FN ISI Export Format VR 1.0 PT J AU AJZEN, I FISHBEIN, M AF AJZEN, I FISHBEIN, M TI ATTITUDE-BEHAVIOR RELATIONS - THEORETICAL-ANALYSIS AND REVIEW OF EMPIRICAL-RESEARCH SO PSYCHOLOGICAL BULLETIN LA English DT Review C1 UNIV MASSACHUSETTS, DEPT PSYCHOL, AMHERST, MA 01003 USA. UNIV ILLINOIS, URBANA, IL 61801 USA. 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TI A systematic literature review of empirical evidence on computer games and serious games SO COMPUTERS & EDUCATION LA English DT Review DE Computer games; Serious games; Learning; Skill enhancement; Engagement ID VIDEO GAME; GENDER-DIFFERENCES; ONLINE GAMES; ADOLESCENTS; PERFORMANCE; RESPONSES; NOVICES; DISPLAY; IMPACT; MEMORY AB This paper examines the literature on computer games and serious games in regard to the potential positive impacts of gaming on users aged 14 years or above, especially with respect to learning, skill enhancement and engagement. Search terms identified 129 papers reporting empirical evidence about the impacts and outcomes of computer games and serious games with respect to learning and engagement and a multidimensional approach to categorizing games was developed. The findings revealed that playing computer games is linked to a range of perceptual, cognitive, behavioural, affective and motivational impacts and outcomes. The most frequently occurring outcomes and impacts were knowledge acquisition/content understanding and affective and motivational outcomes. The range of indicators and measures used in the included papers are discussed, together with methodological limitations and recommendations for further work in this area. (C) 2012 Published by Elsevier Ltd. C1 [Connolly, Thomas M.; Boyle, Elizabeth A.; MacArthur, Ewan; Hainey, Thomas] Univ W Scotland, Paisley PA1 2BE, Renfrew, Scotland. [Boyle, James M.] Univ Strathclyde, Glasgow, Lanark, Scotland. RP Connolly, TM (corresponding author), Univ W Scotland, High St, Paisley PA1 2BE, Renfrew, Scotland. EM thomas.connolly@uws.ac.uk OI Boyle, Elizabeth/0000-0003-3900-6111; Boyle, James/0000-0002-4621-478X FU EUEuropean Commission [258169] FX This work has been co-funded by the EU under the FP7, in the Games and Learning Alliance (GaLA) Network of Excellence, Grant Agreement nr. 258169. 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Educ. PD SEP PY 2012 VL 59 IS 2 BP 661 EP 686 DI 10.1016/j.compedu.2012.03.004 PG 26 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 955QQ UT WOS:000305036400043 HC Y HP N DA 2021-06-21 ER PT J AU Ruiz, JG Mintzer, MJ Leipzig, RM AF Ruiz, JG Mintzer, MJ Leipzig, RM TI The impact of e-learning in medical education SO ACADEMIC MEDICINE LA English DT Article ID WEB SITE; TECHNOLOGY; INSTRUCTION; COMPETENCE; MANAGEMENT; INTERNET AB The authors provide an introduction to e-learning and its role in medical education by outlining key terms, the components of e-learning, the evidence for its effectiveness, faculty development needs for implementation, evaluation strategies for e-learning and its technology, and how e-learning might be considered evidence of academic scholarship. E-learning is the use of Internet technologies to enhance knowledge and performance. E-learning technologies offer learners control over content, learning sequence, pace of learning, time, and often media, allowing them to tailor their experiences to meet their E-learning is the use of Internet technologies to enhance knowledge and performance. E-learning technologies offer learners control over content, learning sequence, pace of learning, time, and often media, allowing them to tailor their experiences to meet their personal learning objectives. In diverse medical education contexts, e-learning appears to be at least as effective as traditional instructor-led methods such as lectures. Students do not see e-learning as replacing traditional instructor-led training but as a complement to it, forming part of a blended-learning strategy. A developing infrastructure to support e-learning within medical education includes