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Differences between Students' Learning Behaviors and Performances of Adopting a Competitive Game-Based Item Bank Practice Approach for Learning Procedural and Declarative Knowledge
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Hwang, Gwo-Haur; Chen, Beyin; Chen, Ru-Shan; Wu, Ting-Ting; Lai, Yu-Ling – Interactive Learning Environments, 2019
Competitive game-based learning has been widely discussed in terms of its positive and negative impacts on learners' learning effectiveness and learning behavior. Although different types of games require different kinds of knowledge to accomplish the task via competition, few studies have considered that knowledge types, such as procedural…
Descriptors: Student Behavior, Adoption (Ideas), Competition, Game Based Learning
The Assessment of Taiwanese College Students' Conceptions of and Approaches to Learning Computer Science and Their Relationships
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Liang, Jyh-Chong; Su, Yi-Ching; Tsai, Chin-Chung – Asia-Pacific Education Researcher, 2015
The aim of this study was to explore Taiwanese college students' conceptions of and approaches to learning computer science and then explore the relationships between the two. Two surveys, Conceptions of Learning Computer Science (COLCS) and Approaches to Learning Computer Science (ALCS), were administered to 421 college students majoring in…
Descriptors: Foreign Countries, College Students, Student Attitudes, Computer Science
Multiprog Virtual Laboratory Applied to PLC Programming Learning
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Shyr, Wen-Jye – European Journal of Engineering Education, 2010
This study develops a Multiprog virtual laboratory for a mechatronics education designed to teach how to programme a programmable logic controller (PLC). The study was carried out with 34 students in the Department of Industry Education and Technology at National Changhua University of Education in Taiwan. In total, 17 students were assigned to…
Descriptors: Laboratories, Programming, Foreign Countries, Higher Education
Enhancement of Student Learning Performance Using Personalized Diagnosis and Remedial Learning System
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Chen, Ling-Hsiu – Computers & Education, 2011
Although conventional student assessments are extremely convenient for calculating student scores, they do not conceptualize how students organize their knowledge. Therefore, teachers and students rarely understand how to improve their future learning progress. The limitations of conventional testing methods indicate the importance of accurately…
Descriptors: Foreign Countries, Educational Technology, Cognitive Style, Self Efficacy