Correlation of Learning Media Types to Online Disinhibition Effects in Online Lectures

The use of media affects how college students interact with lecturers, including the tendency of students to be more active in the learning process. The purpose of this research is to find out whether there is a relationship between the type of media and the online disinhibition effect in the online lecture process. Data were obtained from 616 respondents who filled out online questionnaires and used Kendall’s tau analysis to test the research questions. The results of the analysis showed that there was no significant relationship between the type of media and the level of online disinhibition effect (rτ equals .02, p equals .56). This is because the closeness of the interaction in the online class that occurs is able to match the interaction in the offline class and everyone in the class already knows each other, so that whatever media used is not related to the level of online disinhibition effect

Video Traffic Characteristics of Modern Encoding Standards: H.264/AVC with SVC and MVC Extensions and H.265/HEVC

abstract: Video encoding for multimedia services over communication networks has significantly advanced in recent years with the development of the highly efficient and flexible H.264/AVC video coding standard and its SVC extension. The emerging H.265/HEVC video coding standard as well as 3D video coding further advance video coding for multimedia communications. This paper first gives an overview of these new video coding standards and then examines their implications for multimedia communications by studying the traffic characteristics of long videos encoded with the new coding standards. We review video coding advances from MPEG-2 and MPEG-4 Part 2 to H.264/AVC and its SVC and MVC extensions as well as H.265/HEVC. For single-layer (nonscalable) video, we compare H.265/HEVC and H.264/AVC in terms of video traffic and statistical multiplexing characteristics. Our study is the first to examine the H.265/HEVC traffic variability for long videos. We also illustrate the video traffic characteristics and statistical multiplexing of scalable video encoded with the SVC extension of H.264/AVC as well as 3D video encoded with the MVC extension of H.264/AVC.View the article as published at https://www.hindawi.com/journals/tswj/2014/189481

Computer Science and Technology Series : XV Argentine Congress of Computer Science. Selected papers

CACIC'09 was the fifteenth Congress in the CACIC series. It was organized by the School of Engineering of the National University of Jujuy. The Congress included 9 Workshops with 130 accepted papers, 1 main Conference, 4 invited tutorials, different meetings related with Computer Science Education (Professors, PhD students, Curricula) and an International School with 5 courses. CACIC 2009 was organized following the traditional Congress format, with 9 Workshops covering a diversity of dimensions of Computer Science Research. Each topic was supervised by a committee of three chairs of different Universities. The call for papers attracted a total of 267 submissions. An average of 2.7 review reports were collected for each paper, for a grand total of 720 review reports that involved about 300 different reviewers. A total of 130 full papers were accepted and 20 of them were selected for this book.Red de Universidades con Carreras en Informática (RedUNCI

Optimizing Perceptual Quality Prediction Models for Multimedia Processing Systems

