Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/135736


Title: An Interactive Test Dashboard with Diagnosis and Feedback Mechanisms to Facilitate Learning Performance
Authors: 陳志銘
Chen,Chih-Ming
Wang, Jung-Ying
Hsu, Li-Chieh
Contributors: 圖檔所
Keywords: Digital dashboard for learning (DDL);Test dashboard with diagnosis and feedback;Computer-adaptive science assessment;Physics self-efficacy;Technology acceptance
Date: 2021.02
Issue Date: 2021-06-10 14:37:32 (UTC+8)
Abstract: This study developed an interactive test dashboard with diagnosis and feedback mechanisms (ITD-DFM) that can generate visualized, rich, and high-quality test feedback for each learner’s learning reflection and review based on simultaneously considering test response time and correctness to assist students’ learning. A quasi-experimental research was conducted with 50 Grade 8 students from two classes in a public junior high school in Taiwan to assess the learning performance of ITD-DFM. One class with 26 students was assigned to the experimental group using the ITD-DFM to support learning, whereas the other class with 24 students was assigned to the control group using the traditional test system without diagnosis and feedback mechanisms (TTS-NDFM). Experimental results reveal that the learning performance, physics self-efficacy, and technology acceptance of the experimental group were significantly better than those of the control group. The ITD-DFM has the same effect on promoting the learning performance of learners with different prior knowledge levels as well as learners with either high or low prior knowledge level in the experimental group exhibited significant improvement in physics self-efficacy, but no such results in the control group. The ITD-DFM provides more benefit in promoting the technology acceptance of learners with high prior knowledge level.
Relation: Computers & Education: Artificial Intelligence, Vol.2, No.100015, pp.1-11
Data Type: article
DOI 連結: https://doi.org/10.1016/j.caeai.2021.100015
Appears in Collections:[圖書資訊與檔案學研究所] 期刊論文

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