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Table.6 Education theories used in research and development

From: A systematic review on trends in using Moodle for teaching and learning

Theory

Description

References (description cited in)

Moore’s Transactional Distance theory

This theory was developed in the 1980s to investigate two variables: students’ autonomy and the distance between students and teachers. This theory mainly describes the learner and the educator/teacher relationship

Abuhassna & Yahaya, (2018)

Item Response Theory (IRT)

The IRT was initially developed in the 1940s and intended to measure a variable of interest. (e.g., ‘assessment’ – where the ability to solve equations can be measured)

Azevedo et al., (2019); Conejo et al., (2016)

Classical Test Theory (CTT)

The CTT dates to the beginning of the twentieth century, with its origin in psychology. CTT is concentrated on the difficulty and the discrimination of the questions

Azevedo et al., (2019); Conejo et al., (2016)

Technology Acceptance Model (TAM)

The TAM originated in the late 1980s from the Theory of Reasoned Action (TRA) and has been broadly used to predict and explain human behaviour in various domains. According to the TAM, students' beliefs about the technological system determine their success in technology-based activities

Basol & Balgalmis, (2016)

Self-determination theory

The self-determination theory continuously developed in the 1980s through to the 2000 focuses on personality development, self-motivation and behavioural change. This is an approach to motivate people and change their personalities through discovering new thoughts, mastering new skills and satisfying their requirements

Chemsi et al., (2020)

Computer adaptive testing (CAT)

The CAT tries to modify the selection of questions to maximize the information obtained. It can be proved that this condition is equivalent to the selection of the question whose difficulty is closer to the currently estimated student knowledge

Conejo et al., (2016)

Quasi‐experimental research methodology

Quasi-experimental research methodology has two equivalent groups and no control group in which successive measures have been conducted but always within the intervention, that is, under the influence of the independent variable

Gaona, et al., (2018)

The DeLone & McLean IS success model

This model was first introduced in 1992, in which the system quality, information quality, use, user satisfaction, individual impact, and organizational impact are distinct, but related dimensions of IS (Information systems) success

Marjanovic et al., (2016)

Activity theory

Activity theory has been an interdisciplinary approach to human science and an evolving theoretical framework through several generations and multiple perspectives

Park & Jo, (2017)

Merrill's problem-centric framework

This framework is to engage with students cognitively, emotionally, and behaviourally. This framework was proposed in 2013, designing principles for “e3 learning” (effective, efficient, and engaging learning)

Wang, (2019)