L'abstract è presente nell'allegato / the abstract is in the attachmen

Network streaming and compression for mixed reality tele-immersion

Bulterman, D.C.A. [Promotor]Cesar, P.S. [Copromotor

Determinants of purchasing online courses through education platform in China

Online courses have become the main source of income for online education platforms. It is of great value to explore the factors affecting users’ intention to buy online courses. Based on the technology acceptance model, perceived value theory and perceived risk theory, this study constructs the structural equation model of the purchase intention of online courses by taking users on online education platforms as the research object, and resorts PLS-SEM for analysis. This research explores factors that impact the intention to buy online courses and levels of these impact. The research questionnaire of this study was developed through literature review, and 669 valid questionnaires were collected. Data analysis was performed using IBM SPSS V24.0 and SmartPLS 3.2.8. Before the multi-group analysis, it is found that perceived value, time and space autonomy, course free trail exert positive impact on purchase intention, while perceived risk has negative impact on it. Perceived cost does not significantly affect purchase intention. Time and space autonomy, perceived usefulness, and perceived ease of use are positively affecting perceived value, while perceived cost and perceived risk negatively affect perceived value. Course free trail does not significantly affect perceived value. Perceived value completely mediates perceived cost, and partially mediates the impact of time and space autonomy and perceived risk on purchase intention. Word-of-mouth positively moderates the impact of perceived value on purchase intention. Age has negative impact on purchase intention, while education positively affects purchase intention. Perceived profit (perceived ease of use, perceived usefulness, time and space autonomy) significantly and positively affects perceived value, and perceived loss (perceived cost, perceived risk) significantly and negatively affects perceived value. Perceived value mediates the impact of perceived gain and perceived loss on the users’ purchase intention. PLS multi-group analysis is conducted according to the users’ experience in buying a course. Users with different purchasing experience have different significance in terms of Online courses have become the main source of income for online education platforms. It is of great value to explore the factors affecting users’ intention to buy online courses. Based on the technology acceptance model, perceived value theory and perceived risk theory, this study constructs the structural equation model of the purchase intention of online courses by taking users on online education platforms as the research object, and resorts PLS-SEM for analysis. This research explores factors that impact the intention to buy online courses and levels of these impact. The research questionnaire of this study was developed through literature review, and 669 valid questionnaires were collected. Data analysis was performed using IBM SPSS V24.0 and SmartPLS 3.2.8. Before the multi-group analysis, it is found that perceived value, time and space autonomy, course free trail exert positive impact on purchase intention, while perceived risk has negative impact on it. Perceived cost does not significantly affect purchase intention. Time and space autonomy, perceived usefulness, and perceived ease of use are positively affecting perceived value, while perceived cost and perceived risk negatively affect perceived value. Course free trail does not significantly affect perceived value. Perceived value completely mediates perceived cost, and partially mediates the impact of time and space autonomy and perceived risk on purchase intention. Word-of-mouth positively moderates the impact of perceived value on purchase intention. Age has negative impact on purchase intention, while education positively affects purchase intention. Perceived profit (perceived ease of use, perceived usefulness, time and space autonomy) significantly and positively affects perceived value, and perceived loss (perceived cost, perceived risk) significantly and negatively affects perceived value. Perceived value mediates the impact of perceived gain and perceived loss on the users’ purchase intention. PLS multi-group analysis is conducted according to the users’ experience in buying a course. Users with different purchasing experience have different significance in terms of course free trail, perceived risk, perceived ease of use, time and space autonomy, and education. Based on the data analysis, this study also discussed the corresponding recommendations, such as guaranteeing course quality, providing word-of-mouth, grouping users according to their purchasing experience, using artificial intelligence to recommend online courses for users; optimizing functions of time and space autonomy, improving user experience with 5G, virtual reality, and augmented reality; reducing course price with cloud services and big data technologies, and providing more course free trial in an attempt to reduce users’ perceived risk.Os cursos à distância tornaram-se a principal fonte de rendimento para as plataformas de educação online. O estudo dos fatores que afetam a intenção dos utilizadores de compra de cursos online tem uma grande valia. Com base no modelo de aceitação de tecnologia, na teoria do valor percebido e na teoria do risco percebido, este estudo constrói o modelo de equações estruturais da intenção de compra de curso online ao considerar os utilizadores de plataformas de educação online como objeto de investigação, com base na metodologia PLS-SEM (mínimos quadrados parciais – modelação com equações estruturais). Esta pesquisa explora fatores que influenciam a intenção de compra de cursos e os seus níveis de impacto. O questionário de investigação deste estudo foi desenvolvido através da revisão da literatura e foram recolhidos 669 questionários válidos. A análise de dados foi realizada utilizando o IBM SPSS V24.0 e o SmartPLS 3.2.8. Antes da análise multi grupos, verificou-se que as variáveis valor percebido, autonomia de espaço e tempo e teste gratuito de curso exercem um impacto positivo na intenção de compra, enquanto o risco percebido tem um impacto negativo sobre o mesmo. O custo percebido não afeta significativamente a intenção de compra. Autonomia de espaço e tempo, utilidade percebida e perceção de facilidade de utilização afetando positivamente o valor percebido, enquanto custo percebido e risco percebido afetam negativamente o valor percebido. O teste gratuito do curso não afeta negativamente o valor percebido. O valor percebido é um mediador integral do custo percebido, e mediador parcial do impacto da autonomia de espaço e tempo, risco percebido na intenção de compra. Palavra-de-boca (word of mouth) modera positivamente o impacto do valor percebido na intenção de compra. A idade tem um impacto negativo na intenção de compra, enquanto a educação afeta-a positivamente. O lucro percebido (facilidade percebida de utilização, utilidade percebida, autonomia de espaço e tempo) afeta significativa e positivamente o valor percebido, e a perda percebida (custo percebido, risco percebido) afeta significativa e negativamente o valor percebido. O valor percebido é mediador do impacto do lucro percebido e da perda percebida na intenção de compra dos utilizadores. A análise de vários grupos da análise PLS foi realizada de acordo com a experiência dos utilizadores na compra de um curso. Os utilizadores com diferentes experiências de compra têm uma significância diferente em termos de experimentação gratuita dos cursos, risco percebido, facilidade percebida de utilização, autonomia de espaço e tempo e educação. Com base na análise de dados, este estudo também analisou as recomendações correspondentes, como garantir a qualidade do curso, fornecer informações de word of mouth, agrupar os utilizadores de acordo com a sua experiência de compra, utilizando a inteligência artificial para recomendar cursos online para os utilizadores; otimizar funções da autonomia de espaço e tempo, melhorar a experiência do utilizador com 5G, realidade virtual e realidade aumentada; reduzir o preço do curso com serviços na nuvem e tecnologias de grandes bases de dados, e fornecer mais cursos experimentais gratuitos para tentar reduzir o risco percebido dos utilizadores

