Comparative Study on the Educational Use of Home Robots for Children.<br />The Title of the study:<br />
This study compared the effects of non-computer based (NCB) media (using a book with audiotape) and Web-Based Instruction (WBI), with the effects of Home Robot-Assisted Learning (HRL) for children.<br />The purpose of the study:<br />
The sample of the study (participants):<br />The children are the participants of this study.<br />Technologies<br /> Books with audiotape and WBI versus home Robot-Assisted Learning.<br />Instruments:<br /> Observation<br /> Questionnaires<br /> Interviews<br /> Test<br />
Results<br />The results show that home robots are more effective in children's learning concentration, learning interest, and academic achievement than other types of instructional media (i.e., books with audiotape and WBI). This suggests that the home robot as a tutor for children is most useful and could become a new educational media.<br />
The Title of the study: <br />Learning Styles and Students’ Attitudes Toward the Use of Technology in Higher and Adult Education Classes.<br />
The purpose of the study:<br />The purposes of this study were to examine student attitudes toward the use of technology in higher and adult education courses and to specify any differences in attitudes based on students’ learning styles. Further, this study adds to the research about the relationship between attitude and learning style<br /> <br />
The sample of the study (participants):<br />The participants in the study were adults (22 years and older), non-traditional computer science students who were given the option of taking a face-to-face lecture based course or an online Internet based course.<br /> <br />
The instruments of the study:<br />The study used these instruments to collect data from instruments.<br />1-Test<br />2-Survey.<br />
The Finding of the study:<br />A One-way Analysis of Variance (ANOVA) was used to examine whether students’ attitudes toward the use of technology is a function of their learning style. The independent variable represented the four different learning styles (Diverging, Assimilating, Converging, and Accommodating). The dependent variable is attitude toward the use of technology (Range: -60 to +60). Respondents with “Converging” learning style had the most favorable attitude toward the use of technology (M = 32.16). Respondents with a “Diverging” learning style had the lowest attitude toward the use of technology (M = 24.21).<br />
The references:<br />Learning Styles and Students’ Attitudes Toward the Use of Technology in Higher and Adult Education Classes.<br />Thomas D. Cox<br />University of Memphis<br />
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