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Mr. Ying-Ming Hsieh
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Journal article
Published: 13 April 2021 in Sustainability
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This study investigated the effects of using different online instant response systems (IRSs) on students, particularly in remedial mathematics classrooms. To achieve the goals, this study applied a mixed-methods approach to examine the effects on learning performance, intrinsic motivation, and self-efficacy. The participants were the seventh-grade junior high school students; they were randomly divided into three experimental groups, Kahoot-based IRS, Quizlet-based IRS, and control group. The results indicated that students in the Kahoot-based IRS performed significantly better in mathematics learning performance and reported higher learning interests, choice, and group self-efficacy. Meanwhile, students in the Quizlet-based IRS remedial classroom reported more positively on learning interest, value, effort, and choice than to the control group.

ACS Style

Wen-Jye Shyr; Ying-Ming Hsieh; Ching-Huei Chen. The Effects of Peer-Based Instant Response System to Promote Learning Performance, Intrinsic Motivation and Self-Efficacy. Sustainability 2021, 13, 4320 .

AMA Style

Wen-Jye Shyr, Ying-Ming Hsieh, Ching-Huei Chen. The Effects of Peer-Based Instant Response System to Promote Learning Performance, Intrinsic Motivation and Self-Efficacy. Sustainability. 2021; 13 (8):4320.

Chicago/Turabian Style

Wen-Jye Shyr; Ying-Ming Hsieh; Ching-Huei Chen. 2021. "The Effects of Peer-Based Instant Response System to Promote Learning Performance, Intrinsic Motivation and Self-Efficacy." Sustainability 13, no. 8: 4320.