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Which Teaching Strategy Is Better for Enhancing Anti-Phishing Learning Motivation and Achievement? The Concept Maps on Tablet PCs or Worksheets?
ARTICLE

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Journal of Educational Technology & Society Volume 19, Number 4, ISSN 1176-3647 e-ISSN 1176-3647

Abstract

The purpose of this study is to evaluate the feasibility of the integration of concept maps and tablet PCs in anti-phishing education for enhancing students' learning motivation and achievement. The subjects were 155 students from grades 8 and 9. They were divided into an experimental group (77 students) and a control group (78 students). To begin with, the two groups received identical anti-phishing training: the teacher explained the concept of anti-phishing and asked the students questions; the students then used tablet PCs for polling and answering the teachers' questions. Afterwards, the two groups performed different group activities: the experimental group was divided into smaller groups, which used tablet PCs to draw concept maps; the control group was also divided into groups which completed worksheets. The study found that the use of concept maps on tablet PCs during the anti-phishing education significantly enhanced the students' learning motivation when their initial motivation was already high. For learners with low initial motivation or prior knowledge, the use of worksheets could increase their posttest achievement and motivation. This study therefore proposes that motivation and achievement in teaching the anti-phishing concept can be effectively enhanced if the curriculum is designed based on the students' learning preferences or prior knowledge, in conjunction with the integration of mature and accessible technological media into the learning activities. The findings can also serve as a reference for anti-phishing educators and researchers.

Citation

Sun, J.C.Y. & Lee, K.H. (2016). Which Teaching Strategy Is Better for Enhancing Anti-Phishing Learning Motivation and Achievement? The Concept Maps on Tablet PCs or Worksheets?. Journal of Educational Technology & Society, 19(4), 87-99. Retrieved April 2, 2020 from .

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