EVALUATION OF A WEB-BASED ASSEMBLY TRAINING OF

FLUID POWER PRODUCT SYSTEM

Learning Effectiveness and Attitudes

Janus S. Liang

Yung-Ta Institute of Technology and Commerce, 316 Chungshan Road, Linlo, PingTung, 909, Taiwan

Keywords: Secondary Education, Web-based Learning, Country-specific Development, Pedagogical Issues.

Abstract: This study explored the learning effectiveness and the attitudes of fluid power firms laborers toward web-

based product assembly learning system. Firstly, this study tested the effectiveness of the product assembly

education to prevent mistakes by different learning modes used to assess operation behavior and learning

effectiveness during the training period. According to the average pass rate, course satisfaction, and total

number of wrong behaviors in product assembly process, the web-based learning mode improves learning

effectiveness. In addition, the study also investigated the relationship between laborers’ attitudes and several

independent variables. The findings revealed that the web-based learning mode is positively associated with

learning effectiveness of product assembly training. Meanwhile, the results also point to the importance of

laborers’ vision of skills itself, their experience with it, and the learning conditions that surround its

introduction into firms in shaping their attitudes toward skills and their subsequent diffusion in their real

operation.

1 INTRODUCTION

The global adoption of information and

communication technologies (ICT) into education

has often been premised on the potential of the new

technological tools to revolutionize an outmoded

educational system, better prepare students for the

information age, and/or accelerate national

development efforts (Pelgrum, 2001). Developed

countries, including USA, EU, Japan, and Taiwan

have recently begun promoting e-learning. To

reduce the costs of educational training, firms have

also started to aggressively introduce education via

Internet (Levy, 2007). Some studies have showed

that web-based technology will promote learning

efficiency effectively when meaningful pedagogical

models are implemented. Thus, in the last decades,

many relevant research streams have been proposed

(Ligorio and Veermans, 2005).

This study investigates the effectiveness of web-

based learning mode and traditional learning method

in delivering product assembly training. The

objective of the study was to test the efficacy of

digitizing product assembly training programs in

fluid power industry firms. The attitudes and

effectiveness evaluation were investigated via the

current conditions of web-based learning system and

questionnaires. Meanwhile, references researched to

construct the research architectures and problems.

The specific goals of the study were as follows: (i)

analyze the current conditions of product assembly

training in fluid power industry, and to identify

factors that may affect the effectiveness of web-

based learning; (ii) investigate the impact of learning

content design and system function on the

effectiveness of web-based learning system; (iii)

analyze and verify learning effectiveness via

questionnaires for reference when generating web-

based learning course in fluid power product

assembly training; (iv) explore the relationship

between laborers’ attitudes and computer factors of

web-based learning system.

2 RESEARCH METHODS

This study employed test, questionnaire, interview,

observation and document analysis to investigate

learning effectiveness. A two-phase data analysis

was performed in the learning effectiveness. At the

first phase, different learning results generated from

325

S. Liang J..

EVALUATION OF A WEB-BASED ASSEMBLY TRAINING OF FLUID POWER PRODUCT SYSTEM - Learning Effectiveness and Attitudes.

DOI: 10.5220/0003880203250330

In Proceedings of the 4th International Conference on Computer Supported Education (CSEDU-2012), pages 325-330

ISBN: 978-989-8565-07-5

 2012 SCITEPRESS (Science and Technology Publications, Lda.)

different training mode of Group_I, Group_II,

Group_III were explored. According to the analysis

results of the first phase, a questionnaire survey was

performed the second phase. The product assembly

training of web-based learning mode was tested for

web-based effectiveness through questionnaire for

two product assembly groups with similar attributes.

The purpose of this study was also to explore the

relationship between laborers’ attitude and factors

that are though to be influencing them, including

perceived computer attributes, perceived computer

capability, and social perceptions. Laborers’

personal characteristics were also involved in order

to ensure maximum possible control of extraneous

variables by building them into the design of the

study.

