An Empirical Study on the Implementation and Evaluation of Gamifying Learning Motivated Achievement Model

2015 ◽  
Vol 764-765 ◽  
pp. 822-826
Author(s):  
Chung Ho Su ◽  
Ken T.K. Chen
Keyword(s):  
Empirical Study ◽  
Cognitive Load ◽  
Learning Strategies ◽  
Model Evaluation ◽  
Structural Equation ◽  
Research Result ◽  
Learning System ◽  
Equation Modeling ◽  
Game Based Learning ◽  
Learning Achievement

Researchers of game-based learning have often suggested that learner’s motivation beliefs about learning achievement would likely affect their use of game-based learning strategies and ultimate success in learning. However, research which has empirically documented the link between gamification, motivation, and cognitive load is scant. Therefore, the aim of this article attempts to explore how gamification, motivation, cognitive load will affect learning achievement, and their use of Gamification Software Engineering Education Learning System (GSEELS) are related. This research involved empirical study, comprised of four sets of questionnaires concerning gamification, motivation; cognitive load and learning achievement. Tow intact class of 107 college students participated in the study. The structural equation modeling (SEM) analysis was conducted through descriptive statistics, measurement model evaluation and structured model evaluation in order to indicate the direction and relationship between the four sets of variables. The research result shows that 5 out of 6 hypotheses are supported and merely 1 hypothesis is false. Well-design GSEELS will affect student learning motivation and achievement. To conclude, this study may be important in explaining the relationship between gamification, motivation, cognitive load, as well as in suggestions for teaching and learning four aspects with a better understanding of how teacher’ beliefs about SE education related to their strategy use.

scholarly journals Modeling the relationship between motivational beliefs, cognitive learning strategies, and academic performance of teacher education students

2018 ◽  
Vol 49 (1) ◽  
pp. 122-135 ◽  
Author(s):  
Charles Magoba Muwonge ◽  
Ulrich Schiefele ◽  
Joseph Ssenyonga ◽  
Henry Kibedi
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Learning Strategies ◽  
Structural Equation ◽  
Cognitive Learning ◽  
Equation Modeling ◽  
Motivational Beliefs ◽  
Education Students ◽  
The Relationship ◽  
Teacher Education Students

Although self-regulated learning has received much attention over the past decades, research on how teacher education students regulate their own learning has been scarce, particularly in third world countries. In the present study, we examined the structural relationships between motivational beliefs, cognitive learning strategies, and academic performance among teacher education students in Uganda. The sample comprised of 1081 students selected from seven universities. Data were collected using several subscales from the modified Motivated Strategies for Learning Questionnaire and were analyzed by structural equation modeling. Cognitive learning strategies fully mediated the relationship between motivational beliefs and academic performance. Motivational beliefs contributed to students’ academic performance mainly through influencing their critical thinking and organizational skills. Therefore, interventions to improve teacher education students’ academic performance should focus not only on boosting their motivation but also on enhancing their use of cognitive learning strategies.

scholarly journals THE INFLUENCE OF E-LEARNING CHARACTERISTICS AND BASIC ICT COMPETENCIES TO ACTUAL USAGE OF E-LEARNING: A PATH DIAGRAM MODEL

2015 ◽  
Vol 11 (2) ◽  
pp. 59
Author(s):  
I Made Suarta ◽  
I Ketut Suwintana
Keyword(s):  
Technology Acceptance ◽  
Structural Equation ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Learning System ◽  
Equation Modeling ◽  
Perceived Ease Of Use ◽  
Actual Usage ◽  
E Learning ◽  
Ict Competencies

