Development and Effectiveness Analysis of a Personalized Ubiquitous Multi-Device Certification Tutoring System Based on Bloom's Taxonomy of Educational Objectives

Autor/inn/en	Hwang, Gwo-Haur; Chen, Beyin; Huang, Cin-Wei
Titel	Development and Effectiveness Analysis of a Personalized Ubiquitous Multi-Device Certification Tutoring System Based on Bloom's Taxonomy of Educational Objectives
Quelle	In: Educational Technology & Society, 19 (2016) 1, S.223-236 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Electronic Learning; Educational Technology; Individualized Instruction; Certification; Intelligent Tutoring Systems; Taxonomy; Student Educational Objectives; Experimental Groups; Control Groups; Scores; Interviews; Student Attitudes; Instructional Design; Progress Monitoring; Multimedia Materials; Handheld Devices; Classification; Learning Modules; College Students; Instructional Effectiveness; Outcomes of Education; Statistical Analysis; Usability; Foreign Countries; Pretests Posttests; Taiwan + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Individualisierender Unterricht; Abschlusszeugnis; Zertifizierung; Intelligentes Tutorsystem; Taxonomie; Interviewing; Interviewtechnik; Schülerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Classification system; Klassifikation; Klassifikationssystem; Learning module; Lernmodul; Collegestudent; Unterrichtserfolg; Lernleistung; Schulerfolg; Statistische Analyse; Ausland
Abstract	In recent years, with the gradual increase in the importance of professional certificates, improvement in certification tutoring systems has become more important. In this study, we have developed a personalized ubiquitous multi-device certification tutoring system (PUMDCTS) based on "Bloom's Taxonomy of Educational Objectives," and applied it to help students obtain HTML certificates. The system can help students learn more effectively and acquire certificates more successfully through the mechanism of personalized strengthening practice and the function of the learning diagnostic light table. The experimental results show that, compared with the control group, the experimental group has significantly better cognitive test scores. Meanwhile, from the interviews, it was also found that the students generally believed that the multi-device design makes it more convenient for them to use the system, and the learning diagnostic light table can make them more aware of their learning status. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01