Stanislav Avsec (Author), David Rihtaršič (Author), Slavko Kocijančič (Author)

Abstract

Students' satisfaction with an INFIRO robotic direct manipulation learning environment

Keywords

projekt INFIRO;učno okolje;študentje;

Data

Language: English
Year of publishing:
Typology: 1.01 - Original Scientific Article
Organization: UL PEF - Faculty of Education
Publisher: UNESCO International Centre for Engineering Education
UDC: 004.896:37.091.3:62
COBISS: 10038857 Link will open in a new window
ISSN: 1446-2257
Views: 1035
Downloads: 212
Average score: 0 (0 votes)
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Other data

Secondary language: Unknown
Secondary keywords: engineering;robotics;learning;tehnika;robotika;učenje;
File type: application/pdf
Type (COBISS): Not categorized
Pages: str. 7-13
Volume: ǂVol. ǂ12
Issue: ǂno. ǂ1
Chronology: 2014
Type (ePrints): article
Title (ePrints): Students' satisfaction with an INFIRO robotic direct manipulation learning environment
Keywords (ePrints): tehnika
Keywords (ePrints, secondary language): engineering
Abstract (ePrints): This article presents the degree of students’ satisfaction with a robotic direct manipulation learning environment, which was developed during a European Union founded project INFIRO. By conducting cognitive and conceptual analysis, it was possible to develop a frame of reference for determining students’ degree of satisfaction. Research shows that predictors, such as interactions, self-efficiency and self-regulation, are suitable measures which contribute to student satisfaction in open learning systems. Descriptive statistics and analysis of variance was performed to determine the contribution of predictor variables to student satisfaction. The degree of overall students' satisfaction is high (mean = 4.6 on a scale from 1 to 5). The results also showed that learner-instructor interaction, learner-content interaction, and on-line and off-line self-efficacy were good predictors of student satisfaction. Interactions among students and self-regulated learning have to be considered carefully. Learner-instructor and learner-content interactions are indicated as the most significant.
Keywords (ePrints, secondary language): engineering
ID: 8327122