Please use this identifier to cite or link to this item:
Exploring University Students’ Acceptance of Self-Created Infographics Strategy for Popular Science Inquiry-Based Learning
inquiry-based learning strategy
technology acceptance model
With the increasing popularity of electronic devices, infographics become more and more visible. Also, they are used widely in teaching and learning in the fields of science. Implementing infographics for teaching can facilitate understanding while learning, resulting in better learning effectiveness. However, if students do not understand the process of converting data into infographics, they will misunderstand the content or cannot understand it in-depth, and also lack the ability of converting knowledge, thus, they cannot learn by analogy. This research adopts the inquiry-based learning strategy. The teaching design is developed based on the popular science infographics created by the university students themselves. Different cognitive styles, levels of ability of digital drawing, and levels of prior popular science knowledge are important factors that affect the acceptance of this learning form. Therefore, this research is based on the technology acceptance model and uses the questionnaire survey method. The students selected in the two general education courses in the university were asked to answer the online questionnaires. 71 valid retrieved questionnaires were analyzed statistically to explore university students’ acceptance of self-created infographics strategy for popular science inquiry-based learning. The study results indicated students with the higher level of digital drawing ability and prior popular science knowledge, the higher students’ acceptance of self-created infographics strategy for popular science inquiry-based learning, and vice versa. The difference between the verbal and visual cognitive style has no significant influence on the acceptance of this learning form. The proposed approach in this research aims to provide an appropriate and highly feasible teaching design or learning form that can increase the effectiveness of knowledge absorption. Also, it provides a reference for teaching designers and follow-up researchers to make infographics teaching more complete.
|Appears in Collections:||學位論文|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.