An evaluation of the effectiveness of face-to-face versus e-learning in the UAE Civil Defence sector

In the UAE, e-Learning has been adopted as a new learning mode to increase awareness and standards of building fire safety of it civil defence workforce. Training in this sector has been mainly based around traditional classroom approaches. This research specifically focuses on an online approach to delivering and sustaining the continuous professional development (CPD) of UAE fire fighters. The key aim of this study is to evaluate the effectiveness of learning and performance between face-to-face learning and e-Learning. The central research question is: does learning effectiveness differ between traditional learning and e-Learning? This study employs a quasi-experimental research design to evaluate the three different learning interventions: face-to-face learning, high media rich e-Learning and low media rich e-Learning. A survey method was selected to gather the data on learning effectiveness following the completion of the training programme from a sample of participants (n=412) professionally engaged in the civil defence sector. A key finding was that across all measures of learning effectiveness: engagement, cognitive performance and behavioural performance, scores in the face-to-face mode were significantly better than in the e-Learning mode. Furthermore learning effectiveness was found to be significantly better in high media rich than low media rich e-Learning design. The findings indicate that learning styles impacted on learning effectiveness between the three modes of learning. There was significant interaction between learning styles and learning mode on learning effectiveness. There were statistically significant differences in learning effectiveness for all learning styles. In 7 out of the 8 learning styles (Active, Reflective, Verbal, Visual, Sequential, Global, Sensing, Intuitive) learning effectiveness was higher on average in the face-to-face learning mode than in both of the e-Learning modes. The differences in terms of effect sizes varied between these learning styles. Only reflective learning exhibited a higher learning effectiveness score for high media rich e-Learning than face-to-face. Spatial ability did not have any statistically significant effect on learning effectiveness in the two learning approaches of traditional and e-Learning. However when comparing the two types of e-Learning high spatial ability learners performed less well in the low multimedia mode than in the high multimedia mode. This research provides evidence to show that learning styles are significantly related to learning achievement in e-Learning and there are differential effects for different learning styles. The study also provides evidence that the use of rich multimedia is positively related to higher learning effectiveness. The findings contribute to empirical evidence for differences between face-to-face and e-learning and the role of media richness and learning styles. The findings have practical implications for learning strategies

Productivity Measurement of Call Centre Agents using a Multimodal Classification Approach

