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1.
M. Armenteros Shu-Sheng Liaw M. J. Sánchez-Franco M. Fernández R. Arteaga Sánchez 《Education and Information Technologies》2017,22(3):841-872
The aim of our study is to improve the understanding of the different behavioral intentions of referees and assistant referees in different FIFA (International Federation of Association Football) confederations towards Multimedia Teaching Materials as learning tools. To achieve this goal, we carry out a survey of 214 elite referees and assistant referees and we propose a research model with the variables perceived usefulness, perceived ease of use, perceived enjoyment, perceived self-efficacy, multimedia instruction, previous experience with technology and self-paced learning. These variables were taken from previous educational technology research. Among these models we mainly take into account the Technology Acceptance Model, the Motivational Model and the Social Cognitive Theory. To assess the relationships between the constructs, we develop an analysis based on a Structural Equation Modeling (SEM), specifically Partial Least Squares (PLS). The results of this study confirm that referees and assistant referees are willing to use Multimedia Teaching Materials to assist them in their learning activities as long as they perceive the materials to be useful, enjoyable and easy to use and whenever the course contents are multimedia. 相似文献
2.
Shu-Sheng Liaw 《Interactive Learning Environments》2016,24(3):625-643
This paper investigates the use of e-books as learning tools in terms of learner satisfaction, usefulness, behavioral intention, and learning effectiveness. Based on the activity theory approach, this research develops a research model to understand learner attitudes toward e-books in two physical sizes: 10″ and 7″. Results suggest that screen size could affect learners' perceived self-efficacy in using 10″ and 7″ e-books. Interactive learning environments, acceptable screen size, perceived self-regulation, and self-efficacy could positively influence perceived satisfaction with and usefulness of e-books as learning tools. Perceived satisfaction and usefulness are crucial factors in learner behavioral intention which, in turn, contributes to learning effectiveness. The paper also proposes a conceptual research model based on the activity theory approach. 相似文献
3.
Leslie Rutkowski David Rutkowski Yuan-Ling Liaw 《Assessment in Education: Principles, Policy & Practice》2019,26(6):643-664
ABSTRACTModern international studies of educational achievement have grown in terms of participating educational systems. Accompanying this development is an increase in heterogeneity, as more and different kinds of educational systems take part. This growth has been particularly pronounced among low-performing, less economically developed systems. Although studies such as PISA have made modifications to account for increased diversity, the degree to which international assessments serve educational systems at the lower ends of the achievement continuum is understudied. We used modified Wright maps and PISA’s definition of proficiency to evaluate the fitness of PISA, especially among low performers. Our findings suggest that there is mismatch between some populations and PISA. Results from a simulation show that such disparities produced biased achievement estimates and correlations with policy relevant variables. Projected PISA growth and new instantiations of PISA, particularly geared toward developing educational systems, make these findings timely and especially relevant. 相似文献
4.
Liaw Beng Teck 《Asia Pacific Journal of Education》1989,10(1):55-59
The study was carried out to examine the effects of practical experience and sequential skills on achievement in map reading among secondary one pupils in Singapore. A total of 144 pupils in four secondary one (Express) classes participated in the study. Each class ws randomly assigned to one of the four treatment groups, where two teaching methods, i.e. practical learning and direct-teaching, and two types of curriculum structure, i.e. hierarchical sequence and non-hierachical sequence, were compared. The experiment consisted of eight weeks of teaching after which a post-test and a delayed post-test were administered to establish the effects of each treatment. Findings showed that practical experience and sequential skills in map reading would have a positive effect on pupil performance and retention of the acquired skills. 相似文献
5.
本文以<背影>为例,分析了如何用风格的形式标记和非形式标记认识和再现文章风格的程序,从而证明了风格是可译的这一论断. 相似文献
6.
