Computer-related self-concept: The impact on cognitive achievement |
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Affiliation: | 1. Department of Fisheries Science, Faculty of Natural Resources, University of Kurdistan, P.O. Box 416, Sanandaj, Iran;2. Department of Zoology, University of Otago, 340 Great King Street, Dunedin 9016, New Zealand |
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Abstract: | Teaching and learning in outreach laboratories is suitable for completion of multiple hands-on experiences of students. Digital contents may support and further enrich individual haptic experiences. Nevertheless, individual variables such as computer-related self-concepts are supposed to intervene with the cognitive learning success within this context. This potential interrelationship was a major focus of our study completed in an outreach laboratory where an eLearning module specifically was integrated into a hands-on centered gene-technology module. By monitoring cognitive knowledge levels and simultaneously applying the computer-related self-concept of 162 German students (11th grade), an increase in knowledge became apparent independently of individual computer-related self-concepts. This missing relationship exemplarily fosters the assumption that computer-supported learning may suite every student regardless of computer-related self-concept scores. |
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Keywords: | Computer-related self-concept ELearning Outreach learning Secondary school Hands-on learning Gene technology |
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