The Influence of Task-Oriented Learning on College Students' Creative Self-Efficacy
试验速览
- 阶段
- 不适用
- 状态
- 招募中
- 入组人数
- 250
- 试验地点
- 1
- 主要终点
- team work scale
研究概览
简要总结
This study aimed to evaluate the effects of teamwork-based task learning on college students' cognition, attitudes, skills, and creative self-efficacy, and to explore its impact within innovative technology learning contexts.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Single (Outcomes Assessor)
入排标准
- 年龄范围
- 18 Years 至 65 Years（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Age: College students aged 18 years or older
排除标准
- •Students who are 65 years or older, not enrolled in nursing programs, or currently on leave of absence.
研究组 & 干预措施
experimental group
robot backend design and control training
干预措施: robot training (Behavioral)
control group
Traditional class (not-robot )
干预措施: control group (Other)
结局指标
主要结局
team work scale
时间窗: A pre- and post-test/ up to 10 weeks
Higher scores indicate more positive outcomes
Creative Self-Efficacy scale
时间窗: A pre- and post-test/ up to 10 weeks
Higher scores indicate more positive outcomes
perception of robots
时间窗: A pre- and post-test/ up to 10 weeks
Higher scores indicate more positive outcomes
functional safety scale
时间窗: A pre- and post-test/ up to 10 weeks
Higher scores indicate more positive outcomes
次要结局
- Reflective Journal(post-test/immediately after the intervention)
研究者
Chiu Shu-Ching
assistant professor
Central Taiwan University of Science and Technology