1. Introduction
Researchers have emphasized the importance of fostering students’ web-based problem-solving ability, which refers to the ability to express intentions as keywords, evaluate the correctness and relevance of searched data or information, extract the proper content, and organize the extracted content to answer a series of questions raised for some specific topics (de Vries, van der Meij, & Lazonder, 2008; Dreher, 2002; Tsai, Tsai, & Hwang, 2011). In the past decade, researchers have proposed several tools and strategies to conduct and eval-uate web-based problem-solving behaviors. For example, Hwang, Tsai, Tsai, and Tseng (2008) developed a learning environment, Meta-Analyzer, for assisting teachers in analyzing student web-based information solving behaviors; Chen (2010) examined students’ learning behaviors via conducting web-based problem-solving activities in two university music appreciation courses and found that such an approach promoted the students’ learning performance and improved their higher order thinking ability. In the meantime, researchers have reported the difficulties encountered by Internet novice users, especially children, to effectively and efficiently search for information on the web and utilize the collected information (Dias, Gomes, & Correia, 1999; Marchionini, 1995). Moreover, several studies have found that students might get lost or feel frustrated while searching for information to solve complex problems without learning guidance or supports on the Internet (Hargittai, 2006; Li & Kirkup, 2007). As a consequence, researchers have emphasized the importance of providing learning supports for web-based problem-solving activities to enhance the learning performance of students as well as to engage them in an enjoyable learning process (Kauffman, Ge, Xie, & Chen, 2008; Yu, She, & Lee, 2010; Zamani & Shoghlabad, 2010).
บทนำResearchers have emphasized the importance of fostering students’ web-based problem-solving ability, which refers to the ability to express intentions as keywords, evaluate the correctness and relevance of searched data or information, extract the proper content, and organize the extracted content to answer a series of questions raised for some specific topics (de Vries, van der Meij, & Lazonder, 2008; Dreher, 2002; Tsai, Tsai, & Hwang, 2011). In the past decade, researchers have proposed several tools and strategies to conduct and eval-uate web-based problem-solving behaviors. For example, Hwang, Tsai, Tsai, and Tseng (2008) developed a learning environment, Meta-Analyzer, for assisting teachers in analyzing student web-based information solving behaviors; Chen (2010) examined students’ learning behaviors via conducting web-based problem-solving activities in two university music appreciation courses and found that such an approach promoted the students’ learning performance and improved their higher order thinking ability. In the meantime, researchers have reported the difficulties encountered by Internet novice users, especially children, to effectively and efficiently search for information on the web and utilize the collected information (Dias, Gomes, & Correia, 1999; Marchionini, 1995). Moreover, several studies have found that students might get lost or feel frustrated while searching for information to solve complex problems without learning guidance or supports on the Internet (Hargittai, 2006; Li & Kirkup, 2007). As a consequence, researchers have emphasized the importance of providing learning supports for web-based problem-solving activities to enhance the learning performance of students as well as to engage them in an enjoyable learning process (Kauffman, Ge, Xie, & Chen, 2008; Yu, She, & Lee, 2010; Zamani & Shoghlabad, 2010).
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