教師資料查詢 | 類別: 期刊論文 | 教師: 何俐安 Ho, Li-an (瀏覽個人網頁)

標題:Exploring the learning effectiveness of financial literacy from the microworld perspective: Evidence from the simulated transactional interactive concurrent system
學年108
學期2
出版(發表)日期2020/03/06
作品名稱Exploring the learning effectiveness of financial literacy from the microworld perspective: Evidence from the simulated transactional interactive concurrent system
作品名稱(其他語言)
著者Chiung-Wen Liu; Li-An Ho; Ting-Yu Chueh
單位
出版者
著錄名稱、卷期、頁數Journal of Computer Assisted Learning 36(2), p.178-188
摘要Because the microworld can create a learning environment that allows learners to interact with the real world, the view of the microworld has been widely used in education and training. In this study, the simulated transactional interactive concurrent system (STICS) was used to provide an environment that simulates the stock market trading of the Taiwan Stock Exchange; the goal is to explore the effectiveness of using STICS in enhancing the financial literacy of students. This study adopts a quasi‐experimental design approach and divides students into two groups. The intervention group was made up of 42 students who learned financial knowledge aided by STICS, with a comparison group consisting of 43 students who learned with traditional lecturing and dictating methods. The study found that learners who used the STICS as an aid to learn financial knowledge had significantly better learning effectiveness than those who did not use STICS, in terms of motivation, attitude, and achievement. The intervention group also made significant improvements in average scores in learning motivation and achievement after 8 weeks of experimental teaching and learning.design approach and divides students into two groups. The intervention group was made up of 42 students who learned financial knowledge aided by STICS, with a comparison group consisting of 43 students who learned with traditional lecturing
and dictating methods. The study found that learners who used the STICS as an aid to learn financial knowledge had significantly better learning effectiveness than those who did not use STICS, in terms of motivation, attitude, and achievement. The
intervention group also made significant improvements in average scores in learning
motivation and achievement after 8 weeks of experimental teaching and learning.
關鍵字financial literacy;learning achievement;learning attitude;learning motivation;microworld;situated transnational interactive concurrent system
語言英文(美國)
ISSN1365-2729
期刊性質國外
收錄於SSCI;
產學合作
通訊作者Chiung-Wen Liu
審稿制度
國別英國
公開徵稿
出版型式,電子版,紙本
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