Showing papers in "Eurasia journal of mathematics, science and technology education in 2017"
TL;DR: The huge possibilities of accessible virtual technologies will make it possible to break the boundaries of formal education as discussed by the authors, and educational institutions will benefit from better accessibility to virtual technologies; this will enable them to teach in virtual environments that are impossible to visualize in physical classrooms, like accessing into virtual laboratories, visualizing machines, industrial plants, or even medical scenarios.
Abstract: Virtual reality captures people’s attention. This technology has been applied in many sectors such as medicine, industry, education, video games, or tourism. Perhaps its biggest area of interest has been leisure and entertainment. Regardless the sector, the introduction of virtual or augmented reality had several constraints: it was expensive, it had poor ergonomics, or implied too much work to create contents. Recent technological innovations, including the rapid adoption of smartphones by society, have facilitated the access to virtual reality and augmented reality of anyone. In addition, several large companies like Apple, Facebook, Samsung, and Magic Leap, among others, have increased their investment to make these technologies to improve their accessibility within the next few years. Educational institutions will benefit from better accessibility to virtual technologies; this will make it possible to teach in virtual environments that are impossible to visualize in physical classrooms, like accessing into virtual laboratories, visualizing machines, industrial plants, or even medical scenarios. The huge possibilities of accessible virtual technologies will make it possible to break the boundaries of formal education.
425 citations
TL;DR: In this article, the authors conducted a survey to understand the opinions about digital learning and found that digital learning shows better positive effects on learning outcome than traditional teaching does, and learning motivation reveals significantly positive effect on learning effect in learning outcome.
Abstract: Background:In the modern society when intelligent mobile devices become popular, the Internet breaks through the restrictions on time and space and becomes a ubiquitous learning tool. Designing teaching activity for digital learning and flexibly applying technology tools are the key issues for current information technology integrated education.Material and methods:In this study, students are tested and proceeded questionnaire survey to understand the opinions about digital learning. To effectively achieve the research objectives and test the research hypotheses, quasi-experimental research is applied in this study. Total 116 students in 4 classes are selected as the research subjects for the instructional research.Results:The research results conclude that 1.digital learning presents better positive effects on learning motivation than traditional teaching does, 2.digital learning shows better positive effects on learning outcome than traditional teaching does, 3.learning motivation reveals significantly positive effects on learning effect in learning outcome, and 4.learning motivation appears remarkably positive effects on learning gain in learning outcome.Conclusions:It is expected to combine with current teaching trend and utilize the advantages of digital learning to develop practicable teaching strategies for the teaching effectiveness.
311 citations
TL;DR: In this article, the effect of problem-based learning strategy on students' problem-solving skills and its role in building their motivation was investigated. But, there was an insignificant difference in students' motivation to learn physics.
Abstract: Background:Through the learning of physics, students will acquire problem solving skills which are relevant to their daily life. Determining the best way in which students learn physics takes a priority in physics education. The goal of the present study was to determine the effect of problem based learning strategy on students’ problem solving skills and its role in building their motivation.Material and methods:A quasi-experimental research method was adapted. Problem solving inventory test and motivation scale were used to collect data. Subjects included were 81 grade 12 students taken from Wachemo Preparatory school.Results:There was a mean difference between comparison and experimental groups. The covariate analysis shows that the difference was statistically significant with effect size above average. However, there was insignificant difference in motivation to learn physics.Conclusions:The study suggested that to improve students’ achievement, schools must adapt the PBL method carefully. However, students’ motivation to learn physics remains vague.
164 citations
TL;DR: In this paper, the authors investigated the difference in students' mathematics cognitive achievement after implementing RME and conventional learning and found that the students who were taught with RME achieved better than those who were involved in conventional learning.
