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Title page for etd-0215119-170208


URN etd-0215119-170208 Statistics This thesis had been viewed 63 times. Download 0 times.
Author Li-wei Chen
Author's Email Address No Public.
Department Industrial Design
Year 2018 Semester 1
Degree Master Type of Document Master's Thesis
Language zh-TW.Big5 Chinese Page Count 61
Title Influence of Information into Mathematics Teaching on Learning Motivation Effectiveness
Keyword
  • Interactive Response System
  • Information Technology Integrated into Instructi
  • Mathematics Learning
  • Learning Motivation
  • Learning Motivation
  • Mathematics Learning
  • Information Technology Integrated into Instructi
  • Interactive Response System
  • Abstract The purpose of this thesis is to explore the impact of the cloud-based interactive response system on the learning motivation of university calculus courses. In this study, 55 students from the Department of Chemical Engineering and Materials Engineering at the first year of a private university in northern Taiwan were participated in a quasi-experiment to research in a qualitative and quantitative way. In the Qualitative research, the motivation of subjects in the experimental group were clarified by the semi-structured interviews. In the Quantitative Research, the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, R. R., & DeGroot, E. V., 1990) is used to collect subjects' motivation of learning before the course, at the end of the first semester and at the end of second semester. Then analyze the differences and correlations between the experimental group and the control group. The learners in experimental group conducted course interaction through the cloud-based interactive response system, Photomath and Chrome, while the learners in control group used their original learning and teaching method for learning interaction. According to the result experiments, the motivation of the experimental group using supplementary learning tool like Zuvio interactive response system, Photomath and Chrome to take course is not significantly different from the control group, but the learning effects significantly improved with the increase of motivation. Finally, based on the findings and conclusions, recommendations were also proposed for future study.
    Advisor Committee
  • Ming-hsiu Chen - advisor
  • Chien-wei Chang - co-chair
  • Yo-hung Chien - co-chair
  • Files indicate not accessible
    Date of Defense 2019-01-29 Date of Submission 2019-02-18


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