Call centre channels play a cornerstone role in business communications and transactions, especially in challenging business situations. Operations’ efficiency, service quality, and resource productivity are core aspects of call centres’ competitive advantage in rapid market competition. Performance evaluation in call centres is challenging due to human subjective evaluation, manual assortment to massive calls, and inequality in evaluations because of different raters. These challenges impact these operations' efficiency and lead to frustrated customers. This study aims to automate performance evaluation in call centres using various deep learning approaches. Calls recorded in a call centre are modelled and classified into high- or low-performance evaluations categorised as productive or nonproductive calls. The proposed conceptual model considers a deep learning network approach to model the recorded calls as text and speech. It is based on the following: 1) focus on the technical part of agent performance, 2) objective evaluation of the corpus, 3) extension of features for both text and speech, and 4) combination of the best accuracy from text and speech data using a multimodal structure. Accordingly, the diarisation algorithm extracts that part of the call where the agent is talking from which the customer is doing so. Manual annotation is also necessary to divide the modelling corpus into productive and nonproductive (supervised training). Krippendorff’s alpha was applied to avoid subjectivity in the manual annotation. Arabic speech recognition is then developed to transcribe the speech into text. The text features are the words embedded using the embedding layer. The speech features make several attempts to use the Mel Frequency Cepstral Coefficient (MFCC) upgraded with Low-Level Descriptors (LLD) to improve classification accuracy. The data modelling architectures for speech and text are based on CNNs, BiLSTMs, and the attention layer. The multimodal approach follows the generated models to improve performance accuracy by concatenating the text and speech models using the joint representation methodology. The main contributions of this thesis are: • Developing an Arabic Speech recognition method for automatic transcription of speech into text. • Drawing several DNN architectures to improve performance evaluation using speech features based on MFCC and LLD. • Developing a Max Weight Similarity (MWS) function to outperform the SoftMax function used in the attention layer. • Proposing a multimodal approach for combining the text and speech models for best performance evaluation

Quality of experience characterization and provisioning in mobile cellular networks