Abstract: Some previous research has reported the effectiveness of RME in improving students’ problem solving ability and cognitive achievement. This quasi experimental research, therefore, aimed to investigate the difference in students’ mathematics cognitive achievement after implementing RME and conventional learning. The controlled treatment consisted of mathematics learning with RME equipped with snake and ladder board game and conventional learning. Developed instrument measuring students’ cognitive achievement was validated by some experts prior to the research. The results of the t-test confirmed the difference in students’ cognitive achievement both of the experimental and control group. The students who were taught with RME achieved better than the students who were involved in conventional learning. This research finding has suggested that it is important for teachers to empower students’ intellectual ability through RME and games in order that meaningful and contextual learning can be generated. It is recommended that future research will further explore the effectiveness of RME on students’ cognitive achievement.
125 citations
TL;DR: Preliminary results indicated that male students and high-ability students were more motivated in the blended learning environment, and students gave positive feedback on the use of the Moodle learning platform for mathematics after experiencing blended learning.
Abstract: Background:With the advent of the digital age, traditional didactic teaching and online learning have been modified and gradually replaced by “Blended Learning.” The purpose of this study was to explore the influences of blended learning pedagogy on junior high school student learning achievement and the students’ attitudes toward mathematics.Material and methods:To investigate the outcomes of the combination of Moodle online teaching platform and traditional instruction, a quasi-experiment was conducted using a pre-test–post-test control group design.Results:ANCOVA and MANCOVA analyses showed that the blended learning experience benefitted students in the experimental group by having a positive effect not only on the learning outcomes, but also on their attitudes toward studying mathematics in a blended environment.Conclusions:Preliminary results indicated that male students and high-ability students were more motivated in the blended learning environment. Students gave positive feedback on the use of the Moodle learning platform for mathematics after experiencing blended learning.
114 citations
TL;DR: In this article, the authors examined the relationship among interaction, structure, social presence and satisfaction in online learning and found that online students are most satisfied when their social presences are high in the online learning.
Abstract: There have been various studies about interaction, structure, social presence and satisfaction in online learning; however, there is not any research which represents the relationships among these concepts. The purpose of this paper is to examine the relationship among these variables. The population of the study is involved 205 university students who enrolled bachelor degree completion program at the Ankara University. Structural equation modeling was used to test hypothesizes. The results of this study indicated that there is a negative correlation between the course structure and interaction dimensions defined by Moore in transactional distance theory. Secondly, online students‟ social presence was predicted positively by interaction and negatively by course structure. Furthermore, online learning satisfaction was predicted positively by social presence. Students are most satisfied when their social presences are high in the online learning.
105 citations
TL;DR: The year 2016 was heralded as the date on which Virtual Reality and Augmented Reality would revolutionise the world, but has this forecast proven true?
Abstract: The year 2016 was heralded as the date on which Virtual Reality and Augmented Reality would revolutionise the world. But has this forecast proven true? At this stage, the reality is that significant efforts have been made towards identifying potential uses for Virtual Reality and Augmented Reality and towards filling society with this technology, and such efforts will continue to be made.
97 citations
TL;DR: The explicit application of the OSA criteria of didactical suitability in teachers’ education cycles contributes to the development of the didactic analysis competence that is necessary for teachers to be able to reflect on their own practices.
Abstract: Background:The objective of this study is to demonstrate that the criteria of didactical suitability, proposed by the theoretical framework known as the Onto-Semiotic Approach (OSA) of mathematical knowledge and instruction, are powerful tools for organizing the reflection and assessment of instruction processes carried out by mathematics teachers.Material and methods:To this aim, the results of a multiple case study are presentedResults:which prove that when teachers are faced with the task of evaluating processes of instruction, they employ-either implicitly or explicitly- the OSA criteria of didactical suitability (epistemic, cognitive, affective, mediational, interactional and ecological).Conclusions:Therefore, the explicit application of said criteria in teachers’ education cycles contributes to the development of the didactic analysis competence that is necessary for teachers to be able to reflect on their own practices.
94 citations
TL;DR: The findings of the scoping review illustrated a set of studies that provide evidence of improved academic performance, increase in students’ engagement, motivation, and satisfaction through the educational environments that are enriched with AR applications.