repositories, or digital libraries, to manage access to e-learning materials, consensus on technical standardization, and methods for peer review of these resources, E-learning presents numerous research opportunities for faculty, along with continuing challenges for documenting scholarship. Innovations in e-learning technologies point toward a revolution in education, allowing learning to be individualized (adaptive learning), enhancing learners' interactions with others (collaborative learning), and transforming the role of the teacher. The integration of e-learning into medical education can catalyze the shift toward applying adult learning theory, where educators will no longer serve mainly as the distributors of content, but will become more involved as facilitators of learning and assessors of competency. C1 VA Med Ctr, GRECC 11GRC, Miami, FL 33125 USA. Stein Gerontol Inst, Miami, FL USA. Univ Miami, Miller Sch Med, Div Gerontol & Geriatr Med, Miami, FL 33152 USA. Mt Sinai Sch Med, Dept Geriatr & Adult Dev, New York, NY USA. Mt Sinai Sch Med, Brookdale Dept Geriatr & Adult Dev, New York, NY USA. RP Ruiz, JG (corresponding author), VA Med Ctr, GRECC 11GRC, 1201 NW 16th St, Miami, FL 33125 USA. 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Med. PD MAR PY 2006 VL 81 IS 3 BP 207 EP 212 DI 10.1097/00001888-200603000-00002 PG 6 WC Education, Scientific Disciplines; Health Care Sciences & Services SC Education & Educational Research; Health Care Sciences & Services GA 025GQ UT WOS:000236253800002 PM 16501260 OA Bronze DA 2021-06-21 ER PT J AU Sun, PC Tsai, RJ Finger, G Chen, YY Yeh, D AF Sun, Pei-Chen Tsai, Ray J. Finger, Glenn Chen, Yueh-Yang Yeh, Dowming TI What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction SO COMPUTERS & EDUCATION LA English DT Article DE learner satisfaction; e-Learning; e-Learning management ID COMPUTER SELF-EFFICACY; INFORMATION-TECHNOLOGY; USER ACCEPTANCE; PERFORMANCE; EDUCATION; ATTITUDES; ENVIRONMENTS; PLAYFULNESS; FRAMEWORK; SYSTEM AB E-learning is emerging as the new paradigm of modern education. Worldwide, the e-learning market has a growth rate of 35.6%, but failures exist. Little is known about why many users stop their online learning after their initial experience. Previous research done under different task environments has suggested a variety of factors affecting user satisfaction with e-Learning. This study developed an integrated model with six dimensions: learners, instructors, courses, technology, design, and environment. A survey was conducted to investigate the critical factors affecting learners' satisfaction in e-Learning. The results revealed that learner computer anxiety, instructor attitude toward e-Learning, e-Learning course flexibility, e-Learning course quality, perceived usefulness, perceived ease of use, and diversity in assessments are the critical factors affecting learners' perceived satisfaction. The results show institutions how to improve learner satisfaction and further strengthen their e-Learning implementation. (C) 2006 Elsevier Ltd. All rights reserved. C1 [Sun, Pei-Chen; Yeh, Dowming] Natl Kaohsiung Normal Univ, Inst Informat & Comp Educ, Kaohsiung 802, Taiwan. [Tsai, Ray J.] St Cloud State Univ, Dept Informat Syst, St Cloud, MN 56301 USA. [Finger, Glenn] Griffith Univ, Ctr Learning Res, Gold Coast, Qld 9726, Australia. [Chen, Yueh-Yang] Natl Kaohsiung First Univ Sci & Technol, Dept Informat Management, Kaohsiung 811, Taiwan. RP Sun, PC (corresponding author), Natl Kaohsiung Normal Univ, Inst Informat & Comp Educ, 116 Ho Ping 1st Rd, Kaohsiung 802, Taiwan. 