In this paper, the Technology Acceptance Model (TAM) is extent with two external stimulus namely e-learning characteristics and basic ICT (Information and Communication Technology) competencies. The purpose of this study are (1) finding relationship between e-learning characteristics and lecturers’ basic ICT competencies with the perceived ease of use and perceived usefulness of e-learning; and (2) determining the effect of e-learning characteristics and lecturer basic ICT competencies to the actual usage of e-learning. Research subjects are Bali State Polytechnic lecturers who have attended the elearning training. In this study, to collect the data sample, a non-random sampling technique is adopted. The data is collected by self-administered questionnaires and is analyzed using structural equation modeling. Basic ICT competencies of the Bali State Polytechnic lecturers are good, but the level of actual usage of e-learning is very low. Basic ICT competence shows no significant effect on the perceived ease of use and perceived usefulness of e-learning. The actual usage of e-learning also has low implications. E-learning characteristics show a significant effect on perceived ease of use and perceived usefulness of e-learning, which implies the change attitude and behavior in the use of elearning. Characteristics of e-learning become a determinant factor in the adoption and use of elearning. The findings will help lecturer a better understanding to the mechanism of e-learning adoption. The study recommends for polytechnic institutions to make a systematic effort to provide lecturers with training on how to use e-learning system effectively. A further research to identify other factors that may influence lecturers' attitudes toward the adoption of e-learning system is demanded following this research.

scholarly journals Empirical Study on Enhancing Medical Service Performance with Intellectual Capital through Process Capability

2020 ◽  
pp. 57-63
Author(s):  
Ya-Ping Hu ◽  
Yi-Ming Chiang
Keyword(s):  
Empirical Study ◽  
Intellectual Capital ◽  
Structural Equation ◽  
Medical Service ◽  
Process Capability ◽  
Service Performance ◽  
Equation Modeling ◽  
Modeling Techniques ◽  
Synergistic Relationships

This study investigates the synergistic relationships among intellectual capital, process capability, and medical service performance. An empirical study was conducted by using a second-order research framework. Data were collected through a questionnaire survey, and structural equation modeling techniques were used to analyze the data. An empirical analysis revealed that intellectual capital is a major factor influencing final medical service performance. This major factor should be carefully improved to increase process capability in hospitals in the long term. Hospitals account for a substantial proportion of the intellectual capital in the health-care industry, and, thus, should improve their process capability to achieve high medical service performance.

scholarly journals The effect of information technology on coastal development in Asahan Regency, North Sumatra Province, Indonesia

2021 ◽  
Vol 912 (1) ◽  
pp. 012014
Author(s):  
M Syafiq ◽  
Sirojuzilam ◽  
Badaruddin ◽  
A Purwoko
Keyword(s):  
Information Technology ◽  
Structural Equation ◽  
Research Result ◽  
Coastal Development ◽  
New Combination ◽  
Equation Modeling ◽  
Research Findings ◽  
The Relationship ◽  
North Sumatra ◽  
Practical Implications

Abstract This research aims to examine the relationship between information technology and coastal development in Asahan Regency, North Sumatera Province, Indonesia. Through this research, coastal community opinions were collected using structured questionnaires. A structural equation modeling (SEM) approach was employed to test a hypothesized model constructed based on theories and previous studies. In addition, a new combination of existing indicators was used as a novelty of this research. The research result indicates that information technology has not significantly affected coastal development. Theoretical and practical implications of the research findings for policymakers are discussed.

Employee Portals based on Knowledge Management in Public Education

2015 ◽  
Vol 7 (2) ◽  
pp. 1-15
Author(s):  
Héctor Marcos Pérez Feijoo ◽  
Mercedes García Ordaz ◽  
Francisco J Martínez López
Keyword(s):  
Organizational Change ◽  
Knowledge Management ◽  
Structural Equation Modeling ◽  
Public Education ◽  
Public Sector ◽  
Empirical Study ◽  
Structural Equation ◽  
Equation Modeling ◽  
The Core ◽  
Tpb Model

The e-government development in Spain still lacks in the employee perspective. This background is clearly visible in the educative public sector where the authors can found several online services to employees but can't find a complete employee portal. The implementation of such systems is an opportunity to embed knowledge management, as it's the core process in education, but it would imply a deep organizational change. Thus, it is crucial to determine the barriers that could potentially prevent their implementation. The study aims to establish the barriers that influence the intention of use of those employee portals. The researchers used structural equation modeling to conduct an empirical study based on a hybrid TAM-TPB model. The results have found evidence on the majority of the proposed hypothesis. The authors conclude the study with a set of recommendations for the developers that could help in avoiding the effects of such barriers.