Abstract: Augmented Reality (AR) is recognized as one of the most important developments in educational technology for both higher and K-12 education as emphasized in Horizon report . The purpose of this scoping review was to provide a comprehensive overview of relevant research regarding the emergence of augmented reality, the links to pedagogy and educational outcomes, specifically in the context of formal education. The scoping review is underpinned by the five-stage framework Arksey and O’Malley (2005). First, research questions are identified. Second, the last five years in ERIC database is explored by using the search term ‘augmented reality.’ Third, studies are investigated through inclusion and exclusion criteria, and PRISMA (2009) model is utilized for article selection. Fourth, selected articles are charted with respect to numerous dimensions and summaries. finally, findings are reported in the light of research questions. The findings of the scoping review illustrated a set of studies that provide evidence of improved academic performance, increase in students’ engagement, motivation, and satisfaction through the educational environments that are enriched with AR applications. The findings of the scoping review are discussed with respect to multiple dimensions that are explored under research questions
93 citations
TL;DR: In this article, a quasi-experimental study was conducted to determine the difference in critical thinking skills of the students who learned by using inquiry-discovery model and conventional learning model in class X.
Abstract: Previous research reports mention several learning models which are potential in improving students’ thinking skills. This quasi-experimental research aims to determine the difference in critical thinking skills of the students who learned by using inquiry-discovery model and conventional learning model in class X. The treatment of this research was teaching physics by inquiry-discovery model and conventional learning model. The instruments of critical thinking skills were developed by the researcher and validated by an expert prior to use. The results of the research showed that there was a significant difference in the critical thinking skills between the experimental class and the control class. The result of critical thinking skills of the students in the inquiry -discovery class was higher than that of the conventional learning class. The research recommends that teachers empower HOTS ability of the students in the inquiry-discovery class, so that a meaningful learning and student-centered learning can be created. Future researches are needed to explore the contribution of inquiry-discovery model on students’ critical thinking skills.
92 citations
TL;DR: Significant differences exist in the level of knowledge and practice in the implementation of HOTS based on demographic factors such as gender, the location of school and exposure in the HOTS course.
Abstract: Background:This study aims to identify the level of knowledge and practice on the implementation of higher-order thinking skills (HOTS) among mathematics teachers at a secondary school in the district of Terengganu. The study focused on the aspects of curriculum, pedagogy and assessment and compared them with demographic factors of the respondents.Material and methods:It used the quantitative approach and adopted descriptive survey method involving 196 respondents. Also, inferential analysis was conducted using Pearson correlation and Multivariate Analysis of Variance Test (MANOVA).Results:The findings showed that the level of knowledge and practice of the assessment aspect was the weakest. Also, there was a relationship between the level of knowledge and practice of HOTS in each aspect.Conclusions:Significant differences exist in the level of knowledge and practice in the implementation of HOTS based on demographic factors such as gender, the location of school and exposure in the HOTS course.
TL;DR: In this article, the effectiveness of Contextual Teaching and Learning (CTL) on the students' scientific attitude and achievement in Natural Science among junior school students in Pekanbaru, Indonesia.
Abstract: This study is specifically designed to measure the effectiveness of Contextual Teaching and Learning (CTL) on the students’ scientific attitude and achievement in Natural Science among Junior school students in Pekanbaru, Indonesia. This quasi experiment involved some 215 Form VII students from three public schools, segregated based on their existing cognitive abilities. The CTL materials was developed by applying RANGKA strategy. Overall, the findings revealed that there is significant difference exist across experimental groups in terms of students’ achievement. However, there is no significant difference in terms of scientific attitude. These findings contribute significant implications for the enhancement of scientific thinking skills among various students’ capabilities and different categories of school. Contextual teaching strategy is found appropriate in achieving the above dimensions in heterogeneous schools. This is due to the fact that the RANGKA contextual learning strategy as developed in this study focuses on the right way for students to learn.
