Exploratory Factor Analysis (EFA) to Examine Learner’s Aesthetic Perceptions and Motivation Through their Aesthetic-Emotions in Informal Visual Environments

Riaz, Sadia; Ramb, Dayang Rohaya Awang; Salleh, Rohani; Mushtaq, Arif

doi:10.3923/itj.2011.1268.1284

Cited by 3 publications

(3 citation statements)

References 16 publications

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“…• In the conclusion part the "sorting-movie" that we created (displaying the parallel sorting of the six color-scales) aims to arouse aesthetic emotions and to provide a global view of the studied topic. Aesthetic emotions can contribute to a great ending to the learning experience (Parrish 2009;Riaz et al 2011).…”

Section: The Motivational Perspectivementioning

confidence: 99%

Promoting computational thinking of both sciences- and humanities-oriented students: an instructional and motivational design perspective

Kátai

2020

Education Tech Research Dev

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We proposed to investigate whether properly calibrated e-learning environments can efficiently promote computational thinking of both sciences- and humanities-oriented people. We invited two groups of students (sciences- vs. humanities-oriented members) to participate in a six-stage learning session: to watch a folk-dance illustration (s1) and an animation (s2) of the bubble-sort algorithm; to reconstruct the algorithm on the same input (s3); to orchestrate the algorithm on a random input stored in a white(s4)/black(s5) array (visible/invisible sequence) and to watch a parallel simulation of several sorting algorithms as they work side-by-side on different color-scale bars (s6). To assess the current motivation of students we created nine specific questionnaires (Q1–9). The experiment we conducted included the following task sequence: Q1–2, s1, Q3, s2, Q4, s3, Q5, s4, Q6, s5, Q7, s6, Q8–9. We focused on assessing the motivational contributions of the generated (situational factors) emotions, challenge and active involvement during the e-learning experience. Research results revealed that there are no unbridgeable differences in the way these two groups relate to e-learning processes that aim to promote computational thinking. Although sciences-oriented students’ motivational-scores were consistently superior to their humanities-oriented colleagues, there was strong correlation between them; furthermore, differences diminished as both groups advanced with their learning tasks.

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Section: The Motivational Perspectivementioning

confidence: 99%

Promoting computational thinking of both sciences- and humanities-oriented students: an instructional and motivational design perspective

Kátai

2020

Education Tech Research Dev

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“…Empirical studies have applied media psychology to examine esthetic-emotion items, treated as adjectives associated with the two motivational models (MMs) developed by Keller, Malone, and Lepper, which are suited for formal and informal visual environments, respectively. Exploratory factor analysis (EFA) has been performed on aesthetic-emotion items in two studies to develop a scale to measure learners’ motivation (Riaz, Rambli, Salleh, & Mushtaq, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Applying the UTAUT to Understand Factors Affecting the Use of English E-Learning Websites in Taiwan

2013

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The evolution of the Internet diminishes learning's limits on time and location and attracts more and more students to learning websites or online learning environments to pursue their chosen studies. The purpose of this study is to explore Taiwanese college students' needs for English E-learning websites. Accordingly, this paper uses the unified theory of acceptance and use of technology to investigate and explain Taiwanese college students' acceptance of English E-learning websites. After analysis, the results demonstrate that performance expectations, effort expectancy, and social influence have positive effects on behavior intentions and facilitating conditions; behavioral intentions also have positive effects on use behavior. Overall, if students believe that English E-learning websites can help them increase their performance and that they are easy to use, there is an increase in their intention to use them. This suggests that web designers should improve knowledge management functions and improve user interfaces to be easier to operate. Keywords E-learning, unified theory of acceptance and use of technology (UTAUT), technology acceptance model (TAM), model combining the technology acceptance model and theory of planned behavior (C-TAM-TPB), motivational model (MM), English E-learning behavior

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“…For example, two studies applied exploratory factor analysis (EFA) to aesthetic-emotion in order to develop a scale that could be used for measurements of learner motivation [13]. Relatedly, any aspect of e-learning can be employed with preschool teaching models to facilitate a child's understanding of aesthetics and their meaning in daily life.…”

Section: Subjective Normsmentioning

confidence: 99%

Application of Information Technology in Preschool Aesthetic Teaching from the Perspective of Sustainable Management

Fan

Tan

2019

Sustainability

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The present study investigates the current status of aesthetic education as implemented in information technology by preschool teachers in New Taipei City. To that end, stratified random sampling of preschool teachers in New Taipei City was conducted, and the selected teachers, 235 in total, then answered a questionnaire developed specifically for the study. The survey results indicated that “teacher” was the job title/position of most of the respondents, the largest percentage of whom were more than 41 years of age and had an education level consisting of a qualification received from a teacher’s college or university of education. Moreover, the results indicated that the teaching models employed by the majority of respondents focused on “thematic teaching.” In regards to their integration of information technology in their teaching of aesthetic education, the survey results indicated that the teachers obtained the highest average score for the “knowledge of information technology” dimension. Meanwhile, the dimension for which the respondents obtained the highest average score in terms of aesthetic teaching itself was the dimension pertaining to aesthetic cognition. Generally speaking, survey respondents from different backgrounds did not differ significantly in terms of their overall intentions regarding the use of aesthetic teaching, but there was a significant and positive relationship between those overall intentions and the current status of information technology integration into aesthetic education.

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Exploratory Factor Analysis (EFA) to Examine Learner’s Aesthetic Perceptions and Motivation Through their Aesthetic-Emotions in Informal Visual Environments

Cited by 3 publications

References 16 publications

Promoting computational thinking of both sciences- and humanities-oriented students: an instructional and motivational design perspective

Promoting computational thinking of both sciences- and humanities-oriented students: an instructional and motivational design perspective

Applying the UTAUT to Understand Factors Affecting the Use of English E-Learning Websites in Taiwan

Application of Information Technology in Preschool Aesthetic Teaching from the Perspective of Sustainable Management

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