The Effect of Affective Tutoring System in the Teaching of Dengue Fever Epidemic Prevention Curriculum on the Cognitive Loads and Learning Outcomes with Different Levels of Information Literacy

The Effect of Affective Tutoring System in the Teaching of Dengue Fever Epidemic Prevention Curriculum on the Cognitive Loads and Learning Outcomes with Different Levels of Information Literacy

As the traditional teaching method is mainly textbook based and face-to-face oriented, it tends to cause students’ negative emotions and learning effectiveness in their learning process even though a commonly fact that emotion is one of the important factors affecting learning. The purpose of this study is to establish an affective tutoring system (ATS) for dengue fever to assist seeded teachers to propagandize dengue fever epidemic prevention. The researchers used the “Questionnaire of Elementary School Students’ Information Literacy” and “Questionnaire of Elementary School Students’ Cognitive Load Scale” as the tools for the quantitative study of this teaching experiment. The comprehensive evaluation results of this study showed that the affective tutoring system for dengue fever is supported in improving students’ learning outcomes; students with different information literacy have significant differences in the interface operation aspect of cognitive load, but not in the overall cognitive load, the content aspect of cognitive load and learning outcomes; the student’s information literacy and cognitive loads were correlated with the supports of partial significant negative correlation in the quantitative analysis; while the correlation among the students’ information literacy, cognitive loads and learning outcomes is not supported in the quantitative analysis.