TL;DR: This experimental research study scrutinized the effectiveness of using augmented reality (AR) applications (apps) as a teaching and learning tool when instructing kindergarten children in the English alphabet in the State of Kuwait and concluded with relevant proposals and recommendations regarding the implementation of AR technology in education.
Abstract: This experimental research study scrutinized the effectiveness of using augmented reality (AR) applications (apps) as a teaching and learning tool when instructing kindergarten children in the English alphabet in the State of Kuwait. The study compared two groups: (a) experimental, taught using AR apps, and (b) control, taught using traditional face-to-face methods. A total of 42 (i.e., 21 in the experimental group and 21 in the control group) preschoolers enrolled in the public educational system participated in this study in the second semester of the 2015-2016 academic year. The findings of this research are coherent and consistent with the results of other studies conducted over the past 5 years as well as with the postulated hypotheses. The results revealed the following: (1) there were statistically significant differences between the control group (traditional group) and the experimental group (AR group) in their degrees of interaction with the English alphabet lesson in favor of the experimental group; (2) there were statistically significant differences between the control group and the experimental group in their scores on the English alphabet test in favor of the experimental group; and (3) there was a very strong linear relationship/correlation between the children’s interaction with the English alphabet lesson and their scores on the English alphabet test in the AR group. The study concludes with relevant proposals and recommendations regarding the implementation of AR technology in education and suggests undertaking further studies on this interesting topic.
TL;DR: In this article, the authors analyzed data from Indonesia secondary school students (N = 147) who were about 15 years old were analyzed using theory Newman and the results indicate to reading errors of 4.35%, comprehension errors of 17.39%, transformation errors of 34.78%, process skill errors of 23.91%, and enconding errors 19.57%.
Abstract: In this context, several recent studies have focused on the ability to understand a problem and difficulties regarding the solving as a means of improve students’ mathematical problem-solving abilities. Design of research explores types and factors of mistakes students in solving mathematical problems. The instrument used is problem solving test. Data from Indonesia secondary school students (N = 147) who were about 15 years old were analyzed using theory Newman. Procedure Newman includes: reading errors, comprehension errors, transformation errors, process skill errors and enconding errors. The results indicate to reading errors of 4.35%, comprehension errors of 17.39%, transformation errors of 34.78%, process skill errors of 23.91%, and enconding errors 19.57%. Factors errors students’ is not to absorb information well, not understanding the transformation of the problem, not following the material thoroughly, and comprehension mathematical of weak concepts.
Keywords: problem solving, Newman’s theory, types and factors of error
TL;DR: In this paper, a structural equation model was established regarding to the influence of knowledge about recycled water on acceptability of recycled water, and a survey was made among 714 individuals.
Abstract: In order to verify whether environmental education can play guiding role among the individuals in terms of the reuse of recycled water, and to further confirm its mechanism of action, a structural equation model was established in this study regarding to the influence of knowledge about recycled water on acceptability of recycled water. Besides, a survey was made among 714 individuals. The structural equation model revealed that high levels of knowledge about recycled water stimulate individuals’ trust in water authorities, and reduce their perceived risk of recycled water. More specially, knowledge about recycled water was reported to be a significant predictor of individuals’ acceptability of recycled water. Individuals’ high levels knowledge about recycled water can affect their acceptability of recycled water indirectly through two different ways, while high levels knowledge about recycled water can reduce the individuals’ perceived risk of recycled water, so it could increase their acceptability of recycled water indirectly. Another influence path is that high levels knowledge about recycled water could reduce individuals’ perceived risk of recycled water by improving their trust in the water authorities, and ultimately improve their acceptability of recycled water. In this paper, it has proved that environmental education has significance guiding effect on individuals in terms of the use of recycled water, and provided a clue as how does environmental education affects individuals’ behavior to use recycled water.
TL;DR: In this article, the authors conducted a research as part of the professional development for in-service Science and mathematics teachers Research group with support of the Excellence Research Centre of Science and Mathematics Education - King Saudi University, Kingdom of Saudi Arabia.