3 MAIN FINDINGS

3.1 Assessment of Preceding Data

At the first phase, the objects included three groups

(Group_I, Group_II and Group_III) in product

assemble operation. The participants were a cohort

of novices employed in the three different firms in

fluid power industry. The participants all worked in

department of product assembly. Ninety members

attending the course elected to participate in the

study. Because of the lack of randomization of and

control on the participating group of laborers, this

study was strictly observational in its design. The

content analysis method was adopted, and the

product assembly training to prevent operation

mistakes. Table 1 depicts the different learning

modes used to assess operation behavior and

learning effectiveness during the training periods.

Six items of Table 1 were measured to decide the

overall merit of product assembly training. Mistake

occurrence, property damage rate, and human injury

rate during work are the typical measures of the

effectiveness of product assembly training. Hence,

the acceptance of achievement was separated into

three portions (learning by portions in accordance

with the course content).

The data, number of participants, post test,

satisfaction, and course time were collected during

the experiment. Course satisfaction was represented

on a 5-point Likert-type scale. There are 10

questions included by the questionnaire and the full

score is fifty points. The result indicates web-based

learning mode was most effective in Group_III. The

second most effective was blended learning mode

(Group_II).

Table 1: The list of group information.

Item Group_I Group_II Group_III

Training

mode

Traditional

training

Traditional

training +

Web-based

learning

Web-based

learning

Learning

type

Lecturer

teaching

Lecturer

teaching +

Digital

materials

Digital

materials

Course

arrangement

3 hrs per

week, total

of 3

portions

3 hrs per

week, total

of 3

portions

3 hrs per

week,

total of 3

portions

Evaluation

method

Paper-and-

pencil test

On-line test On-line test

Work

duration

10 weeks 10 weeks 10 weeks

Observation

time

5 weeks 5 weeks 5 weeks

Three groups were audited by three-portion

training. The gradual induction and review of staged

course can increase the right behavior of actual

operation greatly, and reduce the mistake rate and

property damage rate. Therefore, after summarizing

the preceding data assessment content of first phase,

the following results can be obtained under different

training modes: (i) Efficient training can minimize

mistake rate and property damage rate; (ii) The web-

based learning mode improves learning effectiveness

in accordance with the results; (iii) Repeated product

assembly training can significantly reduce the injury

of laborer operation.

3.2 Assessment of Web-based Learning

Effectiveness

As the above mentioned conclusion, the web-based

learning with the highest satisfaction is used to

investigate the learning effectiveness. This study

defines the research hypotheses: content design (H

)

and system function (H

) have positive effect on

learning effectiveness. To test the validity of the

sample size, Group_A and Group_B were used as

different working projects in the questionnaire. The

product assembly was the primary training program.

The participants were forty laborers in Group_A and

forty-eight workers in Group_B, respectively. All

participants finished the web-based learning

program and questionnaire survey.

The content of questionnaire was built in

accordance with the preceding data, the laborers’

interview and lecturers. In the item analysis, the

independent T-test was adopted to test each question.

All questions were reserved to build the validity of

questionnaire. In the reliability of questionnaire, to

CSEDU2012-4thInternationalConferenceonComputerSupportedEducation

326

confirm the construction validity of questionnaire

first and applying the exploratory factor analysis to

extract the common factors. Based on the viewpoint

proposed by several researches (Li, Gu & Wang,

2010), larger Kaiser-Meyer-Olkin (KMO) value is

more suitable for the factor analysis, which shows

there are more common factors among variables.

The KMO = 0.877, the accumulated variation

amount = 72.165, and p < 0.001, which was

significant, so the measurement of questionnaire is

suitable for factor analysis. Meanwhile, the

Cronbach’s α factor was used to show the same

characteristics of item. The result shows that the

content of questionnaire has the consistent level.

