1 resultado para Experimental Game Theory
em Open Access Repository of Association for Learning Technology (ALT)
Filtro por publicador
- Abertay Research Collections - Abertay University’s repository (1)
- Academic Research Repository at Institute of Developing Economies (3)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (9)
- AMS Tesi di Laurea - Alm@DL - Università di Bologna (8)
- Andina Digital - Repositorio UASB-Digital - Universidade Andina Simón Bolívar (1)
- Aquatic Commons (3)
- ArchiMeD - Elektronische Publikationen der Universität Mainz - Alemanha (4)
- Aston University Research Archive (21)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (10)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (BDPI/USP) (142)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (30)
- Brock University, Canada (13)
- Bucknell University Digital Commons - Pensilvania - USA (4)
- Bulgarian Digital Mathematics Library at IMI-BAS (1)
- CentAUR: Central Archive University of Reading - UK (41)
- Central European University - Research Support Scheme (1)
- CiencIPCA - Instituto Politécnico do Cávado e do Ave, Portugal (1)
- Coffee Science - Universidade Federal de Lavras (1)
- Collection Of Biostatistics Research Archive (1)
- Comissão Econômica para a América Latina e o Caribe (CEPAL) (4)
- Consorci de Serveis Universitaris de Catalunya (CSUC), Spain (129)
- CORA - Cork Open Research Archive - University College Cork - Ireland (1)
- Corvinus Research Archive - The institutional repository for the Corvinus University of Budapest (13)
- Dalarna University College Electronic Archive (2)
- Digital Archives@Colby (1)
- Digital Commons - Michigan Tech (4)
- Digital Commons - Montana Tech (1)
- Digital Commons at Florida International University (14)
- Digital Peer Publishing (2)
- DigitalCommons@The Texas Medical Center (2)
- DigitalCommons@University of Nebraska - Lincoln (1)
- Diposit Digital de la UB - Universidade de Barcelona (2)
- Doria (National Library of Finland DSpace Services) - National Library of Finland, Finland (9)
- DRUM (Digital Repository at the University of Maryland) (2)
- Duke University (3)
- Glasgow Theses Service (1)
- Illinois Digital Environment for Access to Learning and Scholarship Repository (1)
- Instituto Politécnico do Porto, Portugal (44)
- Martin Luther Universitat Halle Wittenberg, Germany (2)
- Memoria Académica - FaHCE, UNLP - Argentina (9)
- Ministerio de Cultura, Spain (1)
- National Center for Biotechnology Information - NCBI (9)
- Open Access Repository of Association for Learning Technology (ALT) (1)
- Publishing Network for Geoscientific & Environmental Data (3)
- QSpace: Queen's University - Canada (1)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (1)
- Repositório Científico da Universidade de Évora - Portugal (1)
- Repositório Científico do Instituto Politécnico de Lisboa - Portugal (7)
- Repositório da Produção Científica e Intelectual da Unicamp (44)
- Repositório digital da Fundação Getúlio Vargas - FGV (18)
- Repositório Institucional da Universidade de Brasília (1)
- Repositório Institucional da Universidade Federal do Rio Grande - FURG (3)
- Repositorio Institucional de la Universidad de La Laguna (1)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (85)
- Repositorio Institucional Universidad de Medellín (1)
- Repositorio Institucional Universidad EAFIT - Medelin - Colombia (2)
- RUN (Repositório da Universidade Nova de Lisboa) - FCT (Faculdade de Cienecias e Technologia), Universidade Nova de Lisboa (UNL), Portugal (5)
- Scielo España (1)
- Scielo Saúde Pública - SP (7)
- Scottish Institute for Research in Economics (SIRE) (SIRE), United Kingdom (7)
- Universidad de Alicante (1)
- Universidad del Rosario, Colombia (16)
- Universidad Politécnica de Madrid (25)
- Universidade Complutense de Madrid (1)
- Universidade do Minho (3)
- Universidade Federal do Pará (3)
- Universidade Federal do Rio Grande do Norte (UFRN) (5)
- Universidade Metodista de São Paulo (2)
- Universitat de Girona, Spain (2)
- Universitätsbibliothek Kassel, Universität Kassel, Germany (4)
- Université de Lausanne, Switzerland (38)
- Université de Montréal (1)
- Université de Montréal, Canada (22)
- University of Connecticut - USA (3)
- University of Michigan (12)
- University of Queensland eSpace - Australia (52)
- University of Southampton, United Kingdom (5)
- University of Washington (4)
- WestminsterResearch - UK (1)
- Worcester Research and Publications - Worcester Research and Publications - UK (6)
Resumo:
This controlled experiment examined how academic achievement and cognitive, emotional and social aspects of perceived learning are affected by the level of medium naturalness (face-to-face, one-way and two-way videoconferencing) and by learners’ personality traits (extroversion–introversion and emotional stability–neuroticism). The Media Naturalness Theory explains the degree of medium naturalness by comparing its characteristics to face-to-face communication, considered to be the most natural form of communication. A total of 76 participants were randomly assigned to three experimental conditions: face-to-face, one-way and two-way videoconferencing. E-learning conditions were conducted through Zoom videoconferencing, which enables natural and spontaneous communication. Findings shed light on the trade-off involved in media naturalness: one-way videoconferencing, the less natural learning condition, enhanced the cognitive aspect of perceived learning but compromised the emotional and social aspects. Regarding the impact of personality, neurotic students tended to enjoy and succeed more in face-to-face learning, whereas emotionally stable students enjoyed and succeeded in all of the learning conditions. Extroverts tended to enjoy more natural learning environments but had lower achievements in these conditions. In accordance with the ‘poor get richer’ principle, introverts enjoyed environments with a low level of medium naturalness. However, they remained focused and had higher achievements in the face-to-face learning.