Abstract: This research was conducted as part of the professional development for in-service Science and mathematics teachers Research group with support of the Excellence Research Centre of Science and Mathematics Education - King Saudi University, Kingdom of Saudi Arabia.
TL;DR: In this paper, the integration of ethnomathematical folklore games in the instruction of math is discussed, and the importance of developing a curriculum that integrates cultural values is discussed.
Abstract: In light of all the difficulties and challenges facing us today in improving math education, questions arise regarding how to develop students’ mathematical thinking and conception, how to increase student motivation to learn math, how to improve achievement in math, and how to maintain an interesting, enjoyable, and successful learning process in math. In this paper we will present one solution to these questions according to the ethnomathematical approach, which combines culture and math instruction: the integration of ethnomathematical folklore games in the instruction of math. On this background, the proposed paper will discuss the following issues: (1) the definition and essence of ethnomathematics; (2) the historical development of the ethnomathematical approach; (3) the political aspect of ethnomathematics; (4) Lev Vigotsky’s constructivist theory and its relation to ethnomathematics; (5) the importance of developing a curriculum that integrates cultural values; (6) the contributions of an ethnomathematical curriculum; (7) various approaches regarding the ethnomathematical curricula; (8) proposals for the development of ethnomathematical curricula; (9) What is a mathematical game; (10) Discussion; (11) Summary and suggestions.
TL;DR: In conclution, GeoGebra software is capable of enhancing students’ conceptual and procedural knowledge, which at the same time significantly improvesStudents’ achievement.
Abstract: Background:The aim of this study was to identify the effects of GeoGebra software on students’ conceptual and procedural knowledge and the achievement of Form Two students in Mathematics particularly on the topic Function. In addition, this study determined the role of procedural knowledge as a mediator between conceptual knowledge and students’ achievement.Material and methods:This study employed a quasi-experiment approach on 345 students divided into two groups. A group with 169 students used the GeoGebra software, while another 176 students used the conventional method to learn Mathematics. The data were collected through conceptual and procedural tests, and from students’ achievement in the topic Function of the Mathematic examination. The data were analysed using the SPSS 22.0, AMOS 18.0 and ANATES v4 software.Results:Findings of the study show that students who used GeoGebra to learn Mathematics have higher mathematical conceptual and procedural knowledge compared to those who learnt Mathematics through the conventional methods. Both experiment groups show that procedural knowledge is a significant mediator between conceptual knowledge and students’ achievement in Mathematics.Conclusions:In conclution, GeoGebra software is capable of enhancing students’ conceptual and procedural knowledge, which at the same time significantly improves students’ achievement.
TL;DR: The Gradual Immersion Method (GIM) as discussed by the authors was designed to enhance collaborative creativity using interactive devices and augmented reality (AR) to support creativity-based learning, such as in the integrated study of Science, Technology, Engineering, Arts and Mathematics (STEAM).
Abstract: As 21st century skills (e.g., creativity and collaboration) are informally developed by tech-savvy learners in the Digital Age, technology-based strategies to develop such skills in non-formal and formal contexts are necessary to reduce the gap between academic and business organizations on the one hand, and the revolutionary wave of self-taught networked learners on the other. In light of this, the Gradual Immersion Method (GIM) was designed to enhance collaborative creativity using interactive devices and augmented reality (AR), to support creativity-based learning, such as in the integrated study of Science, Technology, Engineering, Arts and Mathematics (STEAM). The GIM consists of three intuitive modules wherein learners collaboratively achieve learning object goals through interaction with images and 3D models, in a sequential transition from 2D to 3D and then to AR. In this paper, the process is illustrated through the deployment of the GIM in the study of Surrealist art features, using the Art Movement Learning App (AMLA), an area-specific technological solution based on the GIM, designed as foundation architecture for the investigation of a wide range of topics in an interactive manner.
