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#Dingtalk classroom license

#Dingtalk classroom license

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When you publish under the OA model with IGI Global, you enable your work to be viewed by millions of readers worldwide immediately after publication and you are able to experience our personal support and commitment to editorial service. The findings of this study have significant implications for educators, policymakers, and other interested stakeholders. These interviews provide in-depth insights into students' perceptions of the DingTalk system features. The qualitative analysis involves semi-structured interviews with a randomly selected sample of six individuals. The quantitative analysis involves 250 participants and utilizes regression analysis to assess the relationship between the features of the DingTalk system and students' perceived ease of use, perceived usefulness, and continuance intention to use, indicating that it significantly influences students' perceived ease of use, perceived usefulness, and continuance intention to use. Therefore, this study employs qualitative and quantitative approaches to investigate students' perceptions of the DingTalk system characteristics. However, limited empirical research has explored students' perceptions of DingTalk. The integration of online education is crucial in modern education, with the DingTalk platform being a popular choice among teachers. Nevertheless, the preview prior to class and in-class lecturing in the traditional classroom fails to function in this way.

The flipped pedagogical model also facilitates the construction of individualized cognitive schemas by highlighting discussion rather than written assignment after class. It was concluded that through brief teaching videos, courseware, and online communicative platform, the flipped classroom facilitates self-directed learning, and constructs cognitive schemas to pave solid foundation for connection between updated and outdated information, and assimilation and adaptation of cognitive schemas, leading to success in learning and teaching. It reviewed a large amount of literature, induced, and analyzed the developmental mechanism of flipped classroom, providing theoretical and practical references for teaching renovation in China. This study aims to provide theoretical basis for the flipped classroom in the perspective of cognia theoretical. The flipped classroom has achieved great success in Europe and America. Unintended uses, excessive simplification, and addiction to external rewards lead to unstable or counterproductive impacts of playful experiences. The main conclusion is that play-related approaches might exert insignificant effects on learning achievement or motivation. ANOVA has presented that gamification and ludicization insignificantly influence motivational-related subscales and that ludicization shows counterproductive effects on intrinsic orientation and learning beliefs. According to ANCOVA, compared with the control group (N = 24, M = 59.979, SD = 1.836), gamification significantly enhances learning achievement (N = 23, M = 66.676, SD = 1.875), while ludicization insignificantly improves learning achievement (N = 23, M = 61.041, SD = 1.862). The authors have employed adapted College English Test-6 and Motivated Strategies for Learning Questionnaire to assess learning achievement and motivation, respectively. This empirical study aims to investigate and compare the actual effects of play-related approaches-gamification and ludicization-on learning achievement and motivation.