Effects of Haptic Intervention on College Students’ EFL  Learning Performance in an Online Course in China

Xinran Wang; Sathiamoorthy A/L Kannan

doi:10.70711/eer.v2i5.4921

Effects of Haptic Intervention on College Students’ EFL Learning Performance in an Online Course in China

Xinran Wang, Sathiamoorthy A/L Kannan

Abstract

The study examines the influence of various input methods on the academic performance of online education students engaging with multimedia content. It investigates three primary questions concerning the significant difference between touch input and learner control sequences in online education i.e., learner-control, score range, and assessment attempts. The findings suggest that learner control sequence choices have a significant impact on learner outcomes, while the input method itself does not. This study has laid the foundation for future investigations into testing the method-not-media hypothesis within the context of learners engaged in an open online distance education course.

Keywords

Haptic intervention; Online course; Learning performance

Full Text:

PDF

Included Database

References

Bloom, B. S. (1968). Learning for mastery. Instruction and Curriculum. Regional Education Laboratory for the Carolinas and Virginia, Topical Papers and Reprints, Number 1. Evaluation comment, 1(2), n2. Chicago. Retrieved from http://files.eric.ed.gov/fulltext/

ED053419.pdf

Hamilton, D. (1990). Learning about education: An unfinished curriculum. Philadelphia, PA: Open University Press.

MacLean, K. E., & Hayward, V. (2008). Do it yourself haptics: Part II [tutorial]. Robotics & Automation Magazine, IEEE, 15(1), 104-

McRae, P. (2015). Myth: Blended learning is the next ed-tech revolution. ATA Magazine, 95(4). Retrieved from https://www.teachers.

ab.ca/Publications/ATA%20Magazine/Volume%2095%202014-15/Number-4/Pages/Myth-Phil-McRae.aspx

Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. New York: Cambridge University Press.

Moreno, R. & Mayer, R. E (2014). A split-Attention effect in multimedia learning: Evidence for dual processing systems in working

memory. Journal of Educational Psychology, 90(2), 312-320.

Morrison, G. R., & Anglin, G. J. (2005). Research on cognitive load theory: Application to e-learning. Educational Technology, Research, and Development, 53(3), 94- 104.

Rosin, H. (2013). The touch-screen generation. The Atlantic, 20. Retrieved from http://www.theatlantic.com/magazine/archive/2013/04/

the-touch-screen generation/309250/

Spector, J. M., & Merrill, M. D. (2008). Editorial. Distance Education, 29(2), 123-126.

Whelan, R. (2008). Use of ICT in education in the South Pacific: Findings of the Pacific eLearning Observatory. Distance Education,

(1), 53-70.

DOI: http://dx.doi.org/10.70711/eer.v2i5.4921

Refbacks

There are currently no refbacks.