TL;DR: The results reveal that the tabletop is a feasible technology that can be successfully applied in special educational needs contexts and increases the motivation of students as well as the collaboration between them.
Abstract: Background:Learning applied mathematics is very important for people with special educational needs (SEN). SEN students cannot fully benefit from mathematics instruction and curriculum in general education classrooms. Technology can adapt and individualize mathematics instruction for SEN students. Researchers and teachers in the field of special education have made efforts to incorporate technology into math curricula for these students to improve their results.Material and methods:The tabletop system was used in a real educational setting, where we compared the learning experience of the students before and after using the tabletop. The evaluation method focused on three elements: the increase of knowledge, the relationship between the acquired learning and the type of educational needs, and the student’s satisfaction and motivation after using the tabletop.Results:The study provides evidence to suggest several reasons why the tabletop instructional effectiveness is higher than that using traditional methods. The tabletop is shown as a new technology-based artifact which offers new ways of interacting with the European monetary system, and using technology as an “object-to-think-with”, It also increases the motivation of students as well as the collaboration between them.Conclusions:Our results reveal that the tabletop is a feasible technology that can be successfully applied in special educational needs contexts.
TL;DR: In this paper, the effect of project-based learning (PBL) integrated in the STEM activities, and analyze the creativity displayed by junior high school students in these activities, were explored.
Abstract: Background:This study mainly aimed to explore the effect of project-based learning (PBL) integrated in the STEM (Science, Technology, Engineering and Mathematics) activities, and analyze the creativity displayed by junior high school students in these activities.Material and methods:With a quasi-experimental design, 60 grade-9 students from a junior high school in the south of Taiwan were selected as the subjects to go through the six-week teaching experiment. The teaching design was centered on STEM activities and integrated with the strategy of project-based learning. The teaching contents included the teaching materials integrating CaC2 steamship-derived knowledge of science, technology, engineering, mathematics, physics and chemistry as well as related teaching activities.Results:The key teaching points of the five stages of STEM project-based learning, preparation, implementation, presentation, evaluation and correction, can improve students’ creativity.Conclusions:(1) The learning objectives of STEM project-based learning can strengthen students’ ability in STEM learning and STEM integrated application. (2) STEM project-based learning can further develop the affective domain of creativity, such as adventurousness, curiosity, imagination and challenge.
TL;DR: The Encouraging Activity to Stimulate Young Minds (EASYM) program as discussed by the authors is a school-based physical activity integration intervention designed to enhance learning and engagement in mathematics and increase physical activity levels in children using movement-based learning experiences.
Abstract: Background:There has been a worldwide decline in interest and achievement in mathematics in young people. Despite the extensive benefits of physical activity, the majority of children are not sufficiently active. Schools have the potential to arrest both concerns through innovative teaching that challenges and complements traditional approaches.Material and methods:The aim of this paper is to report student and teacher perceptions of the Encouraging Activity to Stimulate Young Minds program, a school-based physical activity integration intervention designed to enhance learning and engagement in mathematics and increase physical activity levels in children using movement-based learning experiences. Four classroom teachers were interviewed and 66 students participated in focus groups following the 6-week intervention.Results:The program provided positive experiences for teachers and students, both in terms of enjoyment and engagement, while ensuring high quality learning experiences.Conclusions:Embedding movement-based learning across mathematics, had a significant positive effect on children’s enjoyment and engagement without compromising the quality of learning.
TL;DR: An original methodology that can be used for building immersive virtual reality (VR) applications dedicated to training medical skills and can increase effectiveness of preparation of educational VR solutions in medicine, but also in other branches of engineering.
Abstract: Effective medical and biomedical engineering education is an important problem. Traditional methods are difficult and costly. That is why Virtual Reality is often used for that purpose. Educational medical VR is a well-developed IT field, with many available hardware and software solutions. Current solutions are prepared without methodological approach. As a result, each VR system used for medical purposes is unique - there is no standardization, which leads to increased development time and costs.
