Search results for author:"Yuan Gao"
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Ramapo College of New Jersey
World Conference on Educational Media and Technology 2004 (2004) pp. 652–655
This paper applies and evaluates the technology acceptance model (TAM) to an online course companion site of a textbook to be used by students in the study. After reviewing literature on TAM, this paper proposes and tests a set of hypotheses based...
Journal of Educational Multimedia and Hypermedia Vol. 14, No. 3 (July 2005) pp. 237–247
** Invited as a paper from ED-MEDIA 2004 ** This paper applies the technology acceptance model (TAM) to an online course companion site of a textbook to be used by participants in this study. This paper reviews literature on TAM and evaluates a...
Applying the Extended Technology Acceptance Model to the Use of Clickers in Student Learning: Some Evidence from Macroeconomics Classes
American Journal of Business Education Vol. 4, No. 7 (2011) pp. 43–50
This paper applies the extended technology acceptance model (exTAM) in information systems research to the use of clickers in student learning. The technology acceptance model (TAM) posits that perceived ease of use and perceived usefulness of...
American Journal of Business Education Vol. 3, No. 8 (2010) pp. 13–20
This paper explores the idea of perceived value of educational hypermedia by extending prior research in advertising and information systems. It proposes that the value of a course support site comes from both its information content and users'...
Effects of Mode of Target Task Selection on Learning about Plants in a Mobile Learning Environment: Effortful Manual Selection versus Effortless QR-Code Selection
Journal of Educational Psychology Vol. 108, No. 5 (2016) pp. 694–704
This study compared the effects of effortless selection of target plants using quick respond (QR) code technology to effortful manual search and selection of target plants on learning about plants in a mobile device supported learning environment....
British Journal of Educational Technology Vol. 50, No. 2 (March 2019) pp. 574–586
The finding that under split‐attention conditions students learn more from a picture and spoken text than from a picture and written text (ie, the modality effect) has consistently been found in many types of computer‐assisted multimedia learning...
Interactions between Levels of Instructional Detail and Expertise When Learning with Computer Simulations
Educational Technology & Society Vol. 18, No. 4 pp. 113–127
Based on cognitive load theory, the effect of different levels of instructional detail and expertise in a simulation-based environment on learning about concepts of correlation was investigated. Separate versions of the learning environment were...
Computers & Education Vol. 88, No. 1 (October 2015) pp. 303–314
This study investigated the occurrence of the redundancy effect in a normal classroom when presenting multiple formats of information with the assistance of electronic slideshows. A virtual classroom that simulates a normal classroom was developed...