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Effects of integrating dynamic concept maps with Interactive Response System on elementary school students' motivation and learning outcome: The case of anti-phishing education

机译：动态概念图与交互式响应系统集成对小学生动机和学习成果的影响：反网络钓鱼教育的案例

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This study aimed to investigate the effects of integrating dynamic concept maps with Interactive Response System (IRS) on elementary school students' motivation and anti-phishing learning outcome. In the quasi-experimental design employed, 130 fifth-grade students were divided into three groups: the control group (traditional image-text), experimental group I (static concept maps), and experimental group II (dynamic concept maps). The results showed that the use of dynamic concept maps with IRS during anti-phishing education significantly increased students' learning self-efficacy when their initial self-efficacy was already high. For learners with low initial self-efficacy, the use of traditional image-text with IRS helped increase post-test self-efficacy. Learners' achievement in the dynamic concept maps group was significantly higher than that of the traditional image-text group. The findings suggest that the use of dynamic concept maps with IRS in the classroom has a positive impact on students' learning process. In addition, when implementing such strategies, it is important to consider students' initial self-efficacy. (C) 2016 Elsevier Ltd. All rights reserved.
机译：这项研究旨在调查将动态概念图与交互式响应系统（IRS）集成对小学生的动机和反网络钓鱼学习成果的影响。在所采用的准实验设计中，将130名五年级学生分为三组：对照组（传统图像文本），实验组I（静态概念图）和实验组II（动态概念图）。结果表明，在反网络钓鱼教育中使用带有IRS的动态概念图可以显着提高学生的初始自我效能，而他们的初始自我效能已经很高。对于初始自我效能低的学习者，将传统的图像文字与IRS结合使用有助于提高测试后的自我效能。在动态概念图小组中，学习者的学习成绩明显高于传统的图像-文本小组。研究结果表明，在教室中使用带有IRS的动态概念图会对学生的学习过程产生积极影响。此外，在实施此类策略时，重要的是要考虑学生的初始自我效能。 （C）2016 Elsevier Ltd.保留所有权利。

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