The paper presents an original methodology that can be used for building immersive virtual reality (VR) applications dedicated to training medical skills. The methodology is named “knowledge-oriented medical virtual reality” (KOMVR), as it uses basic knowledge-engineering tools during processes of planning, building and verification of interactive educational solutions. The paper shows successive stages of the methodology and the tools used for its execution.
Effectiveness of the proposed methodology is illustrated with a simple example – a human body atlas. Major time reduction can be achieved while using the methodology - time reduction in the presented case was from 50 to 14 working days.
The proposed innovative approach can increase effectiveness of preparation of educational VR solutions in medicine, but also in other branches of engineering.
TL;DR: This research will discuss the strength of using scientific argumentation in science education and the findings from other such studies will be critically reviewed to seek an in-depth understanding of the use of argumentations in teaching and associated challenges.
Abstract: The use of argumentation in science education is associated with many benefits. Some of these include developing critical skills, promoting spirit of enquiry, enhancing conceptual understanding and improving academic performance of students. However, there are also some issues and challenges while using argumentation in science classrooms. This research will discuss the strength of using scientific argumentation in science education. The findings from other such studies will also be critically reviewed to seek an in-depth understanding of the use of argumentation in teaching and associated challenges. The research would help in improving the use of argumentation in teaching and exploring solution to problems and challenges associated with this method.
TL;DR: The study recommended among others that more UTAUT or TAM3 based studies employing mixed method design with instructors as subjects, using structural equation modelling analysis are needed in SSA LMS research.
Abstract: A decade has elapsed since the Learning Management System (LMS) technology permeated its way into higher education in Sub-Saharan Africa (SSA), offering new paradigms of both blended and online mode e-learning delivery. Parallel to other continents, the introduction of LMS stimulated acceptance and adoption intentions among stakeholders in higher education. This necessitated research into faculty members’ and students’ LMS acceptance and adoption intentions. While some research has been conducted in this dimension, the evidential facts are scattered. There is a need to agglomerate these studies to project a better picture of study patterns and results, to be abreast of the current state of the literature and better direct future research. This study sought to bridge the gap by way of a systematic review of previous studies within a decade of LMS acceptance research in SSA, placing them in contextual paradigms of models, methodologies, milestones, subjects, countries, findings and challenges. Results from a systematic review of 31 studies, revealed key determinants of LMS acceptance/adoption to be Attitude and Perceived Usefulness; followed by Performance Expectancy and Perceived Ease of Use; then lastly Social Influence. Major challenges to LMS implementation identified were ICT infrastructure; LMS usage skills and training; LMS system quality, LMS use policy and management support. TAM1 was the dominant model employed and students were the main subject of studies. Moreover, quantitative approach was the preferred design with Regression as the main statistical tool used for data analysis. The study recommended among others that more UTAUT or TAM3 based studies employing mixed method design with instructors as subjects, using structural equation modelling analysis are needed in SSA LMS research. Leadership and top management of higher education institutions should focus more on ICT infrastructure, LMS usage skills/training, LMS quality related issues, support and ICT policy formulation.
TL;DR: Experimental results obtained show that the SVM model outperforms the other five methods, implying that it is a fairly good candidate for crude oil price forecasting in terms of either one- step prediction or multi-step prediction.
Abstract: Crude oil price forecasting is one of the most important topics in the field of energy research. Accordingly, numerous methods such as statistical, econometrical and intelligent approaches are applied for crude oil price forecasting. In this paper, a typical competitive learning algorithm, support vector machine (SVM), is empirically investigated to verify the feasibility and potentiality of SVM in crude oil price forecasting. For this purpose, five different prediction models, feed-forward neural networks (FNN), auto-regressive integrated moving average (ARIMA) model, fractional integrated ARIMA (ARFIMA) model, Markov-switching ARFIMA (MS-ARFIMA) model, and random walk (RW) model are used in the study. Experimental results obtained show that the SVM model outperforms the other five methods, implying that it is a fairly good candidate for crude oil price forecasting in terms of either one-step prediction or multi-step prediction.
