—The study adopted the quasi-experimental design with nonequivalent groups to investigate learning effects of integrating information technology into electronics curriculum teaching. The study subjects were divided into two groups, the control group and the experimental group. There were 52 students in the control group who were taught by the conventional teaching approach. There were 48 students in the experimental group who were educated by the way of information technology integrated into teaching. The experimental teaching has lasted for 8 weeks, and the findings were stated as follows. First, on electronics curriculum learning, the experimental group demonstrated a significantly higher effect than the control group. Secondly, on electronics curriculum learning, students with low cognitive load demonstrated significantly better effect than students with high cognitive load. Thirdly, on learning results of electronics curriculum, the influencing factors included the teaching model, cognitive load, and previous experiences. Fourthly, students in the experimental group have obviously enhanced on learning effects of electronics curriculum.
—Information technology integrated into teaching, e-learning, interactive response system (IRS), cognitive load, learning effect.
Y.-C. Liao is with the Department of Electrical Engineering, National Taiwan University of Science and Technology, Taiwan (e-mail: firstname.lastname@example.org).
C.-W. Liao and C.-H. Chen are with the Department of Industrial Education and Technology, National Changhua University of Education (NCUE), Taiwan (e-mail: email@example.com, firstname.lastname@example.org).
Y.-H. Liao is with the Department of Civic Education and Leadship, National Taiwan Normal University, Taiwan (e-mail: email@example.com).
Cite: Yu-Cheng Liao, Chin-Wen Liao, Chi-Hsiang Chen, and Yun-Hua Liao, "A Study on Learning Effects of Integrating Information Technology into Electronics Curriculum Teaching," International Journal of Information and Education Technology vol. 6, no. 11, pp. 831-835, 2016.