At the second phase, the study discussed the

influence of content design and system function on

learning effectiveness. There are four influence

factors included in content design: multimedia

design, simulation test, case studying, and content

fitness. With respect to three assessment parameters

of learning effectiveness, their relations can be

described as follows: (i) Correlation coefficient, ρ =

0.79, represents that there is positive relation

between two variables, and it supports H

research

hypothesis; (ii) multimedia design has the biggest

influence on the learning satisfaction of learning

effectiveness in the analysis of correlation

coefficient; (iii) Among the factors of content design,

the ‘multimedia design’ has the biggest contribution

to independent variable (χ

). Among three factors of

learning effectiveness, the ‘learning satisfaction’ has

the biggest contribution to dependent variable (η

As for the system function, there are four influence

factors included: system operation, user interface,

self-learning mode, and network quality. With

respect to three assessment parameters of learning

effectiveness, their relations can be described as

follows: (i) Correlation coefficient, ρ = 0.75,

represents that there is positive relation between two

variables, and it supports H

research hypothesis; (ii)

system operation has the biggest influence to the

learning effectiveness in the analysis of correlation

coefficient; (iii) Among the factors of system

function, the ‘system operation’ has the biggest

contribution to χ

. Among three factors of learning

effectiveness, the ‘operation validity’ has the biggest

contribution to η

. The above data indicate that

content design and system function positively affect

learning effectiveness.

To confirm the positive relation for the influence

of learning effectiveness, this study performed

multiple regression analysis to check the consistency

of analysis. The content design and the learning

effectiveness are used as independent and dependent

variables respectively in multiple regression analysis,

the significant level of the ‘operation validity’ (F =

6.12, p < 0.001), ‘time’ (F = 7.78, p < 0.001) and

‘satisfaction’ (F = 13.84, p < 0.001). Furthermore,

the explanation ability of satisfaction is up to 16%

= 0.16). Besides, the following several are found

based on the standard regression coefficient and

significance: (i) content fitness is not significantly

related to any of the three factors of learning

effectiveness; (ii) the method of case studying

significantly affects operation validity and

satisfaction, which indicates that choosing real cases

of product assembly can help the laborer to realize

the important knowledge and raise the operation

validity and satisfaction; (iii) simulation test and

multimedia obviously affect satisfaction and time,

which presents that diversity of content design

increase satisfaction and reduce the learning time. At

the same time, the system function is assigned as

independent and the learning effectiveness is

assigned as dependent variable to conduct multiple

regression analysis. The effect of ‘operation validity’,

‘time’, and ‘satisfaction’ are statistically significant,

and ‘satisfaction’ has the highest explanatory power.

In addition, the revealed issues are listed: (i) system

operation and user interface has obviously influence

on the satisfaction of learning effectiveness; (ii) self-

learning mode has significant influence on the

operation validity and satisfaction of learning

effectiveness. It shows the mode could enforce the

right operation and satisfaction; (iii) network quality

has obviously influence of the learning time and

satisfaction. It means that good network quality can

promote learning effectiveness.

3.3 Evaluation in Laborers’ Attitudes

3.3.1 Laborers’ Attitudes toward ICT in

Training

Participants were asked to respond to fifteen, Likert-

type statements dealing with their attitudes toward

ICT in training. The items were made to measure the

emotional field of computer attitude, cognitive field,

and behavioral field. Computer attitudes of laborers

was represented by a means score on a five-point

scale. Participants’ overall attitudes toward ICT

were positive with an overall mean score of 4.10

(SD=0.35). The participants’ positive attitudes were

obvious within the emotional (M=4.05; SD=0.45),

cognitive (M=4.00; SD=0.5) and behavioral

(M=4.15; SD=0.45) fields. The participants had

positive (62.1%) or highly positive (23.3%) emotion

toward computers. These respondents reported that

EVALUATIONOFAWEB-BASEDASSEMBLYTRAININGOFFLUIDPOWERPRODUCTSYSTEM-Learning

EffectivenessandAttitudes

327

they considered using computers enjoyable, felt

comfortable about computers, and liked to talk with

others about computers and to use them in working,

Inside the cognitive field, most of the participants

agreed (86.6%) that computer save time and increase

effort, enhance their learning, are fast and efficient

means of getting information, are needed in the their

work, and generally do more good than harm. In the

behavioral field, the majority of the participants

expressed positive (88.6%) behavioral intentions in

terms of learning about them, spending more time in

learning through them, and using them in the near

future.