TL;DR: In this article, the authors explored whether the use of teachers' demonstrations significantly improves students' understanding of redox reactions compared with control group counterparts who were not exposed to the demonstrations.
Abstract: Background:In this study we explored whether the use of teachers' demonstrations significantly improves students’ understanding of redox reactions compared with control group counterparts who were not exposed to the demonstrations.Material and methods:The sample consisted of 131 Israeli 8th graders in middle schools (junior high school). Students' attitudes and achievements as well as their understanding of redox and electrolysis were assessed by administering a questionnaire that investigated their attitudes (perceptions) towards a demonstration in chemistry.Results:The findings showed that the experimental group's achievements and understanding of the subject were statistically significantly better than those of their control group counterparts.Conclusions:The current study provided evidence that, if planned properly, demonstrations can serve as an effective platform for enhancing students’ understanding of certain chemistry concepts as well as increase their motivation and interest to learn chemistry. This study focused on the topics of oxidation-reduction and electrolysis; more key concepts should be researched in order to obtain a more comprehensive picture regarding the implementation of educationally effective demonstrations.
TL;DR: Wang et al. as mentioned in this paper examined the influence of organizational learning on employee's innovative behavior, and further proposed the mediation effect of work engagement between the relationship between organizational learning and employee’s innovative behavior.
Abstract: Background:The purpose of this study is to examine the influence of organizational learning on employee’s innovative behavior, and further proposed the mediation effect of work engagement between the relationship of organizational learning and employee’s innovative behavior.Material and methods:The study targets on executives and their subordinates by paired samples within the Southern Taiwan Science Park and a total of 21 useful firms collected.Results:The results indicated that work engagement fully mediated the relationship between organizational learning and employee’s innovative behavior, that is , executives with organizational learning can strengthen the work engagement of employees, thereby affecting employee’s innovation behavior. Besides, we further found that work engagement also plays a full mediating role among organizational learning and employee’s innovative ideas generation, advocacy, and implementation respectively. This paper suggests managers should take advantage of transformational leadership behavior or select and train managers with transformational leadership style to enhance work engagement of employees, and then improve to generate innovative behavior of employees.Conclusions:This paper suggests managers should take advantage of their learning culture to enhance their employees’ work engagement and then this is also beneficial for the generation of innovative behavior of employees.
TL;DR: The results indicated that training activities improved the components of space ability (mental rotation, spatial visualization, and spatial orientation) and there were no differences between men and women with respect to spatial ability levels before or after the training experiment.
Abstract: The present study assessed a short training experiment to improve spatial abilities using two tools based on virtual technologies: one focused on manipulation of specific geometric virtual pieces, and the other consisting of virtual orienteering game. The two tools can help improve spatial abilities required for many engineering problem-solving procedures. The results indicated that training activities improved the components of space ability (mental rotation, spatial visualization, and spatial orientation). In addition, it was concluded that there were no differences between men and women with respect to spatial ability levels before or after the training experiment. This fact resulted from masked training relating to daily living and leisure activities that are usually indistinctly performed by men and women in developed and industrialized countries.
TL;DR: The research process has established according to the norms of MOOC and SPOC respectively, set up learning support platform, and arrange two groups of classes of no significant differences in knowledge level and learning styles, based on these two types of platform to start learning respectively.
Abstract: The research process has established according to the norms of MOOC and SPOC respectively, set up learning support platform, and arrange two groups of classes of no significant differences in knowledge level and learning styles, based on these two types of platform to start learning respectively. Using data analysis methods to explore the key factors that affect learning effectiveness. The results are that: 1. MOOC and SPOC are not alternative, but parallel. MOOC is fit for non-campus, large-scale education resource sharing, with education fairness as the concept. And SPOC is a special education mode on campus. 2. MOOC well adapts for basic theory education, while SPOC applies to professional skills education. 3. MOOC is more suitable for people with self-learning ability, and SPOC is suitable for students with weak ability to control themselves.