The foregoing discussion shows that PDA-WATA provides students with opportunities to perform self-assessment and includes the three
kinds of self-regulated learning strategies proposed by Pintrich (1999). Compared with N-WBT, PDA-WATA more effectively facilitates
learner use of self-regulatory learning behaviors to perform self-regulated learning, improves learner motivation to spontaneously take
Web-based formative assessment, and raises learner e-Learning effectiveness when integrated into an e-Learning environment. This
research recommends PDA-WATA for integration into e-Learning environments. In addition, this research finds that students with a low
level and a high level of self-regulated learning are not significantly different in their e-Learning effectiveness in the PDA-WATA group, but
similar result cannot be found in the N-WBT group. This research suggests that further research should more deeply investigate how PDAWATA
promotes learner use of self-regulatory learning behaviors to perform self-regulated learning and how PDA-WATA influences student
e-Learning effectiveness. Additionally, future research should further explore how PDA-WATA improves learner motivation to spontaneously
takeWeb-based formative assessment. The ‘novelty effect’ is an issue requiring attention when computers or other new technologies
are integrated into education (Collis et al., 1996, p. 110; Krendl & Broihier, 1992). This effect makes it difficult for short-term research to
uncover the real effects of computers and other new technologies on learning. Moreover, Arnold (n.d.) and Kerres (2001) pointed out that
there was no clear empirical evidence showing that the new media improved learning motivation. They suggested that the benefits of new
media should be examined more critically. In other words, integrating computers or other new technologies into education may have only
temporary positive effects on student learning motivation. Following the arguments above, this research suggests that to better understand
how PDA-WATA influences learning, longitudinal research and further research with extended research duration are necessary. Moreover,
this research only investigates the e-Learning effectiveness of seventh-grade junior high school students on the topic of ‘Evolution’ in the
‘Science and Technology’ course. This research thus suggests that future research should be conducted across different grades and course
contents. Since other factors may require attention, this research also suggests that new research designs and data analysis techniques
should be adopted to understand how the effectiveness of PDA-WATA in facilitating learning is related to factors affecting the impact of
integrating computers or other new technologies into education as identified in the literature (e.g. Clark, 2001). In addition, since this
research uses a self-report scale to investigate how learners use self-regulatory learning behaviors to perform self-regulated learning, its
measurement of student learning behaviors may not be able to fully reflect real learning behaviors. This research thus suggests that
qualitative research methods should be used to collect more robust data. Qualitative data, such as interviewing and computer screen
recording, can help researchers better understand not only how learners use self-regulatory learning behaviors to perform self-regulated
learning but also the mechanisms by which PDA-WATA facilitates e-Learning effectiveness.
The foregoing discussion shows that PDA-WATA provides students with opportunities to perform self-assessment and includes the three
kinds of self-regulated learning strategies proposed by Pintrich (1999). Compared with N-WBT, PDA-WATA more effectively facilitates
learner use of self-regulatory learning behaviors to perform self-regulated learning, improves learner motivation to spontaneously take
Web-based formative assessment, and raises learner e-Learning effectiveness when integrated into an e-Learning environment. This
research recommends PDA-WATA for integration into e-Learning environments. In addition, this research finds that students with a low
level and a high level of self-regulated learning are not significantly different in their e-Learning effectiveness in the PDA-WATA group, but
similar result cannot be found in the N-WBT group. This research suggests that further research should more deeply investigate how PDAWATA
promotes learner use of self-regulatory learning behaviors to perform self-regulated learning and how PDA-WATA influences student
e-Learning effectiveness. Additionally, future research should further explore how PDA-WATA improves learner motivation to spontaneously
takeWeb-based formative assessment. The ‘novelty effect’ is an issue requiring attention when computers or other new technologies
are integrated into education (Collis et al., 1996, p. 110; Krendl & Broihier, 1992). This effect makes it difficult for short-term research to
uncover the real effects of computers and other new technologies on learning. Moreover, Arnold (n.d.) and Kerres (2001) pointed out that
there was no clear empirical evidence showing that the new media improved learning motivation. They suggested that the benefits of new
media should be examined more critically. In other words, integrating computers or other new technologies into education may have only
temporary positive effects on student learning motivation. Following the arguments above, this research suggests that to better understand
how PDA-WATA influences learning, longitudinal research and further research with extended research duration are necessary. Moreover,
this research only investigates the e-Learning effectiveness of seventh-grade junior high school students on the topic of ‘Evolution’ in the
‘Science and Technology’ course. This research thus suggests that future research should be conducted across different grades and course
contents. Since other factors may require attention, this research also suggests that new research designs and data analysis techniques
should be adopted to understand how the effectiveness of PDA-WATA in facilitating learning is related to factors affecting the impact of
integrating computers or other new technologies into education as identified in the literature (e.g. Clark, 2001). In addition, since this
research uses a self-report scale to investigate how learners use self-regulatory learning behaviors to perform self-regulated learning, its
measurement of student learning behaviors may not be able to fully reflect real learning behaviors. This research thus suggests that
qualitative research methods should be used to collect more robust data. Qualitative data, such as interviewing and computer screen
recording, can help researchers better understand not only how learners use self-regulatory learning behaviors to perform self-regulated
learning but also the mechanisms by which PDA-WATA facilitates e-Learning effectiveness.
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