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| Hauptverfasser: | , , |
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| Format: | Preprint |
| Veröffentlicht: |
2023
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| Online-Zugang: | https://arxiv.org/abs/2306.02392 |
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| _version_ | 1866916203952340992 |
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| author | Sui, Chi-Jung Yen, Miao-Hsuan Chang, Chun-Yen |
| author_facet | Sui, Chi-Jung Yen, Miao-Hsuan Chang, Chun-Yen |
| contents | This study examined the effects of a technology-enhanced intervention on the self-regulation of 262 eighth-grade students, employing information and communication technology (ICT) and web-based self-assessment tools set against science learning. The data were analyzed using both maximum likelihood and Bayesian structural equation modeling to unravel the intricate relationships between self-regulation, self-efficacy, perceptions of ICT, and self-assessment tools. Our research findings underscored the direct and indirect impacts of self-efficacy, perceived ease of use, and perceived use of technology on self-regulation. The results revealed the predictive power of self-assessment tools in determining self-regulation outcomes, underlining the potential of technology-enhanced self-regulated learning environments. The study posited the necessity to transcend mere technology incorporation and to emphasize the inclusion of monitoring strategies explicitly designed to augment self-regulation. Interestingly, self-efficacy appeared to indirectly influence self-regulation outcomes through perceived the use of technology rather than direct influence. Analytically, this research indicated that Bayesian estimation could offer a more comprehensive insight into structural equation modeling by more accurately assessing our estimates' uncertainty. This research substantially contributes to comprehending the influence of technology-enhanced environments on students' self-regulated learning, stressing the importance of constructing practical tools explicitly designed to cultivate self-regulation. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2306_02392 |
| institution | arXiv |
| publishDate | 2023 |
| record_format | arxiv |
| spellingShingle | Investigating Effects of Perceived Technology-enhanced Environment on Self-regulated Learning: Beyond P-values Sui, Chi-Jung Yen, Miao-Hsuan Chang, Chun-Yen Human-Computer Interaction This study examined the effects of a technology-enhanced intervention on the self-regulation of 262 eighth-grade students, employing information and communication technology (ICT) and web-based self-assessment tools set against science learning. The data were analyzed using both maximum likelihood and Bayesian structural equation modeling to unravel the intricate relationships between self-regulation, self-efficacy, perceptions of ICT, and self-assessment tools. Our research findings underscored the direct and indirect impacts of self-efficacy, perceived ease of use, and perceived use of technology on self-regulation. The results revealed the predictive power of self-assessment tools in determining self-regulation outcomes, underlining the potential of technology-enhanced self-regulated learning environments. The study posited the necessity to transcend mere technology incorporation and to emphasize the inclusion of monitoring strategies explicitly designed to augment self-regulation. Interestingly, self-efficacy appeared to indirectly influence self-regulation outcomes through perceived the use of technology rather than direct influence. Analytically, this research indicated that Bayesian estimation could offer a more comprehensive insight into structural equation modeling by more accurately assessing our estimates' uncertainty. This research substantially contributes to comprehending the influence of technology-enhanced environments on students' self-regulated learning, stressing the importance of constructing practical tools explicitly designed to cultivate self-regulation. |
| title | Investigating Effects of Perceived Technology-enhanced Environment on Self-regulated Learning: Beyond P-values |
| topic | Human-Computer Interaction |
| url | https://arxiv.org/abs/2306.02392 |