Παραδοσιακά, οι προηγούμενες γενεές κινητών κυψελωτών δικτύων έχουν σχεδιαστεί με κριτήρια Ποιότητας Υπηρεσίας, έτσι ώστε να πληρούν συγκεκριμένες απαιτήσεις διαφόρων υπηρεσιών. Η «Ποιότητα Εμπειρίας» έχει, ωστόσο, πρόσφατα εμφανιστεί ως έννοια, επηρεάζοντας το σχεδιασμό των μελλοντικών γενεών των δικτύων, δίνοντας σαφή έμφαση στην πραγματικά επιτευχθείσα εμπειρία του τελικού χρήστη. Η εμφάνιση της έννοιας της Ποιότητας Εμπειρίας οφείλεται στην αναπόφευκτη, ισχυρή μετάβαση που βιώνει η βιομηχανία των Τηλεπικοινωνιών από συστημο-κεντρικά δίκτυα σε πιο χρηστο-κεντρικές λύσεις και στόχους. Οι πάροχοι κινητών δικτύων, οι πάροχοι υπηρεσιών, οι προγραμματιστές εφαρμογών, αλλά και άλλα ενδιαφερόμενα μέλη που εμπλέκονται στην αλυσίδα παροχής υπηρεσιών προσελκύονται από τις ευκαιρίες που μπορεί να προσφέρει η ενσωμάτωση γνώσης Ποιότητας Εμπειρίας στο επιχειρηματικό τους μοντέλο. Πράγματι, η παρεχόμενη Ποιότητα Εμπειρίας αποτελεί έναν καθοριστικό παράγοντα διαφοροποίησης μεταξύ των διαφόρων παικτών, μία τάση που αναμένεται να γίνει ακόμη πιο έντονη τα επόμενα χρόνια. Υποκινούμενη από αυτή την χρηστο-κεντρική τάση, η έρευνα που διεξάγεται σε αυτή τη διατριβή έχει ως στόχο την διερεύνηση των προκλήσεων και των ευκαιριών που προκύπτουν στα σύγχρονα κινητά κυψελωτά δίκτυα όταν λαμβάνεται υπόψιν η έννοια της Ποιότητας Εμπειρίας. Τέτοιες ευκαιρίες αφορούν, καταρχήν, τη δυνατότητα κατανόησης της Ποιότητας Εμπειρίας που επιτυγχάνει ένας πάροχος κατά την προσφορά μίας υπηρεσίας. Αυτό μπορεί να επιτευχθεί με την υλοποίηση και ενσωμάτωση μεθόδων αξιολόγησης Ποιότητας Εμπειρίας στην πραγματικού-χρόνου λειτουργία ενός δικτύου. Εν συνεχεία, ακολουθεί η εκμετάλλευση της συλλεγμένης ευφυΐας που σχετίζεται με την Ποιότητα Εμπειρίας, προκειμένου να επανεξεταστούν υφιστάμενοι μηχανισμοί επιπέδου δικτύου (π.χ., χρονο-προγραμματισμός ραδιοπόρων) ή μηχανισμοί επιπέδου εφαρμογής (π.χ., ροή βίντεο), αλλά και να προταθούν καινοτόμες διαστρωματικές προσεγγίσεις προς όφελος της Ποιότητας Εμπειρίας. Επιπλέον, υπάρχει η δυνατότητα πρότασης νέων αλγορίθμων που προκύπτουν από τα εγγενή χαρακτηριστικά της Ποιότητας Εμπειρίας, όπως η μη γραμμική επίδραση μετρικών Ποιότητας Υπηρεσίας στην Ποιότητα Εμπειρίας, με στόχο την περαιτέρω βελτίωσή της. Σε αυτή την κατεύθυνση, στην παρούσα διατριβή, διερευνώνται και αξιοποιούνται μοντέλα και μετρικές εκτίμησης Ποιότητας Εμπειρίας με στόχο την ποσοτικοποίησή της, έχοντας ως απώτερο στόχο την εισαγωγή βελτιώσεων στους υφιστάμενους μηχανισμούς κινητών κυψελωτών δικτύων. Ο πυρήνας αυτής της διατριβής είναι η πρόταση μίας κυκλικής διεργασίας παροχής Ποιότητας Εμπειρίας που επιτρέπει τον έλεγχο, την παρακολούθηση (ήτοι, τη μοντελοποίηση) και τη διαχείριση της Ποιότητας Εμπειρίας σε ένα κυψελωτό δίκτυο. Κάθε μία από αυτές τις λειτουργίες αναλύεται περαιτέρω, ενώ έμφαση δίνεται στις λειτουργίες μοντελοποίησης και διαχείρισης. Όσον αφορά τη μοντελοποίηση, γίνεται περιγραφή και ταξινόμηση των μεθόδων εκτίμησης και των δεικτών επιδόσεων Ποιότητας Εμπειρίας. Η παραμετρική εκτίμηση της ποιότητας αναδεικνύεται ως η πιο ελκυστική κατηγορία μοντελοποίησης Ποιότητας Εμπειρίας σε κινητά κυψελωτά δίκτυα, οπότε και περιγράφεται διεξοδικά για ευρέως χρησιμοποιούμενους τύπους υπηρεσιών, όπως η συνομιλία (φωνή) μέσω Internet Protocol (IP) και η μετάδοση βίντεο. Όσον αφορά τη διαχείριση Ποιότητας Εμπειρίας, προτείνονται νέοι μηχανισμοί που επιδεικνύουν βελτιώσεις στην εμπειρία των τελικών χρηστών, και συγκεκριμένα: α) ένα σχήμα ελέγχου των επικοινωνιών συσκευής-προς-συσκευή που λαμβάνει υπόψιν την εμπειρία των χρηστών, β) ένας «συνεπής» αλγόριθμος χρονο-προγραμματισμού ραδιοπόρων που βελτιώνει την Ποιότητα Εμπειρίας του χρήστη μετριάζοντας τις διακυμάνσεις της ρυθμαπόδοσης του δικτύου, και γ) ένας μηχανισμός προσαρμοστικής ροής βίντεο με γνώσεις «πλαισίου», ο οποίος επιτυγχάνει την εξάλειψη διακοπών του βίντεο σε συνθήκες χαμηλού εύρους ζώνης. Επιπλέον, προτείνεται μία εφαρμογή Ποιότητας Εμπειρίας βασισμένη στην αρχιτεκτονική Software-Defined Networking (SDN), ονόματι “QoE-SDN APP”, η οποία επιτρέπει την ανάδραση πληροφοριών δικτύου από παρόχους κινητής τηλεφωνίας σε παρόχους υπηρεσιών βίντεο, αναδεικνύοντας πλεονεκτήματα ως προς την Ποιότητα Εμπειρίας για τους πελάτες των παρόχων βίντεο αλλά και ως προς την εξοικονόμηση εύρους ζώνης για τους φορείς εκμετάλλευσης δικτύου. Εν κατακλείδι, η παρούσα διατριβή προωθεί την