CHI TIẾT NGHIÊN CỨU …
Tiêu đề
The effects of textisms on learning, study time,and instructional perceptions in an online artificial intelligence instructional module
Tác giả
Beasley R.; Bryant N.L.; Dodson P.T.; Entwistle K.C.
Năm xuất bản
2013
Source title
Journal of Educational Multimedia and Hypermedia
Số trích dẫn
0
DOI
Liên kết
Tóm tắt
The purpose of this study was to investigate the effects of textisms (i.e., abbreviated spellings, acronyms, and other shorthand notations) on learning, study time, and instructional perceptions in an online artificial intelligence instructional module. The independent variable in this investigation was experimental condition. For the control condition, all paragraphs in the online instructional module were written in Standard English. For the treatment condition, all paragraphs in the online instructional module were written in a mixture of Standard English and commonly used textisms. The six dependent variables in this investigation were learning, study time, likeability, confusability, trustworthiness, and professionalism. The subjects consisted of 106 American undergraduate students from a small, Midwestern, coeducational, liberal arts college. The results of the study suggest that the use of textisms in online instructional materials 1) does not affect learning, 2) does not affect study time, 3) does affect likeability negatively, 4) does not affect confusability, 5) does not affect trustworthiness, and 6) does affect professionalism negatively. The results of the correlation/regression analyses suggest statistically significant correlations/influences between 1) learning and study time, 2) study time and instant messaging time, 3) likeability and trustworthiness, 4) likeability and instant messaging time, and 5) trustworthiness and professionalism. All findings are discussed and implications for practice are presented.
Từ khóa
Tài liệu tham khảo
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Nơi xuất bản
Association for the Advancement of Computing in Education
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus