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Experience beyond knowledge: Pragmatic e-learning systems design with learning experience

Title
Experience beyond knowledge: Pragmatic e-learning systems design with learning experience
Author
류호경
Keywords
Learning experience; Expert learners; Novice learner; Flow; Content sequencing; Optimal flow channel
Issue Date
2013-05
Publisher
Elsevier B.V
Citation
Computers in Human Behavior, 2013, 29(3), P.747-758
Abstract
With the growing demand in e-learning system, traditional e-learning systems have dramatically evolved to provide more adaptive ways of learning, in terms of learning objectives, courses, individual learning processes, and so on. This paper reports on differences in learning experience from the learner’s perspectives when using an adaptive e-learning system, where the learner’s knowledge or skill level is used to configure the learning path. Central to this study is the evaluation of a dynamic content sequencing system (DCSS), with empirical outcomes being interpreted using Csikszentmihalyi’s flow theory (i.e., Flow, Boredom, and Anxiety). A total of 80 participants carried out a one-way between-subject study controlled by the type of e-learning system (i.e., the DCSS vs. the non-DCSS). The results indicated that the lower or medium achievers gained certain benefits from the DCSS, whilst the high achievers in learning performance might suffer from boredom when using the DCSS. These contrasting findings can be suggested as a pragmatic design guideline for developing more engaging computer-based learning systems for unsupervised learning situations.
URI
http://hdl.handle.net/20.500.11754/45428
ISSN
0747-5632
DOI
10.1016/j.chb.2012.12.014
Appears in Collections:
GRADUATE SCHOOL OF TECHNOLOGY & INNOVATION MANAGEMENT[S](기술경영전문대학원) > TECHNOLOGY MANAGEMENT(기술경영학과) > Articles
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