ενοποίηση του ερευνητικού πεδίου της Ποιότητας Εμπειρίας με τον τομέα των κινητών επικοινωνιών, καθώς και τη συνεργασία αμοιβαίου ενδιαφέροντος μεταξύ των παρόχων δικτύου (επίπεδο δικτύου) με τους παρόχους υπηρεσιών (επίπεδο εφαρμογής), αναδεικνύοντας την δυναμική από τέτοιου είδους προσεγγίσεις για όλους τους εμπλεκόμενους φορείς.Traditionally, previous generations of mobile cellular networks have been designed with Quality of Service (QoS) criteria in mind, so that they manage to meet specific service requirements. Quality of Experience (QoE) has, however, recently emerged as a concept, disrupting the design of future network generations by giving clear emphasis on the actually achieved user experience. The emergence of the QoE concept has been a result of the inevitable strong transition that the Telecom industry is currently experiencing from system-centric networks to more user-centric solutions and objectives. Mobile network operators, service providers, application developers, as well as other stakeholders involved in the service provisioning chain have been attracted by the opportunities that the integration of the QoE concept could bring to their business; indeed, the provisioned QoE constitutes a determining factor of differentiation among different stakeholders, a tendency which is expected to become even more intense in the years to come. Motivated by this boost towards user-centricity, the objective of the research conducted in this thesis is to explore the challenges and opportunities that arise in modern mobile cellular networks when QoE is considered. Such opportunities concern, first of all, the possibility to comprehend the QoE that a provider achieves when provisioning a service. This can be enabled by the implementation and integration of QoE assessment methods into the real-time operation of a network. Then, the next step is the exploitation of collected QoE-related intelligence in order to re-examine existing network-layer mechanisms (e.g., radio scheduling), or application-layer mechanisms (e.g., video streaming), as well as propose novel cross-layer approaches towards ameliorating the achieved QoE. Moreover, the opportunity emerges to propose novel algorithms that stem from the inherent idiosyncrasies of QoE, such as the non-linear impact of QoS-related parameters on QoE, as a way to further enhance the users’ QoE. In this direction, throughout this thesis, QoE estimation models and metrics are explored and exploited in order to quantify QoE and thus, to improve existing mechanisms of mobile cellular networks. The core of this thesis is the proposal of a QoE provisioning cycle that allows the control, monitoring (i.e., modeling) and management of QoE in a cellular network. Each one of these functions is further analyzed, while emphasis is given on the modeling and management operations. In terms of modeling, QoE assessment methods and QoE-related performance indicators are described and classified. Parametric quality estimation is identified as the most appealing type of QoE estimation in mobile cellular networks, thus, it is thoroughly described for widely used types of services, such as Voice over IP (VoIP) and video streaming. In terms of QoE management, novel QoE-aware mechanisms that demonstrate QoE improvements for the users are proposed, namely: a) a QoE-driven Device-to-Device (D2D) communication management scheme that enhances end-user QoE, b) a “consistent” radio scheduling algorithm that improves the end-user QoE by mitigating throughput fluctuations, and c) a context-aware HTTP Adaptive Streaming (HAS) mechanism that successfully mitigates stallings (i.e., video freezing events) in the context of bandwidth-challenging scenarios. Moreover, a programmable QoE-SDN APP into the Software-Defined Networking (SDN) architecture is introduced, which enables network feedback exposure from mobile network operators to video service providers, revealing QoE benefits for the customers of video providers and bandwidth savings for the network operators. Overall, this thesis promotes the uniting of the domain of QoE with the domain of mobile communications, as well as the collaboration of mutual-interest between mobile network operators (network layer) and service providers (application layer), presenting the high potential from such approaches for all involved stakeholders

