International Journal of Man-Machine Studies
Programming pedagogy—a psychological overview
ACM SIGCSE Bulletin
The interactive effects of field dependence-independence and internet document manipulation style on student achievement from computer-based instruction
Journal of Systems and Software - Special issue: Automated component-based software engineering
Personalized e-learning system using Item Response Theory
Computers & Education
Navigation in hypermedia learning systems: experts vs. novices
Computers in Human Behavior
Personalized curriculum sequencing utilizing modified item response theory for web-based instruction
Expert Systems with Applications: An International Journal
Web-based learning programs: Use by learners with various cognitive styles
Computers & Education
Hi-index | 0.00 |
Although conventional student assessments are extremely convenient for calculating student scores, they do not conceptualize how students organize their knowledge. Therefore, teachers and students rarely understand how to improve their future learning progress. The limitations of conventional testing methods indicate the importance of accurately assessing and representing student knowledge structures. The personalized diagnosis and remedial learning system (PDRLS) proposed in this study enhances the effectiveness of the Pathfinder network by providing remedial learning paths for individual learners based on their knowledge structure. The sample was 145 students enrolled in introductory JAVA programming language courses at a Central Taiwan technology university. The experimental results demonstrate that learners who received personalized remedial learning guidance via PDRLS achieved improved learning performance, self-efficacy, and PDRLS use intention. The experimental results also indicated that students with lower knowledge level gain more benefits from the PDRLS than those with higher level of knowledge and that field dependence (FD) students obtain a greater benefit from PDRLS than field independence (FI) students do.