Effect of web-browsing interfaces in web-based instruction: a quantitative study
Effect of web-browsing interfaces in web-based instruction: a quantitative study
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网络浏览界面在网络教学中的影响：定量研究
DOI：
10.1109/te.2005.856148
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发表时间：
2005
影响因子：
2.6
通讯作者：
Wei
中科院分区：
文献类型：
--
作者：
Wei
在审查基于Web的教学中的当前研究时发现了两个主要问题：1）评估无关的学习结果变量和2）进行定量研究的方法学设计薄弱。这项定量研究旨在研究基于Web的指导中不同类型的Web浏览界面是否影响学生对各种教育目标的学习成就。所研究的接口是1）浏览器滚动，2）基于帧的框架和3）弹出窗口界面。这项研究还调查了界面和学生的先验知识之间的潜在相互作用，因为长期以来，知识一直被认为是获取新信息的重要学习变量。共有137名本科生参加了这项研究。使用统计多变量分析（MANOVA）来分析收集的数据。结果表明，除了对理解知识测试的治疗效果外，自变量在所有标准测试中的显着主要影响。
Two major problems were identified in reviewing current research in Web-based instruction: 1) assessment of irrelevant learning outcome variables and 2) weak methodological design in conducting quantitative research. This quantitative study was designed to investigate whether different types of Web-browsing interface in Web-based instruction influence students' learning achievement of varied educational objectives. The studied interfaces were 1) browser scroll, 2) frame-based, and 3) pop-up-window interfaces. This study also investigated a potential interaction between the interface and students' prior knowledge, since prior knowledge had long been considered an important learning variable for acquiring new information. A total of 137 undergraduate students participated in the study. A statistical multivariate analysis of variance (MANOVA) was used to analyze collected data. Results showed significant main effects of independent variables in all criterion tests except for the treatment effect on a comprehension knowledge test.