3.3.2 Laborers’ Perceptions in Terms of

Factors Related to Attitudes of

Web-based Learning System

(1) Computer Attributes. According to the results,

participants’ perceptions of computers’ attributes

were somewhat positive with a mean score of 3.78

(SD=0.36). Participants positive perceptions varied

across the four computer attributes examined in this

study. Laborers’ responses were most positive about

the relative benefits of computer as a learning tool

(M=4.07; SD=0.43). Laborers’ perceptions of the

simplicity of computers were also midway between

fine and positive (M=3.49; SD=0.6). Most of the

laborers’ responses were split between positive and

fine about whether it is easy to know the basic

functions of computers, operate them, and use them

in learning. Furthermore, participants’ responses on

the observability subscale indicate somewhat

positive perceptions (M=3.69; SD=0.65). Most of

the respondents reported that they had seen

computers at work and as learning tool in general.

Finally, participants’ responses on the concordance

subscale indicate somewhat positive perceptions

(M=3.52; SD=0.52). The majority of participants

indicated that computer use suit their learning

preference and level of computer knowledge and is

appropriate for product assembly learning activities.

(2) Computer Capability. The computer capability

was represented by a mean score on a four-point.

Most of the participants had no (41.8%) or little

(40.6%) computer capability in handling the

computer functions needed by tutors. Few

participants had moderate (17.4%) or much (0.2%)

computer capability. Overall, the participants

reported that they had ‘Little capability’ (M=1.80;

SD=0.58) in computer uses for web-based learning,

including telecommunication resources, computer

accessories usage, basic troubleshooting, learning

resources evaluation, and access of files.

(3) Social Perceptions. Participants’ responses to the

ten items on the social perceptions scale were

somehow midway between fine and positive

(M=3.42; SD=0.41). The majority of the participants

had positive (63.5%) or highly positive (22.0%)

perceptions about the relevance of computers to

Taiwan society. Specially, most of the participants

indicated that they need to know how to use

computers for their current jobs. Meanwhile, most of

them expressed that computers will contribute to

improving their standard of living and that knowing

about computers earns one the respect of others.

However, the fact that participants saw computers as

socially appropriate for Taiwan society did not

prevent them to indicate that there are other social

issues that need to be addressed before

implementing computers in education.

3.3.3 Proportion of Variance in Laborers’

Attitudes Explained by the

Independent Variables

A multiple regression analysis was also applied for

determining the proportion of the variance in the

attitudes of laborers toward web-based learning in

product assembly training that could be explained by

the selected independent variables. Simple

correlations were first performed to identify

independent variables that individually correlate

with the dependent variable. The independent

variables that individually correlated with the

dependent variable were: computer attributes

(r=0.78, p<0.05), computer capability (r=0.32,

p<0.05), social perceptions (r=0.64, p<0.05), and

computer training (r=0.14, p<0.05). Spearman rank

correlations yielded no significant relationships

between laborers’ attitudes and any of the

demographic variables (with the exception of

computer training background). The results showed

that 62% of the variance in laborers’ attitude was

explained by the independent variables included in

this study. The results of multiple regression

analysis indicate that three variables affect the

laborer attitudes toward web-based learning at the

0.05 level of significance (as shown in Table 2).

Table 2: Multiple regression on dependent variable.

Variable Standardized b t p

Computer attributes 0.54 11.21 0.000

***

Computer capability 0.10 2.26 0.02*

Social perceptions 0.30 4.98 0.000

***

Training 0.06 1.48 0.36

Note:

p ≤ .05,

p ≤ .01,

***

p ≤ .001

CSEDU2012-4thInternationalConferenceonComputerSupportedEducation

328

4 DISCUSSION

4.1 Learning Effectiveness

This study performed canonical correlation analysis

and multiple regression analysis to verify the mutual

relationships among content design, system function

and learning effectiveness. The results supported H

and H

as follows: (1) Test of H

and H

hypotheses:

(i) The H

hypothesis is that content design

positively affects learning effectiveness. According

to the analytical results, the learning satisfaction is

an essential index of learning effectiveness. Good

content design has to involve multimedia contents,

actual case studying, content fitness, and simulation

test, which will influence the satisfaction of learning

effectiveness and improve the operation validity

directly. Hence, H

hypothesis is verified in

canonical correlation analysis. However, the content

fitness of content design is not significantly related

to any index in multiple regression analysis.

