| Summary: | 碩士 === 中國科技大學 === 資訊工程系資訊科技應用碩士在職專班 === 104 === The study aimed to investigate the effects of implementing Interactive Response System(IRS) on the eighth graders’ history learning achievement, history learning attitude, and perceptions of IRS. It also takes into consideration of students’ gender differences as affecting factors in their history learning attitude, learning performance and perceptions of IRS.
“Quasi- experimental design” is used for the research, taking two classes of the eighth graders in junior high school located in Hsinchu County. The first class is the experimental group. Besides the general teaching activities, the students in this group are given an acceesment which is implemented on Kahoot, the IRS of cloud computing when it comes to an end to each unit of history lessons is completely taught. On the contrary, the other class is the control group, which are given an accessment in a traditional way, paper-pencil based dictation tests in the end of each unit. All participants are requested to take the pre-test and the post-test on both historical science achievement test and historical learning attitude scale to see whether the IRS of cloud computing can promote students’ learning performance and confidence toward history learning. In the result, most of the students are satisfied with the accessment through the online IRS and they show positive attitude. Besides, there is a significant difference on satisfaction because of different genders: male students are much more satisfied than female when using IRS as an acceesment.
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