Analysis on the Digital Textbook's Different Effectiveness by Characteristics of Learner
Analysis on the Digital Textbook's Different Effectiveness by Characteristics of Learner
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不同学习者特征的数字教材不同效能分析
DOI：
10.1109/iiai-aai.2018.00192
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发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Jae
中科院分区：
文献类型：
--
作者：
Jae
本研究以学习满意度、学习能力、学习有用性和学习参与度作为使用数字教科书的有效性变量，并根据学生的学校地点、性别、年级、学习成绩、ICT素养和自主学习能力来考虑其不同的有效性。考虑这些学习特征来衡量数字教科书的不同有效性，目的是寻求有效且高效的利用数字教科书的方法。本研究的结果如下：首先，数字教材的设计和开发应考虑学习者的年级水平。其次，制定课堂管理策略时应考虑学习者的学业成绩、ICT素养和自主学习能力，以有效地使用数字教科书。第三，为了提高学习者对数字教科书的使用，应制定多种计划，包括提供即时反馈、增加学习者的积极性、开发学习者的个性化学习环境。
In this study, learning satisfaction, learning ability, learning usefulness, and learning participation were used as effectiveness variables of using the digital textbook, and also, it’s different effectiveness was considered by the student’s school location, gender, grade, academic record, ICT literacy, and self-initiated learning competence. These learning characteristics were considered to measure the digital textbook’s different effectiveness, and the purpose was to seek effective and efficient ways to utilize the digital textbook. The result of this study is as follows: First, the digital textbook should be designed and developed considering the learner’s grade level. Second, the classroom management strategy should be developed considering the learner’s academic record, ICT literacy, and self-initiated learning competency to use the digital textbook effectively. Third, in order to improve the learner’s usage of the digital textbook, varied plans should be devised including providing immediate feedback, increasing the learner’s motivation, and developing the learner’s personalized learning environment.