Abstract—Flipped learning has become prevalent in current
schooling, as it allows students to construct their knowledge in a
meaningful way. In contrast to flipped learning, post-flipped
learning mainly focuses on reviewing post-class as opposed to
previewing pre-class. This study applied Homework Tip-On as a
post-flipped learning tool to explore the relationship between
internet cognitive fatigue, problem posing cognitive loading,
interest and reuse intention. Confirmatory factor analysis was
used to verify the reliability and validity of the research
instrument, and structural equation modeling was applied to
better understand the correlates of students’ interest, cognition,
and reuse intention. There were 198 effective questionnaires
collected and the main results suggested that to evoke the
students’ reuse intention, we have to reduce the students’
problem posing cognitive loading and increase their interest.
Index Terms—Internet cognitive fatigue, cognitive loading, post-flipped learning.
Hong Jon-Chao is with the Department of Industrial Education, National Taiwan Normal University, Taiwan (e-mail: email@example.com).
Tsai Chi-Ruei and Tai Kai-Wen are with National Taiwan Normal University (e-mail: firstname.lastname@example.org, email@example.com).
Cite: Hong Jon-Chao, Tsai Chi-Ruei, and Tai Kai-Wen, "Using Homework Tip-on as a Post-flipped Learning Tool to Explore Students’ Interest, Cognition, and Reuse Intention," International Journal of Information and Education Technology vol. 7, no. 2, pp. 110-113, 2017.