碩士 / 國立臺灣師範大學 / 資訊教育學系 / 95 / The purpose of this study was to investigate the appropriateness and effectiveness of navigation and online-help on e-learners with high/low Internet self-efficacy in completing an assigned Internet task. Participants were randomly assigned to one of the four groups: the dynamic-navigation interactive-help group, the sequential-navigation interactive-help group, the dynamic-navigation demonstrative -help group, and the sequential-navigation demonstrative-help group. Participants were categorized as high Internet self-efficacy and low Internet self-efficacy according to the standard scores of Internet self-efficacy.
The results showed that (1) navigation and online-help were important tools for e-learners, (2) dynamic navigation could reduce the chances of the e-learners’ interruption during learning, (3) interactive help could raise e-learners’ willingness of using online-help, (4) the interaction of navigation and online-help on time-to-complete-task was significant, (5) dynamic navigation and interactive help can raise e-learners’ confidence of controlling the task, and (6) high Internet self-efficacy learners showed higher positive attitude toward navigation and online-help than low Internet self-efficacy learners.
| Identifer | oai:union.ndltd.org:TW/095NTNU5395002 |
| Date | January 2006 |
| Creators | Meng-Tzu Liu, 劉孟慈 |
| Contributors | Ming-Puu Chen, 陳明溥 |
| Source Sets | National Digital Library of Theses and Dissertations in Taiwan |
| Language | zh-TW |
| Detected Language | English |
| Type | 學位論文 ; thesis |
| Format | 124 |
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