Please use this identifier to cite or link to this item:
http://hdl.handle.net/10397/93654
Title: | Interactivity, active collaborative learning, and learning performance : the moderating role of perceived fun by using personal response systems | Authors: | Chan, SCH Wan, JCL Ko, S |
Issue Date: | Mar-2019 | Source: | International journal of management education, Mar. 2019, v. 17, no. 1, p. 94-102 | Abstract: | The aims of this study were to examine the relationships between interactivity, active collaborative learning, and students' learning performance and to determine whether these relationships were moderated by the level of fun students experienced when using personal response systems (PRSs). The participants were 247 undergraduate students studying business at a Hong Kong university. The results indicated that active collaborative learning mediated the relationship between interactivity and students' learning performance. Additionally, high levels of fun experienced as a result of using PRSs strengthened the association between interactivity and students’ learning performance. | Keywords: | Active collaborative learning Fun Interactivity Learning performance Personal response systems |
Publisher: | Elsevier Ltd | Journal: | International journal of management education | ISSN: | 1472-8117 | EISSN: | 2352-3565 | DOI: | 10.1016/j.ijme.2018.12.004 | Rights: | © 2018 Elsevier Inc. All rights reserved. © 2018. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/. The following publication Chan, S. C., Wan, C. J., & Ko, S. (2019). Interactivity, active collaborative learning, and learning performance: The moderating role of perceived fun by using personal response systems. The International Journal of Management Education, 17(1), 94-102 is available at https://doi.org/10.1016/j.ijme.2018.12.004. |
Appears in Collections: | Journal/Magazine Article |
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Chan_Interactivity_Active_Collaborative.pdf | Pre-Published version | 1.09 MB | Adobe PDF | View/Open |
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