System Usability and Learning Anxiety Study on Cognitive Style Difference through Tablet PC Supported Question Composing and Peer Assessment Activities

• Main Authors: Ou Yu-Chen, 歐昱辰
• Other Authors: Ben Chang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/16704901612459562677

碩士 === 國立嘉義大學 === 數位學習設計與管理學系研究所 === 102 === Question composing and peer assessment make students be able to create math questions on by themselves. By reviewing their own questions, they can be more familiar with math questions and be more capable to draw up questions perfectly. This helps students improve their math application abilities. Meanwhile, cognitive styles often affect student’s learning strategies. Therefore, this research tends to explore the variation on composing math question ability and learning anxiety of students with different cognitive styles after using the question composing and peer assessment system in which two students can be formed as a group to compose and assess question, respectively. This research also analyzes students’ learning process in order to find out the variation while they were using the system. Sixty south Taiwan elementary school students were involved in this study. The results indicate that the students’ question composing ability have improved, but these is no learning anxiety difference with different cognitive styles students.