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In an attempt to verify those theories, we have designed and built a gamification plugin for a well-known e-learning platform. We have made an experiment using this plugin in a university course, collecting quantitative and qualitative data in the process. Our findings suggest that some common beliefs about the benefits obtained when using games in education can be challenged. Students who completed the gamified experience got better scores in practical assignments and in overall score, but our findings also suggest that these students performed poorly on written assignments and participated less on class activities, although their initial motivation was higher. (C) 2013 Elsevier Ltd. All rights reserved. C1 [Dominguez, Adrian; Saenz-de-Navarrete, Joseba; de-Marcos, Luis; Fernandez-Sanz, Luis; Pages, Carmen; Martinez-Herraiz, Jose-Javier] Univ Alcala De Henares, Dept Comp Sci, Dpto Ciencias Computac, Madrid 28871, Spain. 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The findings of a study involving 127 MBA students indicate that GDSS-supported collaborative learning leads to higher levels of Perceived skill development, Self-reported learning, and evaluation of classroom experience in comparison with non-GDSS supported collaborative learning. Furthermore, the final test grades of the group of students who were exposed to GDSS-supported collaborative learning were significantly higher than those of the other group of students who participated in the experiment. RP ALAVI, M (corresponding author), UNIV MARYLAND,COLL BUSINESS & MANAGEMENT,CHAIR INFORMAT SYST,COLL PK,MD 20742, USA. RI Levy, Yair/A-4759-2009 CR ANSARI Y, 1979, PSYCHOL REV, V86, P124 BLIGH DA, 1972, WHATS USE LECTURES Bok D.C., 1986, HIGHER LEARNING Bork A, 1986, J STRUCTURED LEARNIN, V9, P63 BOYER EL, 1987, THOUGHT ACTION, V3, P7 BRIGGS RO, 1992, EMPIRICAL STUDY CLAS Brown A.L., 1989, KNOWING LEARNING INS, P393 Centra J. 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S., 1978, MIND SOC DEV HIGHER Wexley K. N., 1991, DEV TRAINING HUMAN R Whipple W.R., 1987, AAHE B, V40, P3 Wittrock M.C., 1986, HDB RES TEACHING, V3rd ed., P297 Wittrock M. C., 1978, ED PSYCHOL, V13, P15, DOI DOI 10.1080/00461527809529192 NR 39 TC 416 Z9 421 U1 5 U2 256 PU SOC INFORM MANAGE-MIS RES CENT PI MINNEAPOLIS PA UNIV MINNESOTA-SCH MANAGEMENT 269 19TH AVE SOUTH, MINNEAPOLIS, MN 55455 SN 0276-7783 J9 MIS QUART JI MIS Q. PD JUN PY 1994 VL 18 IS 2 BP 159 EP 174 DI 10.2307/249763 PG 16 WC Computer Science, Information Systems; Information Science & Library Science; Management SC Computer Science; Information Science & Library Science; Business & Economics GA NU640 UT WOS:A1994NU64000005 DA 2021-06-21 ER PT J AU ALAVI, M WHEELER, BC VALACICH, JS AF ALAVI, M WHEELER, BC VALACICH, JS TI USING IT TO REENGINEER BUSINESS EDUCATION - AN EXPLORATORY INVESTIGATION OF COLLABORATIVE TELELEARNING SO MIS QUARTERLY LA English DT Article DE COLLABORATIVE TELELEARNING; TECHNOLOGY MEDIATED LEARNING; DESK-TOP VIDEOCONFERENCING; COLLABORATIVE WORK SYSTEMS; IT IN BUSINESS EDUCATION ID MEDIA RICHNESS; ATTRACTION AB This longitudinal field study (three work sessions plus an initial training session) investigates the efficacy of a new technology-desktop videoconferencing (DVC)-in support of collaborative telelearning (i.e., collaborative learning among non-proximate team members). Two types of collaborative telelearning environments are considered: One involves local groups (i.e., students on the same campus), and the other involves non-proximate distant groups (i.e., students on two separate campuses). The collaborative telelearning environments are compared to each other and to a traditional face-to-face collaborative learning environment. The study found that the three environments are equally effective in terms of student knowledge acquisition, however, higher critical-thinking skills were found in the distant DVC environment The subjects in the three learning environments were equally satisfied with their learning process and outcomes. At the conclusion of the longitudinal assessment, the distant students using DVC were more committed and attracted to their groups compared to local students who worked face-to-face or through DVC. C1 INDIANA UNIV,GRAD SCH BUSINESS,BLOOMINGTON,IN 47405. UNIV MARYLAND,COLL BUSINESS & MANAGEMENT,DEPT INFORMAT SYST,COLLEGE PK,MD 20742. 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