Students' experiences with PDAs for reading course materials
Personal and Ubiquitous Computing
Ubi-learning integrates indoor and outdoor experiences
Communications of the ACM - Interaction design and children
Student Attributes in PDA-Utilized Classes
ICALT '05 Proceedings of the Fifth IEEE International Conference on Advanced Learning Technologies
Promoting self-regulated learning in web-based learning environments
Computers in Human Behavior
Using multimedia and Web3D to enhance anatomy teaching
Computers & Education
Simulation-Based Game Learning Environments: Building and Sustaining a Fish Tank
DIGITEL '07 Proceedings of the The First IEEE International Workshop on Digital Game and Intelligent Toy Enhanced Learning
Effect of Computer-Based Video Games on Children: An Experimental Study
DIGITEL '07 Proceedings of the The First IEEE International Workshop on Digital Game and Intelligent Toy Enhanced Learning
Digital game-based learning (DGBL) model and development methodology for teaching history
WSEAS Transactions on Computers
e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning
AIKED'09 Proceedings of the 8th WSEAS international conference on Artificial intelligence, knowledge engineering and data bases
Using Player and World Representation Techniques from Computer Games to Improve Student Engagement
VS-GAMES '09 Proceedings of the 2009 Conference in Games and Virtual Worlds for Serious Applications
A case study of game design for e-learning
Edutainment'06 Proceedings of the First international conference on Technologies for E-Learning and Digital Entertainment
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The purpose of this study was to investigate the effects of individual differences on learners' performances of three-dimensional animation through game-based instructional design. Participants were 78 college juniors enrolled in a 3D animation course, an 18-week course designed for enhancing students' animation skills. A t-test was conducted to analyze the independent variables by self-regulation, perceived parents' expectancy, perceived teachers' expectancy, and perceived initiative on project performance as the dependent variables. An online questionnaire was conducted at the end of the semester to obtain learners' perceptions of the system. The results showed that (a) students with higher self-regulation and stronger parents' expectancy outperformed the lower-group on project performance, (b) there were no significant differences on learners' acceptance grouped by gender and perceived parents' expectancy, (c) students with stronger teachers' expectancy demonstrated higher acceptance on perceived ease to use, perceived usefulness, and perceived willingness to use, and (d) students with higher perceived initiative showed more positive attitude in willingness to use the system.