Towards a Flipped Classroom Based on a Context-Aware Mobile Learning System (FC-CAMLS)

2020 ◽  
pp. 43-56
Author(s):  
Mahnane Lamia ◽  
Hafidi Mohamed
Keyword(s):  
Mobile Learning ◽  
Structural Equation ◽  
Flipped Classroom ◽  
Learning System ◽  
Equation Modeling ◽  
Context Aware ◽  
Course Content ◽  
Positive Effects ◽  
Mobile Learning System ◽  
Students Satisfaction

The approach proposed in this chapter called flipped classroom based on context-aware mobile learning system (FC-CAMLS) aims to provide learners with an adapted course content format based on their feedback and context. The latter has a significant influence on multimedia content in adaptive mobile learning. The contribution was applied in the context of the flipped learning in order to manage the heterogeneity of context imposed by this approach. Firstly, the authors present a quantitative analysis by means of structural equation modeling to analyze the causal relationships of knowledge, skills, and motivation with students' satisfaction. Secondly, they confirm that the proposed flipped classroom has positive effects on students' knowledge, skills, and motivation. Finally, the research provides useful results that the use of the context dimensions and learner feedback in adaptive mobile learning is more beneficial for learners especially in the flipped classroom.

scholarly journals To examine the associations between medical students’ conceptions of learning, strategies to learning, and learning outcome in a medical humanities course

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Yu-Chun Chiu ◽  
Jyh-Chong Liang ◽  
Hong-Yuan Hsu ◽  
Tzong-Shinn Chu ◽  
Kuan-Han Lin ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Medical Humanities ◽  
Structural Equation ◽  
Learning Outcome ◽  
Equation Modeling ◽  
Conceptions Of Learning ◽  
Basic Level

Abstract Background By learning medical humanities, medical students are expected to shift from handling the diseases only to seeing a whole sick person. Therefore, understanding medical students’ learning process and outcomes of medical humanities becomes an essential issue of medical education. Few studies have been conducted to explore factors surrounding medical students’ learning process and outcomes of medical humanities. The objectives were: (1) to investigate the relationships between medical students’ conceptions of learning and strategies to learning; and (2) to examine the relationships between students’ strategies to learning and learning outcomes for medical humanities. Methods We used the modified Approaches to Learning Medicine (mALM) questionnaire and Conceptions of Learning Medicine (COLM) questionnaire to measure the medical students’ strategies to learning and conceptions of learning respectively. The learning outcome of medical humanities was measured using students’ weighted grade in a medical humanities course. The confirmatory factor analysis (CFA) was used to validate the COLM and mALM questionnaires, in which construct validity and reliability were assessed. Pearson’s correlation was used to examine the relationships among the factors of COLM, mALM, and the weighted grade. Path analysis using structural equation modeling technique (SEM) was employed to estimate the structural relationships among the COLM, mALM, and the weighted grade. Results Two hundred and seventy-five first-year medical students consented to participate in this study. The participants adopting surface strategies to learning were more likely to have unsatisfactory learning outcome (β = − 0.14, p = .04). The basic-level conception of “Preparing for Testing” was negatively (β = − 0.19, p < .01) associated with deep strategies of learning, and positively (β = 0.48, p < .01) associated with surface strategies of learning (β = 0.50, p < .01). The basic-level conception of “Skills Acquisition” was positively associated with deep strategies of learning (β = 0.23, p < .01). Conclusion Medical educators should wisely employ teaching strategies to increase students’ engagement with deep and self-directed learning strategies, and to avoid using surface learning strategies in the medical humanities course in order to achieve better learning outcomes.

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