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To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.
Li Zhao; Xiaohong Liu; Yu-Sheng Su. The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course. Sustainability 2021, 13, 2888 .
AMA StyleLi Zhao, Xiaohong Liu, Yu-Sheng Su. The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course. Sustainability. 2021; 13 (5):2888.
Chicago/Turabian StyleLi Zhao; Xiaohong Liu; Yu-Sheng Su. 2021. "The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course." Sustainability 13, no. 5: 2888.
With the rapid development of mobile devices, users can now read on the screen. Electronic reading (e-reading) has become a common reading style with the growth in online learning or electronic learning (e-learning). E-book applications (APPs) are widely developed and applied for reading on a screen. However, it is difficult for readers to change their reading habits or preference from paper-printed books to digital devices. The study of readers' continuance intention to use e-book APPs is the first step to improving e-reading. This study focuses on the influential factors on undergraduates' continuance intention of e-book APPs, which analyzed and summarized the literature related to the electronic book (e-book) applications (APPs) and undergraduates' continuous intention, combined with the characteristics of the e-book APPs, introduced relevant theories and variables, and established the factors that influence undergraduates' continuous intention of using e-book APPs. On this basis, the paper analyzed the relationship between various influencing factors and their influence on continuous intention. A model composed of five hypotheses was constructed to test the factors influencing undergraduates' continuous intention in e-book APPs. The results indicated that of all research variables, satisfaction is the most important factor that affects continuous intention; Perceived usefulness and perceived playfulness have an indirect effect on continuous intention through satisfaction; personalization has direct effects on perceived usefulness and perceived playfulness, so it also has an indirect effect on continuous intention. The findings of the study will be helpful for designers and developers of e-book APPs and provide e-book APP suggestions for readers as well.
Hehai Liu; Mingming Shao; Xiaohong Liu; Li Zhao. Exploring the Influential Factors on Readers' Continuance Intentions of E-Book APPs: Personalization, Usefulness, Playfulness, and Satisfaction. Frontiers in Psychology 2021, 12, 1 .
AMA StyleHehai Liu, Mingming Shao, Xiaohong Liu, Li Zhao. Exploring the Influential Factors on Readers' Continuance Intentions of E-Book APPs: Personalization, Usefulness, Playfulness, and Satisfaction. Frontiers in Psychology. 2021; 12 ():1.
Chicago/Turabian StyleHehai Liu; Mingming Shao; Xiaohong Liu; Li Zhao. 2021. "Exploring the Influential Factors on Readers' Continuance Intentions of E-Book APPs: Personalization, Usefulness, Playfulness, and Satisfaction." Frontiers in Psychology 12, no. : 1.
In order for higher education to provide students with up-to-date knowledge and relevant skillsets for their continued learning, it needs to keep pace with innovative pedagogy and cognitive sciences to ensure inclusive and equitable quality education for all. An adequate implementation of flipped learning, which can offer undergraduates education that is appropriate in a knowledge-based society, requires moving from traditional educational models to innovative pedagogy integrated with a playful learning environment (PLE) supported by information and communications technologies (ICTs). In this paper, based on the design-based research, a task-driven instructional approach in the flipped classroom (TDIAFC) was designed and implemented for two groups of participants in an undergraduate hands-on making course in a PLE. One group consisting of 81 students as the experimental group (EG) received flipped learning instruction, and another group of 79 students as the control group (CG) received lecture-centered instruction. The EG students experienced a three-round study, with results from the first round informing the customized design of the second round and the second round informing the third round. The experimental results demonstrated that students in the EG got higher scores of summative tests and final scores than those in the CG. In particular, students’ learning performance in three domains (i.e., cognitive, affective, and psychomotor) differ significantly between the two groups.
Li Zhao; Wei He; Yu-Sheng Su. Innovative Pedagogy and Design-Based Research on Flipped Learning in Higher Education. Frontiers in Psychology 2021, 12, 1 .
AMA StyleLi Zhao, Wei He, Yu-Sheng Su. Innovative Pedagogy and Design-Based Research on Flipped Learning in Higher Education. Frontiers in Psychology. 2021; 12 ():1.
Chicago/Turabian StyleLi Zhao; Wei He; Yu-Sheng Su. 2021. "Innovative Pedagogy and Design-Based Research on Flipped Learning in Higher Education." Frontiers in Psychology 12, no. : 1.