https://orcid.org/0000-0002-9383-7939
![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
Technology has been playing an increasingly important role in teaching and learning because of its capacity to increase students’ motivation and provide them with opportunities to explore and acquire new knowledge and skills. However, little is known regarding the effectiveness of using the digital interactive case-based instruction (CBI) approach to support teaching and learning. Hence, this study investigated the effectiveness of digital interactive CBI in supporting learning of behaviourism among 234 preservice teachers. The results indicated that digital interactive CBI was a useful tool for enhancing learning. Preservice teachers not only found the activity engaging, but also believed that it was helpful in deepening their understanding towards operant conditioning and improving their abilities to analyse and solve real-world problems. The detailed findings will provide helpful insights to teacher educators who are considering implementing CBI in teacher education programmes.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Meihua Qian
Meihua Qian is an Associate Professor of Educational Psychology at Clemson University. Her current research focuses on creativity assessment, game-based learning, test bias and machine learning.
D. Matthew Boyer
D. Matthew Boyer is a Research Associate Professor. His research involves how people learn with technology, primarily focused on how we capture and model knowledge and experience using digital technologies.
Qianyi Gao
Qianyi Gao is an Assistant Research Scientist in the College of Education at the University of Iowa. Her research interests include creativity, arts integration and play-based learning.
Penelope Vargas
Penelope Vargas received her PhD from the University of Oklahoma in 2012. Her thesis focused on how beliefs about the nature of knowledge and motivations around knowledge construction influence how students seek out and use information.
Elizabeth Leigh Mercer
Elizabeth Leigh Mercer is a graduate from Clemson University as well as Claremont Graduate University, where she studied Psychology and Organizational Behavior. Her research interests at the time were focused in Educational Psychology and Industrial/Organizational Psychology. Since graduating, she has worked as a researcher and currently works in corporate wellness.
Andrew Xianyong Wang
Andrew Xianyong Wang is a Lecturer in the Wilbur O. and Ann Powers College of Business at Clemson University. His research focuses on machine learning, business analytics, consumer behaviour and health marketing.