Vocational Training Council
VTC Institutional Repository (Vocational Training Council)Not a member yet
3146 research outputs found
Sort by
Ecotoxicological risk of engineered nanomaterials (ENMs) for the health of the marine environment
No full textThe aesthetic experience of product design: a case study of the consumption of earphones in Hong Kong
No full textAesthetics is omnipresent in all aspects of our life, and an aesthetic perspective of design concerns the living emotions, feelings, and shared passions among consumers and designers. We empirically investigate how the meanings that consumers infer from earphone designs reveal their personal notion of the ‘aesthetic’ in everyday life and how this notion affects the aesthetic judgement of consumers and their preferences for product designs. This study provides product designers with the implications of comprehensive knowledge behind the design in the form of a story to engage consumers into learning, understanding, and associating their consumption experience with both private and social meanings that constitute the aestheticization of everyday life
Factor analysis of social context of statistics learning within an IT environment between student genders
No full textSome research studies showed that male students held a more positive attitude to using computers for learning than their female counterparts, albeit some reported the other way around. Apparently, the issue of gender differences on students\u27 views is controversial. A question which arises naturally is how the nature of underlying influences for social interaction when using Information Technology in statistics learning is affected by a student gender. Students were divided into small groups to work together in a computing laboratory to accomplish statistical tasks assigned by their teacher. Data were gathered from a questionnaire through personal interviews with the students. The data were summarised, using the factor analytic technique, into factors: co-learning with one another, students\u27 attitudes towards collaborative learning, teacher\u27s scaffolding assistance, collaborative interaction with learning partners, the significance of the teacher\u27s intervention, students\u27 control of their own learning process, etc. The data were further analysed by discriminant analysis. It turns out that knowledge construction through social interaction is the key factor influencing learning of male and female students. Interestingly, female students raised more concerns about the significance of a teacher\u27s assistance in the learning process whereas male students were more serious about expectations regarding performance
Students’ motivation to learning with Information Technology in statistics classroom
No full textInformation technology has an educational role in organizing the learning environment to promote social interaction among students as well as between students and a teacher. Although numerous research studies have reported how successfully IT plays this role, it is time to take a deeper look at the factors motivating students to learn with IT. As such, the focus of this study is what drives student learning, how to engage students with learning, and how to maintain their interest in learning within the environment of a statistical computing laboratory. Students in the laboratory were divided into small groups in order to increase their opportunities for peer learning and collaboration and to enable their teacher to monitor learning progress more efficiently and offer directives when necessary. Each group of students was assigned laboratory exercises demanding the analysis, design or implementation of the solutions but they had learning autonomy in what to do and how to do it. To explore what and how motivates the autonomous students to learn, a questionnaire-based survey was conducted to solicit students’ feedback about how they perceived the learning activities taking place in the laboratory with respect to the educational use of IT when learning alone; social processes played roles in construction and co-construction of knowledge; and teacher’s scaffolding assisted student learning. After analyzing the survey data, it was found that the concern for positive perceptions of learning with IT is a motivational factor linking with productive social interactions and rich collaboration with their learning partners in the laboratory