Impacts of Affective Tutoring System on the Academic Achievement of Primary School Students with Different Cognitive Styles - An Example of Marine Education

• Authors: Hao-Chiang Koong Lin , Sheng-Hsiung Su , Yi-Chun Hsieh , Shang-Chin Tsai

Abstracts

EN

The study is trying to use ATS (Affective Tutoring System) with emotional calculating technology in the activity of the shell education program. The result is used to study the academic achievement of students with different cognitive styles and system usability. There were 61 fifth-grade children from two different classes participating in this experiment. Every child had to do GEFT (Group Figure-Embedded Test) and academic achievement pre-test before they started the ATS. Then students engaged in ATS learning. Academic achievement post-test was done and the System Usability Scale for Learning Questionnaire after they finished the ATS. The experiment yielded the following results: (1) Learning with ATS not only can give learners an excellent feeling of system usability, but also help learners to promote academic achievement more effectively. (2) According to the system usability and academic achievement, the Field-independent learners were acting better than the Field-dependent learners.

Keywords

EN

academic achievement; Affective Tutoring System; cognitive style

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2014
• Volume: 38
• Pages: 248-259

Dates

published

2014

Contributors

author

Hao-Chiang Koong Lin

• National University of Tainan

author

Sheng-Hsiung Su

• National University of Tainan

author

Yi-Chun Hsieh

• National University of Tainan

author

Shang-Chin Tsai

• National University of Tainan

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Identifiers

DOI

10.15804/tner.14.38.4.19

Biblioteka Nauki

2032571