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Relationships between the knowledge, attitudes, and behaviour dimensions of environmental literacy: a structural equation modeling approach using SMARTPLS

Lay Yoon Fah, Anuthra Sirisena

Volume : vol 5, 2014

Publication Date : 2014-12-01

Keywords : Environmental literacy, Environmental knowledge, Environmental attitudes, Environmental behaviour, Structural Equation Modeling, Environmental education

Abstract : The purpose of this study was to assess environmental literacy which includes the dimensions of environmental knowledge, attitudes, and behaviour among Malaysian Form 4 secondary school students. This study was also aimed to ascertain differences in environmental literacy based on students’ gender and school location. The relationships and the contribution of environmental knowledge and environmental attitudes to environmental behaviours were also studied. The ultimate goal of this study was to propose a structural model which explains the direct and indirect effects of the three dimensions of environmental literacy by using SmartPLS. This study involved administering the Environmental Literacy Survey (ELS), a version of the Green’s (1999) modified Wisconsin Environmental Survey. This study offers a snapshot of environmental literacy among Form 4 secondary school students as well as an insight on the direct and indirect effects among the knowledge, attitudes, and behaviour dimensions of environmental literacy

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Lay Yoon Fah, Chang Siew Lee, Hamdan Adnan & Fong Soon Fook

Volume : vol 7, 2016

Publication Date : 2017-02-02

Keywords : Gamification, language learning, Structural Equation Modeling

Abstract : In general, the term gamification is defined as the use of game facets in nongame contexts. This study aims at investigating undergraduate students’ perception on gamification as an alternative platform to facilitate their language learning processes as well as their acceptance of gamification according to gender. The psychometric properties of a questionnaire on the acceptance of gamification (PLE) particularly in terms of its validity and reliability were also examined in this study. Confirmatory factor analysis (CFA) was performed to test the reliability and validity of the measurement model by looking at the results of composite reliability, average variance extracted, and standardized loadings of the construct measures. Goodnessof- fit indices of the measurement model were also examined. The results of the study have shown that users of PLE were positive towards its usefulness in assisting their language learning and enhancing their performance, and confident of its ease of use. In general, the users have positive attitudes towards using PLE in language learning and they showed positive intention in using gamification in their future language learning. It is believed that this study would not only provide a good understanding of the undergraduate students’ acceptance of gamification in learning, but also shed light to the understanding of the future game use of these students. Therefore, it is recommended that gamification (PLE for instance) could be applied at the tertiary level in order to gamify educational contexts as one of the methods to make learning more interesting, motivational, and less conventional; and to promote autonomy and that learning does not remain within the boundaries of the classroom.

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