Therefore, H

hypothesis was partially supported;

(ii) The H

hypothesis is that system function

positively influences learning effectiveness.

According to the analytical results, the learning

satisfaction is an essential index of learning

effectiveness. Analysis of the four factors found that

easy to operate system function, good to network

communication, conformity of use interface, and

assessment of self-learning are the impressions of

the learners. The operation validity first produces

directly influences and then raises the Learning

satisfaction. Thus, H

hypothesis was fully

supported. (2) Relation between the right behavior

of product assembly operation and web-based

learning effectiveness: A good training mode can

reduce wrong behavior and increase the overall

validity of product assembly operations. Among

them, the web-based learning mode is a subject

worthy to be discussed studied. The analysis

revealed that the key issues of learning effectiveness

are satisfaction, operation validity, and learning

time. Regarding the laborers at product assembly

worksite, raises right operations and product quality,

and avoid vocational injuries. In addition, because

the laborers’ working time is always settled tightly,

time is needed for independent learning, so the

learning time is an important factor influencing the

learning satisfaction. Under this situation, the web-

based learning mode is positively associated with the

learning effectiveness of product assembly training.

High learning effectiveness increases right behavior

during product assembly operations. (3) Relation

between the web-based product assembly learning

and its learning effectiveness: Because web-based

learning system possesses the functions instead of

traditional learning mode, when the web-based

learning mode is used in the product assembly

training, the laborer can applies the learning material

more autonomously. Meanwhile, the laborer can

also employ the system functions, such as

multimedia learning materials, case studying, and

simulation test, to decrease the mistake rate of

operation, property damage and human injury.

4.2 Attitudes

Laborers’ attitudes toward ICT have been

universally recognized as an important element for

the success of technology integration in education

(Wang, 2008). Findings from this study propose that

participants had positive attitudes toward ICT in

training. The respondents’ positive attitudes were

obvious in the emotional, cognitive and behavioral

fields. The participants seemed to have accepted the

rationale for introducing ICT into worksites and

were able to base their judgments on understandable

reasons. Therefore, the most of participants

considered computers as a learning tool that has the

potential to bring about different improvements to

their tasks and workplaces.

This symbiotic relationship between attitudes

toward ICT and its use for learning has been widely

reported in the literature (Haywood and Lidz, 2007).

The findings of the study revealed a very evident

positive correlation between laborers’ attitudes

toward ICT in learning and their perceptions of

computer attributes. The results are consistent with

Rogers’ research (2003). An investigation of

individual computer attributes exhibits that

participants were most positive about the relative

benefit of computers as a learning tool. However,

laborers’ perceptions of the concordance of

computer with their current working practices were

not as positive. The majority of them were uncertain

about whether computers fit well in their task goals.

The discrepancy between the existing tasks and

technological demands has often been a major

obstacle for technology integration (Pelgrum, 2001).

Participants’ concern about the incompatibility of

computers with the existing work indicate that tasks’

change cannot simply be attained by placing

computers in workplaces (Wilfong, 2006). For a

change to occur, many renovations need to be

generated at the structural layer and the pedagogic

layer. Otherwise, a mismatch will be occurred. This

mismatch is referred as a “Technological

contradiction” resulting from ‘the consistent

EVALUATIONOFAWEB-BASEDASSEMBLYTRAININGOFFLUIDPOWERPRODUCTSYSTEM-Learning

EffectivenessandAttitudes

329

tendency of the learning system to preserve itself

and its practices by the assimilation of new

technologies into existing instructional practices

(Salamon, 2002). Thus, it is required that the

equivalent renovations in pedagogical, structural,

and course approaches when the ICT innovations is

introduced into learning domain.

