Wilfred W. F. Lau

TL;DR: It is found that using social media for academic purposes was not a significant predictor of academic performance as measured by cumulative grade point average, whereas usingSocial media for nonacademic purposes and social media multitasking significantly negatively predicted academic performance.

TL;DR: The study shows that students mostly hold positive attitudes towards the use of wikis for project-based learning, however, significant differences exist in 5 aspects, such as “Motivation” and “Knowledge Management”, in the questionnaire among all participants.

TL;DR: While this study shows the influence of learner characteristics such as gender, learning styles, and mental models on programming performance, it highlights the effect that prior composite academic ability and medium of instruction exert on learning outcomes, which is uncommon among studies of similar purpose.

TL;DR: A three-factor, 17-item perceived ICT literacy scale (3F-PICTLS) assessing information literacy (information), internet literacy (communication), and computer literacy (technology) was developed and validated using a stratified random sample of junior secondary school students in Hong Kong and indicated that the scale demonstrated good reliability and validity.

TL;DR: Results indicated that no gender differences in programming performance were found after controlling for the effect of student ability, and suggested the importance of the ordering dimension of the GSD in influencing programming performance.