How the didactic and instructional design in a blended research-based learning environment supports learning - the total mediation effect of intrinsic motivation

Seit 2012 haben die wirtschaftswissenschaftlichen Institute der Universität Leipzig und der Technischen Universität Dresden mehrere Prototypen einer innovativen komplexen Online-Lehr-Lernumgebung entwickelt und getestet (Achtenhagen & John, 1992, Schlicht et al. 2017, S. 46). Der jüngste Prototyp wurde von 2017 bis 2021 in einem Blended-Research-Based-Learning (RBL)-Kurs zu Forschungsmethoden für Bachelor-Studierende an der Universität Leipzig getestet. Die zentrale Forschungsfrage lautete: Wie lernen Erstsemester der Wirtschaftswissenschaften mit dem Blended-RBL-Kurs zu Forschungsmethoden? Die zentrale Herausforderung bestand darin, die Studierenden auf systematische Weise an wissenschaftliches Denken heranzuführen (Sektion Berufs- und Wirtschaftspädagogik, 2014, S. 6; Schlicht et al., 2017, S. 43). Darüber hinaus war weitere Forschung zum besseren Verständnis des Lernprozesses mit dem Blended-RBL-Kurs erforderlich (Dziuban et al. 2018; Klauser, 1998; Reinmann, 2016, 2011; Schlicht, 2021, Schlicht et al., 2017, S. 48). Ein quantitatives Design wurde verwendet, um die Lernergebnisse des Blended-RBL-Kurses zu analysieren (Isaac & Michael, 1995). In Anlehnung an die Definitionen für quasi-experimentelle Designs von Campbell und Stanley (1966) wurde ein Ein-Gruppen-Pretest-Posttest-Design durchgeführt. Interessanterweise zeigen die Ergebnisse einen vollständigen Mediationseffekt (Hayes, 2013) der intrinsischen Motivation zwischen der Akzeptanz und den Kenntnissen und Fähigkeiten. Die Akzeptanz ist signifikant und positiv mit der intrinsischen Motivation verbunden, der indirekte Effekt a ist mit 0,89 hoch. Der indirekte Effekt der intrinsischen Motivation auf Wissen und Fähigkeiten ist positiv signifikant und sein Wert b ist 0,43 und der direkte Effekt der Akzeptanz auf Wissen und Fähigkeiten c' ist 0,374. Der Gesamteffekt der Akzeptanz auf Kenntnisse und Fähigkeiten hat einen standardisierten Koeffizienten von 0,3644, was bedeutet, dass für jede Einheit, die wir die Zeichensetzung in der Akzeptanzskala verbessern können, eine Verbesserung um 0,3644 in der Skala der Kenntnisse und Fähigkeiten durch den indirekten Effekt der intrinsischen Motivation, der 0,3904 beträgt, erwartet wird. Obwohl die Motivation am Ende des Kurses abnahm, zeigt diese Studie, dass durch die Verbesserung der Akzeptanz erwartet wird, dass wir sowohl die Lernergebnisse, die intrinsische Motivation als auch die Kenntnisse und Fähigkeiten steigern können.:Contents List of Abbreviations V List of Tables VII List of Figures IX List of Equations XII 1 Introduction to Researching Blended Research-Based Learning in Business Higher Education 13 1.1 General Context for Innovative Blended Research-Based Learning Offers in Higher Education During Pandemic Times 13 1.2 Blended Research-Based Learning Background at Leipzig University 16 1.3 Problems in Researching Blended Learning in Business Higher Education 18 1.3.1 Research Gaps in Online and Blended Learning for Business Higher Education 18 1.3.2 Research Gap in Blended RBL for Business Higher Education 20 1.3.3 Evaluating a Blended RBL Course at Leipzig University 22 1.4 Purpose of the Study 24 1.5 Significance of the Study 24 1.6 Research Questions 26 1.7 Organization of the Study 27 2 Model Generation for the Influence of the Acceptance on the Learning Process for Blended Research-Based Learning 30 2.1 Understanding the Learning Concept and its Implications for PBL and RBL Environments 30 2.2 Blended Learning More Than a Sort of Online