Social perceptions were the second most

important predictor of computer attitudes in this

study. The most of participants considered

computers as relevant to Taiwan society and

available methods for improving education and

standards of living in general. Besides, many of the

respondents regarded that computers will widen my

knowledge on professional fields. Hence, almost all

of the respondents agreed that the increased

proliferation of computers will make their lives

easier. The similar results had also been emphasized

in the literature (Wilfong, 2006). Meanwhile,

previous research has indicated to laborers lack of

computer capability as a main obstacle to their

acceptance and adoption of ICT. The results of the

current study support and extend the findings from

previous researches. The majority of participants

revealed having little or no capability in handling

many of the computer functions needed by tutors.

This finding did not support the assumption that

participants with low level of computer capability

usually have negative attitudes toward computers

(Shih et al., 2006). On the other hand, the fact that

computer capability was significantly related to

laborers’ attitudes supports the theoretical and

empirical arguments made for the importance of

computer capability in determining laborers’

attitudes toward ICT (Hasan and Ali, 2004).

5 CONCLUSIONS

The findings of this study may be specific to

laborers in Taiwan vocational training, but their

implications are significant to other learners in

relative industries as well. Laborers’ positive

attitudes in the current study have a special

significance given the limitations characterizing the

current status of web-based learning in Taiwan

power fluid industry firms: laborers’ lack of

computer capability. It is therefore essential to

sustain and promote laborers’ attitudes as a

prerequisite for deriving the benefits of costly

technology initiatives. Since positive attitudes

toward computer factors of web-based learning

system usually foretell future computer application,

the managers of companies can take advantage of

laborers’ positive attitudes toward ICT to better

prepare them for incorporating professional

technology in their working practices.

ACKNOWLEDGEMENTS

This study is supported in part by the National

Science Council in Taiwan for the financial support

and encouragement under Grant No. NSC 101-2918-

I-132-001, NSC 100-2511-S-132-001 and NSC 100-

2511-S-132-002-MY2. Meanwhile, this study also is

supported by Kaohsiung City Government in

Taiwan under contract number SBIR10060.

REFERENCES

Hasan, B., and Ali, J. M. H., (2004). An empirical

examination of a model of computer learning

performance. Journal of Computer Information

Systems, 44, 4, 27-33.

Haywood, H. C., and Lidz, C. S., (2007). Dynamic

assessment in practice. Clinical & educational

applications. New York: Cambridge University Press.

Levy, Y., (2007). Comparing dropouts and persistence in

e-learning course. Computers & Education, 48, 2, 185-

204.

Li, S., Gu, S., and Wang, Q., (2010). An empirical study

on the influencing factors of supplier involvement in

new product development. Frontiers of Business

Research in China, 4, 3, 451-484.

Ligorio, B. M., and Veermans M., (2005). Perspectives

and patterns in developing and implementing

international web-based collaborerative learning

environments. Computers & Education, 45, 3, 271-

275.

Pelgrum, W. J., (2001). Obstacles to the integration of ICT

in education: Results from a worldwide educational

assessment. Computers & Education, 37, 2, 163-178.

Rogers, E. M., and Rogers, E. (2003). Diffusion of

innovations (5

ed.). New York: The Free Press.

Salamon, D., (2002). Technology and pedagogy: Why

don’t we see the promised revolution?. Educational

Technology, 42, 1, 71-75.

Shih, P., Munoz, D., and Sanchez, F., (2006). The effect of

previous experience with information and

communication technologies on performance in a

Web-based learning program. Computers in Human

Behavior, 22, 6, 962-970.

Wang, T. H., (2008). Web-based quiz-game-like formative

assessment: Development and evaluation. Computers

& Education, 51, 3, 1247-1263.

Wilfong, J. D., (2006). Computer anxiety and anger: The

impact of computer use, computer experience, and

self-efficacy beliefs. Computers in Human Behavior,

22, 6, 1001-1011.

CSEDU2012-4thInternationalConferenceonComputerSupportedEducation

330