Effects of Semantic Web Based Learning on Pre-service Teachers’ ICT Learning Achievement and Satisfaction

Abstract

Although the Semantic Web offers many opportunities for learners, effects of it in the classroom is not well known. Therefore, in this study explanations have been stated as how the learning objects defined by means of using the terminology in a developed ontology and kept in objects repository should be presented to learners with the aim of facilitating significant learning through a pedagogical agent developed in the light of cognitive theories, and subsequently the effects of Semantic Web Based Learning (SWBL) on the learning performance and satisfaction of pre-service teachers in Information and Communication Technologies (ICT) course are explored. This study employed the quasi-experimental research method, and the participants were 98 pre-service teachers. The experimental group was taught by SWBLE, while the control group was taught by Traditional Teaching (TT). The study results indicated the following: (a) regarding learning achievements, pre-service teachers who learned via the SWBL demonstrated higher learning performance than pre-service teachers who received the TT; (b) on the learning satisfaction survey, pre-service teachers who learned via the SWBL were largely satisfied with the SWBL that was designed purposefully for this study. Theoretical and practical implications of the results are discussed.