April 2012 Volume 15 Number 2 - Educational Technology & Society

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Goal-pursuing questionnaire A goal-pursuing questionnaire developed by the first author was used to measure students’ perception. This is because the design of quests involves students’ motivation and goal-pursuing, there is no existing questionnaire available to completely reflect this aspects. Thus, we decide to develop a 5-scaled Likert questionnaire, which consisted of statements in three categories, including enjoyment, goal orientation, and goal intensity. With regard to enjoyment, eight items were included. The sample items are “I forget about time passing while playing the game”, “I feel emotionally involved in the game”, and “I have a strong sense of achievement when completing the tasks”. They were modified from a motivational gaming scale (Dempsey, Lucassen, Haynes, & Casey, 1997) and a scale to measure students’ enjoyment of e-learning games (Fu, Su, & Yu, 2009). With regard to goal orientation and goal intensity, six and four items were contained, respectively. The two categories of items were designed according to the interpretation of goal setting by Rand (1967), involving the degrees of specificity and difficulty as well as motivational aspects, such as direction, effort, and persistence (Lock, Shaw, Saari, & Latham, 1981). The sample items are “goals were presented clearly in the beginning”, “I could establish specific goals”, and “I am stimulated to pursue certain goals“. To increase the validity of the questionnaire, these statements were further modified by a pre-service elementary school teacher, but the reliability of the questionnaire should be clarify in the future. The purpose of the questionnaire was to understand these participants’ perception of their system use. Although the validity and reliability of the questionnaire have much room to be improved, the questionnaire could offer preliminary and immediate feedbacks. Procedures Since this experiment is a within-subjects design, all students were organized to experience the two system versions. To reduce the bias of treatment order, the within-subject groups were presented the two versions in a different order, as shown in Figure 6. More specifically, in Class A, participants first used the without-version for two sessions and then used the via-version for two sessions. In contrast, in Class B, participants first used the via-version for two sessions and then used the without-version for two sessions. Each session lasted 40 minutes and was held once a week. The procedures employed were as follows: (1) Before the experiment, participants were instructed to use the systems to ensure they know how to use. (2) during the these sessions, the number of participants’ attempted tasks were also recorded in the system logs as a supporting evidence for goal-pursuing questionnaire. This is because the number of attempted tasks could be regarded as an indicator of students’ goal-pursuing behavior. (3) At the end of each system version, the goal-pursuing questionnaire was administrated to collect students’ perceptions. Results Students’ perception of goal-pursuing Figure 6. Experimental setting: Two within-subject groups The questionnaire was administered to students subsequent to their participation in the experiment. The results of the questionnaire are presented in Table 2. The means of the via-version in three categories (e.g., enjoyment, goal orientation, and goal intensity) were higher than that of the without-version. To further validate the differences, the differences between the two system versions were found to be statistically significant by means of the t-test (t=2.39, p
These differences indicated that participations in mathematics learning tasks using the via-version resulted in increased enjoyment, clearer goals, and stronger goal intensities. Table 2. Summary table of t-test for questionnaire Via-version Without-version Mean S.D. Mean S.D. t Enjoyment 3.56 1.023 3.07 1.<strong>15</strong>9 t=2.39* Goal orientation 3.56 0.955 3.10 1.178 t=2.28* Goal intensity *
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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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- Logging in to learning environmen
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McNaught, C., Lam, P. & Lam, S.L. (
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on-site to finally achieve a meanin
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Table 1. Digital game designers and
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worldviews are socio-cultural-histo
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Phase Methods Visitor data collecti
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operate the game without the help o
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Visitors (end users) must be heard.
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Islas Sedano, C., Pawlowski, J., Su
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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 and 310: Participants and Experimental Proce
Page 311 and 312: the influence of Test1 scores, an e
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: Methods Figure 5. Quest NPCs provid
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.-
Page 361 and 362: domains. Five research questions we
Page 363 and 364: Research sample groups (4) Faculty
Page 365 and 366: 13. Policies, Social Culture Impact
Page 367 and 368: Non-Specified Others Engineering &
Page 369 and 370: (AR = -2.1) (n = 7) 2. Non-specifie
Page 371 and 372: (n): Total number of articles Resea
Page 373 and 374: Compared to the publications in 200
Page 375: Pedagogical Content Knowledge (TPAC
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April 2012 Volume 15 Number 2 - Educational Technology & Society

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