کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
4937592 1434624 2017 14 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
Effects of instructional conditions and experience on the adoption of a learning tool
ترجمه فارسی عنوان
تأثیر شرایط آموزشی و تجربه در پذیرش ابزار یادگیری
کلمات کلیدی
پذیرش فناوری یادگیری، داربست های آموزشی یادگیری خودمراقبتی، تجزیه و تحلیل آموزش
موضوعات مرتبط
مهندسی و علوم پایه مهندسی کامپیوتر نرم افزارهای علوم کامپیوتر
چکیده انگلیسی
This paper presents the results of a natural experiment investigating the effects of instructional conditions and experience on the adoption and sustained use of a learning tool. The experiment was conducted with undergraduate students, enrolled into four performing art courses (N = 77) at a research intensive university in Canada. The students used the video annotation software CLAS for course-based self-assessment on their performances. Although existing research offers insights into the factors predicting students' intentions of accepting a learning tool, much less is known about factors that affect actual adoption and sustained tool use. The study explored the use of CLAS amongst undergraduate students in four courses across two consecutive semesters. Trace data of students' tool use, graph-based measures of metacognitive monitoring, and text cohesion of video annotations were used to estimate the volume of tool use and the quality of the learning strategy and learning products created. The results confirmed that scaffolding (e.g., graded activity with instructional feedback) is required to guide students' initial tool use, although scaffolding did not have an independent significant effect on the quantity of tool use. The findings demonstrated that the use of the tool is strongly influenced by the experience an individual student gains from scaffolded conditions. That is, the students sustained their use of the learning tool in future courses even when the tool use was not graded nor was instructional feedback provided. An important implication is that students' tool use is not solely driven by motivation - rather, it is shaped by instructional conditions and experience with the tool use.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Computers in Human Behavior - Volume 67, February 2017, Pages 207-220
نویسندگان
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