April 2012 Volume 15 Number 2 - Educational Technology & Society

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Journal of Educational Technology & Society Volume 15 Number 2 2012 Special issue articles Table of contents Guest Editorial - Navigating in the Digital Era: Digital Literacy: Socio-Cultural and Educational Aspects Yoram Eshet-Alkalai and Oren Soffer The Unexpected Connection: Serendipity and Human Mediation in Networked Learning Rita Kop How Do Personality, Synchronous Media, and Discussion Topic Affect Participation? Ina Blau and Azy Barak Internet Abuse among Teenagers and Its Relations to Internet Usage Patterns and Demographics Suzan Lema Gencer and Mustafa Koc Digital Assessment Literacy - the Core Role of the Teacher in a Digital Environment Liat Eyal Full length articles Integration of Multimedia Courseware into ESP Instruction for Technological Purposes in Higher Technical Education Shu-Chiao Tsai An Empathic Avatar in a Computer-Aided Learning Program to Encourage and Persuade Learners Gwo-Dong Chen, Jih-Hsien Lee, Chin-Yeh Wang, Po-Yao Chao, Liang-Yi Li and Tzung-Yi Lee Evaluating Knowledge Structure-based Adaptive Testing Algorithms and System Development Huey-Min Wu, Bor-Chen Kuo and Jinn-Min Yang Exploring Learner Attitudes toward Web-based Recommendation Learning Service System for Interdisciplinary Applications Hong-Ren Chen and Jhen-Gang Huang Passively Classifying Student Mood and Performance within Intelligent Tutors Robert A. Sottilare and Michael Proctor Integrating Algorithm Visualization Video into a First-Year Algorithm and Data Structure Course Pilu Crescenzi, Alessio Malizia, M. Cecilia Verri, Paloma Díaz and Ignacio Aedo An Assessment of E-training Effectiveness in Multinational Companies in Malaysia Thurasamy Ramayah, Noor Hazlina Ahmad and Tan Say Hong Supporting Teachers in Designing CSCL Activities: A Case Study of Principle-based Pedagogical Patterns in Networked Second Language Classrooms Yun Wen, Chee-Kit Looi and Wenli Chen A Clustering Methodology of Web Log Data for Learning Management Systems Stavros Valsamidis, Sotirios Kontogiannis, Ioannis Kazanidis, Theodosios Theodosiou and Alexandros Karakos Blogging for Information Management, Learning, and Social Support during Internship Samuel K. W. Chu, Alvin C. M. Kwan and Peter Warning Using Mobile Learning to Improve the Reflection: A Case Study of Traffic Violation Yu-Feng Lan and Shin-Ming Huang The Comparison of the Opinions of the University Students on the Usage of Blog and Wiki for Their Courses Ummuhan Avci and Petek Askar Educational Affordances of a Ubiquitous Learning Environment in a Natural Science Course Tan-Hsu Tan, Min-Sheng Lin, Yu-Ling Chu and Tsung-Yu Liu ISSN 1436-4522 1436-4522. (online) © International and 1176-3647 Forum (print). of Educational © International Technology Forum & of Society Educational (IFETS). Technology The authors & Society and the (IFETS). forum The jointly authors retain and the the copyright forum jointly of the retain articles. the Permission copyright of to the make articles. digital Permission or hard copies to make of part digital or all or of hard this copies work for of part personal or all or of classroom this work use for is personal granted or without classroom fee provided use is granted that copies without are fee not provided made or that distributed copies are for profit not made or commercial or distributed advantage for profit and or that commercial copies bear advantage the full and citation that copies on the bear first page. the full Copyrights citation on for the components first page. Copyrights of this work for owned components by others of than this work IFETS owned must by be others honoured. than Abstracting IFETS must with be honoured. credit is permitted. Abstracting To with copy credit otherwise, is permitted. to republish, To copy to post otherwise, on servers, to republish, or to redistribute to post on to lists, servers, requires or to prior redistribute specific to permission lists, requires and/or prior a specific fee. Request permission permissions and/or from a fee. the Request editors permissions at kinshuk@massey.ac.nz. from the editors at kinshuk@ieee.org. 1-1 2-11 12-24 25-36 37-49 50-61 62-72 73-88 89-100 101-114 115-124 125-137 138-153 154-167 168-178 179-193 194-205 206-219 iii
Contextualizing a MALL: Practice Design and Evaluation Yaming Tai Reducing the Impact of Inappropriate Items on Reviewable Computerized Adaptive Testing Yung-Chin Yen, Rong-Guey Ho, Wen-Wei Liao and Li-Ju Chen Modelling Digital Natives' International Collaboration: Finnish-Korean Experiences of Environmental Education Irja Leppisaari and Okhwa Lee Designing Hypercontextualized Games: A Case Study with LieksaMyst Carolina Islas Sedano, Erkki Sutinen, Mikko Vinni and Teemu H. Laine Understanding Social Nature of an Online Community of Practice for Learning to Teach I-Chun Tsai Cyber Asynchronous versus Blended Cyber Approach in Distance English Learning Zi-Gang Ge Adaptively Ubiquitous Learning in Campus Math Path Shu-Chuan Shih, Bor-Chen Kuo and Yu-Lung Liu The Development of Epistemic Relativism versus Social Relativism via Online Peer Assessment, and their