자연주의적 탐구조사(Naturalistic Inquiry)

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Using Multivariate Statistics

Attachment--and loss.

The power of feedback.

Principles and Practice of Structural Equation Modeling (2nd ed.)

An Integrated Framework for Designing Web-Based Constructivist Learning Environments

This study focuses on visual creativity and how it can be supported with computer technologies and thereby be used to support learning and instruction. However, studies related to computer-enabled visual creativity have not been frequently explored. As such, the current research proposes a model consisting of four major factors: (a) computer-aided visual art self-efficacy, (b) computer self-efficacy, (c) general creative self-efficacy, and (d) visual creativity. The aim is to explore the causal relationships among these factors so that they can then be used to support creativity, especially in the context of learning and instruction. To test the proposed model, this study firstly collected a total of 736 responses from an American public university to construct a scale using exploratory factor analyses and confirmatory factor analyses for three factors: (a) computer self-efficacy, (b) computer-aided visual art self-efficacy, and (c) general creative self-efficacy. Later, 164 responses were collected to analyze those hypothesized predictors of visual creativity and their relationships using structural equation modeling with Mplus. The results of the study indicate that computer self-efficacy was a significant predictor of computer-aided visual art self-efficacy, which in turn was a significant predictor of general creative self-efficacy. General creative self-efficacy, in turn, was a significant predictor of visual creativity. Finally, the study yielded a significant indirect effect of computer-aided visual art self-efficacy on visual creativity as mediated by general creative self-efficacy. Implications for learning and instruction are discussed as well as future studies to further research to develop relevant models of visual creativity in support of learning.

Computer-enabled visual creativity: an empirically-based model with implications for learning and instruction

Student teachers' acceptance of computer technology: An application of the Technology acceptance Model (TAM)

Computer Attitude Measure for Young Students

Self-questioning plays an important role in problem solving. In this study, we examined the effects of self-questioning techniques on problem solving and metacognition for ill-structured workplace problems including counter-terrorism, which is unconventional. The independent variable was the strategy training in self-questioning techniques, structuring around the IDEAL model as a cognitive heuristics adaptation to resolve novel situations. The dependent variable metacognition was made up of two constructs i.e. knowledge about cognition and regulation of cognition. These were measured by using the Metacognitive Awareness Inventory (MAI) while overall problem solving performance was determined by assessing the participants' reasoning and the resulting consequences of their decision (outcome performance) in the pre- and post-tests. Our results revealed that the intervention had significant positive effects on the novices' reasoning performance, outcome performance and overall problem solving performance. In addition, the level of correlation between reasoning performance and outcome performance was significantly positive. Copyright © 2010 John Wiley & Sons, Ltd.

Timothy Teo

Papers

An Integrated Framework for Designing Web-Based Constructivist Learning Environments

Computer-enabled visual creativity: an empirically-based model with implications for learning and instruction

Student teachers' acceptance of computer technology: An application of the Technology acceptance Model (TAM)

Computer Attitude Measure for Young Students

The role of self-questioning: Problem solving in a security organization