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A comparative study of two electronic textbook interface design metaphors relative to learner self-efficacy, attitudes, and learning orientation.

机译：两种相对于学习者自我效能，态度和学习倾向的电子教科书界面设计隐喻的比较研究。

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摘要

Society is in the midst of an information revolution powered by increasingly rapid advances in digital technologies that are augmented by virtual instantaneous global dissemination. Traditional modes of cognition and learning, that are bound to language more than visual form, are being redefined in a digital multimedia culture. Textbooks are an important component of most educational designs. With respect to electronic textbooks, fundamental issues remained to be resolved. These issues include identification of factors that motivate a learner to use (and learn from) a textbook in electronic form.;This study examined the comparative significance of specific affect and conative constructs relative to learner performance in two design metaphors for electronic textbooks: Internet Browser and 3-D Book representation. The Learning Orientation construct is concerned with the conative, affective and social aspects of how an individual learns. One goal of this study was to test whether the construct could be useful as a diagnostic tool in determining learner preference, in terms of attitude measures, for a particular design interface. Learning orientation was also compared with self-efficacy beliefs regarding the electronic textbook experience in the context of different interface designs, performance an en-route tasks, and assessment of post-treatment achievement. Significant effects were found for interface designs, learning orientation and gender with respect to attitude measures, self-efficacy beliefs, and post-treatment achievement.
机译：社会正处于信息革命中，其由数字技术的日新月异的发展推动，而虚拟瞬时的全球传播又进一步促进了数字技术的发展。在数字多媒体文化中，传统的认知和学习模式不仅限于视觉形式，还与语言紧密相关。教科书是大多数教育设计的重要组成部分。关于电子教科书，基本问题仍有待解决。这些问题包括确定激励学习者使用电子形式的教科书的因素。本研究在两个电子教科书设计隐喻中，考察了特定影响和有益构想相对于学习者表现的比较意义：Internet浏览器和3D图书表示形式。学习导向结构与个人学习的态度，情感和社会方面有关。这项研究的一个目标是测试该构造是否可以作为一种诊断工具，用于根据特定的设计界面在态度测量方面确定学习者的偏好。还将学习取向与关于电子教科书经验的自我效能感信念（在不同的界面设计，执行途中任务以及评估后处理成绩的情况下）相比较。发现在界面设计，学习取向和性别方面的态度测量，自我效能感信念和治疗后成就方面有显着影响。

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  • 作者

    Unfred, David Wayne.;

  • 作者单位

    Texas Tech University.;

  • 授予单位 Texas Tech University.;
  • 学科 Education Educational Psychology.;Education Curriculum and Instruction.;Education Technology of.
  • 学位 Ed.D.
  • 年度 2002
  • 页码 146 p.
  • 总页数 146
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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