Relations with Epistemological Beliefs and Internet Self-efficacy Chin-Chung Tsai Influence of Game Quests on Pupils' Enjoyment and Goal-pursuing in Math Learning Zhi-Hong Chen, Calvin C. Y. Liao, Hercy N. H. Cheng, Charles Y. C. Yeh and Tak-Wai Chan The Effect of Principals' Technological Leadership on Teachers' Technological Literacy and Teaching Effectiveness in Taiwanese Elementary Schools I-Hua Chang Instructor Learning Styles as Indicators of Online Faculty Satisfaction Ryan McLawhon and Marc Cutright Research Trends in Technology-based Learning from 2000 to 2009: A content Analysis of Publications in Selected Journals Yu-Chen Hsu, Hsin Ning Jessie Ho, Chin-Chung Tsai, Gwo-Jen Hwang, Hui-Chun Chu, Chin-Yeh Wang and Nian-Shing Chen ISSN 1436-4522 1436-4522. (online) © International and 1176-3647 Forum (print). of Educational © International Technology Forum of & Educational Society (IFETS). Technology The authors & Society and (IFETS). the forum The jointly authors retain and the copyright forum jointly of the retain articles. the copyright Permission of the to make articles. digital Permission or hard copies to make of digital part or or all hard of this copies work of for part personal or all of or this classroom work for use personal is granted or without classroom fee use provided is granted that without copies are fee not provided made or that distributed copies are for not profit made or or commercial distributed advantage for profit and or commercial that copies advantage bear the full and citation that copies on the bear first the page. full Copyrights citation on for the components first page. Copyrights of this work for owned components by others of this than work IFETS owned must by be others honoured. than IFETS Abstracting must with be honoured. credit is permitted. Abstracting To with copy credit otherwise, is permitted. to republish, To copy to otherwise, post on servers, to republish, or to redistribute to post on to servers, lists, requires or to redistribute prior specific to lists, permission requires and/or prior a specific fee. Request permission permissions and/or a from fee. the Request editors permissions at kinshuk@massey.ac.nz. from the editors at kinshuk@ieee.org. 220-230 231-243 244-256 257-270 271-285 286-297 298-308 309-316 317-327 328-340 341-353 354-370 iv
Page 1 and 2: April 2012 Volume 15 Number 2
Page 3: Supporting Organizations Centre for
Page 7 and 8: Kop, R. (2012). The Unexpected Conn
Page 9 and 10: Human mediation and information flo
Page 11 and 12: elevant information based on some k
Page 13 and 14: of learners. A search facilitated t
Page 15 and 16: information as human mediation mean
Page 17 and 18: Blau, I., & Barak, A. (2012). How D
Page 19 and 20: examined whether the readiness to p
Page 21 and 22: Table 5 presents the ANOVA for the
Page 23 and 24: However, in discussing a non-sensit
Page 25 and 26: deviations showed smaller variance,
Page 27 and 28: actual participation discussing sen
Page 29 and 30: Mesch, G., & Elgali, Z. (2009). Soc
Page 31 and 32: Although prior research on overall
Page 33 and 34: with a score of 39 and below as “
Page 35 and 36: Table 2 demonstrates mean scores an
Page 37 and 38: Discussion Although the recent Inte
Page 39 and 40: Furthermore, the most preferred pla
Page 41 and 42: MEB. (2009). Internete erisim proje
Page 43 and 44: Learning Management Systems (LMS) b
Page 45 and 46: practice and repetition with feedba
Page 47 and 48: Online peer assessment Peer assessm
Page 49 and 50: At an international conference on m
Page 51 and 52: � Ability to produce rich assessm
Page 53 and 54: Meishar-Tal, H., & Tal-Elhasid, E.
Page 55 and 56:
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
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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
Page 209 and 210:
References Ajjan, H., & Hartshorne,
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Tan, T.-H., Lin, M.-S., Chu, Y.-L.,
Page 213 and 214:
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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part of something larger than the s
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Previous studies have developed rel
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Technology Acceptance. The 10 items
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Table 4. Model Fit Indices Model χ
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In the final path model of set 1, t
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Discussion Differing from prior stu
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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
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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
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
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(Hofer & Pintrich, 1997; Liu, Lin &
Page 317 and 318:
� 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
Page 373 and 374:
Compared to the publications in 200
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Pedagogical Content Knowledge (TPAC
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