A Study of the Mobile Affective Tutoring System for Information Technology Education Curriculum at the Junior High School Level

• Main Authors: CHEN, PEI-WEN, 陳姵文
• Other Authors: LIN, HAO-CHIANG
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/a9ew6y

碩士 === 國立臺南大學 === 數位學習科技學系數位學習科技碩士在職專班 === 104 === To understand the impact of the mobile Affective Tutoring System (ATS) on the learning results of students in information technology education curriculum, this study develops a system to conduct the experiment. The research method of the study is triangulation designs－questionnaires, observation and interview; The study uses System Usability Scale (SUS), Questionnaire for User Interaction Satisfaction (QUIS), achievement tests and tacked leaning progress to collect quantitative data, and uses participant observation during experiment and semi-structured interviews after experiment to collect qualitative data. Results of SUS, QUIS and achievement tests show that the usability of the system passes by wide margin and the user interaction satisfaction is positive. The treatment group and the control group both have remarkable learning results, and no obvious difference between two groups. The study infers that no obvious difference between the treat and control groups could be caused by the fact that the experiment period of this study is short or that short-term memory effect caused by the design of the questionnaire. The analysis result of the tacked leaning progress also shows that ATS can help students to have positive emotion and encourage them to complete the course by achieving the goals from each level by the context design of ATS. In short, the interview results show(a)most users agree that the system is of good usability, of good content and well-integrated and (b) user can learn the system in a short period, and intent to use the system often.