Abstract
Over the past decade there has been a growing concern for higher education to pay greater attention to the development of students’ generic skills. The development of generic skills requires learning settings that focus on process and student-centered learning. According to the potential benefits of using role-playing and video production as learning activity, it is presumed that integrating the two into curriculum creates a good platform that helps in the development of various types of generic skills. As prior research demonstrated that students’ attitude towards learning would have a direct influence on students’ learning behavior and outcome, this research study aims to investigate the relationship between students’ attitude towards role-playing video production project (RVP) and the improvement of students’ generic skills. This study also examines if there is any association between students’ perception of using smartphones in learning and their generic skills enhancement.
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Appendix: Survey Instrument Items
Appendix: Survey Instrument Items
Constructs: items | M | SD | aCumulative percent | |
|---|---|---|---|---|
Student’s attitude towards the video production project (ATT) | ||||
ATT1 | It was an innovative assignment | 4.71 | 1.164 | 61.6 |
ATT2 | It was an enjoyable experience | 4.66 | 1.206 | 55.6 |
ATT3 | It was a fair assessment task | 4.43 | 1.105 | 46.6 |
ATT4 | I am glad that I have involved in the project | 4.65 | 1.097 | 53 |
ATT5 | It was an interesting experience | 4.74 | 1.187 | 59.6 |
ATT6 | It was a useful experience | 4.49 | 1.142 | 49.7 |
ATT7 | It was a positive learning experience | 4.84 | 0.990 | 62.7 |
Student’s perception of using smartphone in learning (PHO) | ||||
(Adopted from Greene and Crespi 2012) | ||||
PHO1 | In general, smartphone is a valuable tool in my university study | 5.36 | 1.012 | 82.0 |
PHO2 | Using smartphone to do learning task is interesting | 4.82 | 1.118 | 62.7 |
PHO3 | Using smartphone to do learning task is innovative | 4.74 | 1.155 | 56.7 |
PHO4 | Using smartphone to do learning task is motivating | 4.65 | 1.238 | 50.3 |
Student’s perceived improvement in generic skill (GEN) | ||||
(Adopted from Kember and Leung 2009) | ||||
GEN1 | (Critical thinking) I have become more willing to consider different points of view | 4.75 | 0.969 | 63.3 |
GEN2 | (Self-management learning) I have become more confident of my ability to pursue further learning | 4.55 | 1.033 | 48.7 |
GEN3 | (Adaptability) I have learnt how to be more adaptable | 4.79 | 0.945 | 62.0 |
GEN4 | (Adaptability) I have become more willing to change my views and accept new ideas | 4.85 | 1.052 | 65.3 |
GEN5 | (Problem-solving) I have improved my ability to use knowledge to solve problems in my study | 4.78 | 0.929 | 64.5 |
GEN6 | (Communication skills) I have developed my ability to communicate effectively with others | 4.94 | 0.964 | 68.0 |
GEN7 | (Communication skills) I have improved my ability to express ideas | 4.83 | 0.979 | 64.7 |
GEN8 | (Interpersonal skills and group work) I have learnt to become an effective team member | 4.91 | 0.929 | 71.3 |
GEN9 | (Interpersonal skills and group work) I feel confident in dealing with a wide range of people | 4.77 | 1.071 | 65.3 |
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Fung, H., Ma, W.W.K. (2015). Investigating the Relationship Between Students’ Attitude Towards Video Production Project and Their Generic Skills Enhancement. In: Ma, W., Yuen, A., Park, J., Lau, W., Deng, L. (eds) New Media, Knowledge Practices and Multiliteracies. Springer, Singapore. https://doi.org/10.1007/978-981-287-209-8_22
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