Learning 32 2.2.1 Three Approaches to Blended Learning Models 36 2.2.2 Pedagogical Aspects of Designing Blended Learning for Higher Education 39 2.2.3 Complex Teaching-Learning Environments in Business Higher Education 41 2.3 Problem-Based Learning in Connection to Research-Based Learning 43 2.4 Research-Based Learning Fosters Academic Thinking by Using the Three Basic Dimensions of Teaching that Promote Learning 46 2.4.1 Research-Based Learning at the Beginning of Studies 50 2.4.2 Research-Based Learning and Blended Delivery 54 2.5 Evaluation Aspects for Blended Research-Based Learning in Business Higher Education 56 2.6 Understanding Good Teaching in Higher Education 62 2.7 Knowledge and Skills Acquisition – Cognitive Facets in the Learning Process for Blended Research-Based Learning Environments 64 2.8 Motivation Facet in the Blended Research-Based Learning Process for Business Higher Education 68 2.9 Acceptance of Blended Learning Offers in Higher Education 73 2.10 Control Variables for the Blended RBL Study 80 2.11 Proposed Conceptual Model for the Relationship Between Acceptance, Motivation, and Knowledge and Skills in Blended Research-Based Learning 82 3 Longitudinal Research Design of the Learning Process and Acceptance within the Blended RBL Course at Leipzig University 88 3.1 General Settings of the Blended RBL Course on Research Methods 88 3.1.1 Blended RBL Course Description 89 3.1.2 Portrayal of the Complex Learning Environment and the Blended RBL Course on Research Methods 91 3.2 Implementing a Quasi-Experimental Design for Understanding the Learning Process and Acceptance Within the Blended RBL Course 95 3.3 General Description of the Sample and Participants 96 3.4 Learning Process and Acceptance Instrumentation 96 3.5 Instrument Validity and Reliability 98 3.5.1 Factor analysis for Motivation, Knowledge and Skills, and Acceptance 98 3.5.2 Normality Assumption for Motivation, Knowledge and Skills, and Acceptance 99 3.5.3 Extraction and Rotation Methods Selection for EFA 103 3.5.4 Bidimensional Scale for Motivation and Unidimensional Scales for Knowledge and Skills and Acceptance 103 3.5.5 Reliability Estimates for Motivation, Knowledge and Skills, and Acceptance 105 3.6 Data Collection Procedures and Analysis 107 4 Significant Gains on the Learning Process and High Acceptance of the Blended RBL Course at Leipzig University 109 4.1 Overview of the Evaluation Analysis at Leipzig University 109 4.2 Sample Descriptive Statistics 109 4.3 Knowledge and Skills on Research Methods Increased After Attending the Blended RBL Course 110 4.4 Motivation Levels Remain Stable During the Blended RBL Course 113 4.5 The Blended RBL Course on Research Methods Achieved High Acceptance Among Business Education Students 119 4.6 Evidence of Associations Between Motivation, Knowledge and Skills, and Acceptance 121 4.7 Intrinsic Motivation and Acceptance as Good Predictors for Knowledge and Skills Acquisition 125 4.8 Total Mediation Effect of Intrinsic Motivation Between Acceptance and Knowledge and Skills 131 5 Discussion and Conclusion 137 5.1 Discussion of the Findings 137 5.2 Limitations 145 5.3 Implications for Practice 146 5.4 Recommendations for Future Research 148 References 151 Appendix A 194 Pre-test and Post-test Questionnaires in German and English 194 Appendix B 198 Histograms and Q-Q Plots by Item 198 Histograms and Q-Q Plots by Variable 212 Appendix C 214 Student’s Semester by Intrinsic Motivation 214 Appendix D 216 Nonparametric Correlations Between the Study’s Variables 216 Declaration of academic integrity according to § 8 par. 2 (1.) 218 Declaration of academic integrity according to § 8 par. 2 (2.) 21