page 263 and 264: on-site to finally achieve a meanin
Page 265 and 266: Table 1. Digital game designers and
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Page 269 and 270: Phase Methods Visitor data collecti
Page 271 and 272: operate the game without the help o
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Page 275 and 276: Islas Sedano, C., Pawlowski, J., Su
Page 277 and 278: part of something larger than the s
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Page 281 and 282: Technology Acceptance. The 10 items
Page 283 and 284: Table 4. Model Fit Indices Model χ
Page 285 and 286: In the final path model of set 1, t
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
Page 293 and 294: college of a university situated in
Page 295 and 296: Table 3 shows us the following info
Page 297 and 298: Appendix B shows Class 1’s respon
Page 299 and 300: increase one’s ability to process
Page 301 and 302: Appendix A Responses concerning syn
Page 303 and 304: Shih, S.-C., Kuo, B.-C., & Liu, Y.-
Page 305 and 306: Adaptive U-learning Math Path Syste
Page 307 and 308: Figure 4. Online tutorial courses o
Page 309: Participants and Experimental Proce
Page 313 and 314: Hall, T., & Bannon, L. (2006). Desi
Page 315 and 316: (Hofer & Pintrich, 1997; Liu, Lin &
Page 317 and 318: � Through online peer assessment,
Page 319 and 320: elativism.” High Internet self-ef
Page 321 and 322: Peng, H., Tsai, C.-C., & Wu, Y.-T.
Page 323 and 324: Since game-based learning has been
Page 325 and 326: The second reason is about the sust
Page 327 and 328: Methods Figure 5. Quest NPCs provid
Page 329 and 330: These differences indicated that pa
Page 331 and 332: quests further involves students’
Page 333 and 334: Chang, I.-H. (2012). The Effect of
Page 335 and 336: (1) Vision, planning and management
Page 337 and 338: Based on an examination of the lite
Page 339 and 340: Table 2. Analysis of reliability an
Page 341 and 342: λ10 - 0.69 0.83 ε5 14.50 * - 0.32
Page 343 and 344: Bailey, G. D. (1997). What technolo
Page 345 and 346: Stegall, P. (1998). The principal:
Page 347 and 348: instruction has studied the student
Page 349 and 350: espond and the estimation of possib
Page 351 and 352: Research question For the purpose o
Page 353 and 354: READI reliability To verify the con
Page 355 and 356: Physical -1.43333(*) .44699 .029 -2
Page 357 and 358: The results of this study suggest t
Page 359 and 360: 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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