SEM shows software interface and content design positively and directly influence learning attitude and self-awareness learning results, and learning attitude influences results¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The structural equation model shows software interface and content design has positive direct paths to learning attitude and self-awareness learning results, and learning attitude has a positive direct path to self-awareness learning results. → Lou 2011

Evidence¶

Lou 2011¶

Lou, S.-J., Guo, Y.-C., Zhu, Y.-Z., Shih, R.-C., & Dzan, W.-Y. (2011). Applying computer-assisted musical instruction to music appreciation course: An example with Chinese musical instruments. The Turkish Online Journal of Educational Technology, 10(1). https://eric.ed.gov/?id=EJ926553

q2 · i? · causal · r2

SEM analysis (LISREL) of the learning satisfaction questionnaire data from the experimental group. Figure 10 prints path coefficients including 0.74, 0.31 and 0.53 with significance notes ***<.001, **<.01, *<.05; overall model fit was judged "a moderate fit" (RMSEA = 0.072, GFI = 0.82).

"The structural equation model shows that “software interfaces and content design” has positive and direct influence on “learning attitude” and “self-awareness learning results.” Also, “learning attitude” has a positive and direct influence on “self-awareness learning results.”"

Discussion¶

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