En-Chong Liaw 《Teacher Development》2017,21(4):496-510
To investigate the context-related teacher efficacy (TE) of experienced teachers in Taiwan, this study examined elementary English teachers more than a decade after a major educational reform to determine whether their TE levels were affected by school location (e.g. urban vs. suburban). The 438 responses to the adapted Teacher Efficacy Scale revealed stronger efficacy regarding the teachers’ personal ability to teach less-motivated students and less confidence regarding the management of school- and government-related concerns. However, school settings did not show a significant effect on the efficacy levels of experienced English teachers. Although caution must be practiced in interpreting results related to school settings and TE, the findings from the current study are generalizable to contexts in which English is spoken as a foreign language. The results also urge much caution when making interpretation on results relating to school settings and TE. 相似文献
7.
Mei‐Hung Chiu Chin‐Cheng Chou Wen‐Lung Wu Hongming Liaw 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(3):471-486
This paper explores whether facial microexpression state (FMES) changes can be used to identify moments of conceptual conflict, one of the pathways to conceptual change. It is known that when the preconditions of conceptual conflicts are met and conceptual conflicts are detected in students, it is then possible for conceptual change to take place. There were 102 university and high school students who were involved in this research, and about 80% of the participants held erroneous preconceptions on the scientific topic chosen. The results showed that FMES changes were detected in the majority of the students who made erroneous predictions as they underwent conceptual conflict. Furthermore, the lack of FMES change was shown to indicate a lowered likelihood of conceptual change, while the presence of FMES change doubled the likelihood of conceptual change. The results confirm that FMES can be useful in determining learners’ awareness of conflicting concepts and their progress towards scientific understanding. Educational implications are discussed. 相似文献
8.
Advanced technologies have been widely applied in medical education, including human-patient simulators, immersive virtual reality Cave Automatic Virtual Environment systems, and video conferencing. Evaluating learner acceptance of such virtual reality (VR) learning environments is a critical issue for ensuring that such technologies are used to greatest effect. This research describes the use of high performance real-time interactive software (VR4MAX) to build a prototype 3D VR learning system. A questionnaire survey was distributed to 167 university students to investigate learner attitudes toward learning via VR applications. Experimental results show that immersion and imagination features of VR-mediated course contents have a positive impact on perceived usefulness, and can also predict perceived ease of use, both of which contributors to behavioral intention of learners to use VR learning systems. Overall, this research validates the relationship between three features of VR and learners' behavioral intention to use VR learning. The results could prove helpful in guiding future research related to VR learning. 相似文献
9.
The greatest benefit of teacher preparation programs is field-related training where pre-service teachers contextualize the learned knowledge and theories with tasks and students during training. This preliminary study is based on the collaboration between a teacher training program and an elementary school to investigate the effect that exposure to various sources of teacher efficacy has on pre-service teachers in Taiwan. The results of this study show some influences of classroom experience and group discussions on the teaching efficacy of this group of pre-service teachers. Pre-service teachers demonstrated a higher level of PTE after the classroom experience and group discussions. 相似文献
10.
Mei-Hung Chiu Hongming Leonard Liaw Yuh-Ru Yu Chin-Cheng Chou 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):469-480
Utilizing facial recognition technology, the current study has attempted to predict the likelihood of student conceptual change with decision tree models based on the facial micro-expression states (FMES) students exhibited when they experience conceptual conflict. While conceptual change through conceptual conflicts in science education is a well-studied field, there is little research done on conceptual change through conceptual conflict in terms of students' facial expressions. As facial expressions are one of the most direct and immediate responses one can get during instruction and that facial expressions are often representations student's emotions, a link between students' FMES and learning was explored. Facial data was collected from 90 tenth graders. Only data from the 72 students who made incorrect predictions were analyzed in this study. The concept taught was the relationship between boiling point and air pressure. Through facial recognition software analysis and decision tree models, the current study found Surprised, Sad and Disgusted to be key FMES that could be used to predict student conceptual change in a conceptual conflict-based scenario. 相似文献