A long-term experiment to investigate the relationships between high school students’ perceptions of mobile learning and peer interaction and higher-order thinking tendencies
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The higher-order thinking skills scale developed by Hwang et al. (2018) was used, comprising eleven items across critical thinking, problem-solving, and creativity.
“The higher-order thinking skills scale developed by Hwang et al. (2018) was utilized for a comprehensive assessment of higher-order thinking skills.This scale includes eleven items that correspond to three core dimensions: critical thinking, problem-solving, and creativity.”
From Empowering ChatGPT with Guidance Mechanism in Blended Learning: Effect of Self-Regulated Learning, Higher-Order Thinking Skills, and Knowledge Construction (2024) · cites this paper as Hwang et al. (2018)
The higher-order thinking skills scale had content validity based on the theoretical framework proposed by Hwang et al. (2018), which identified three core dimensions: critical thinking, problem-solving, and creativity.
“For the higher-order thinking skills scale, the content validity was based on the theoretical framework proposed by Hwang et al. (2018), which identified three core dimensions of higher-order thinking skills: critical thinking, problem-solving, and creativity.”
From Empowering ChatGPT with Guidance Mechanism in Blended Learning: Effect of Self-Regulated Learning, Higher-Order Thinking Skills, and Knowledge Construction (2024) · cites this paper as Hwang et al. (2018)
Higher-order thinking skills include advanced cognitive processes such as critical thinking, problem-solving, and creativity.
“These skills, which go beyond basic memory and comprehension, include advanced cognitive processes such as critical thinking, problem-solving, and creativity (Hwang et al., 2018).”
From Empowering ChatGPT with Guidance Mechanism in Blended Learning: Effect of Self-Regulated Learning, Higher-Order Thinking Skills, and Knowledge Construction (2024) · cites this paper as Hwang et al., 2018
The HOTS questionnaire was found to be valid and reliable in Pearson's correlation analysis and in terms of Cronbach's alpha (α = 0.874).
“The questionnaire was found to be valid and reliable in Pearson's correlation analysis and in terms of Cronbach's alpha (α = 0.874).”
From Incorporating Computational Thinking Into Virtual Laboratories to Enhance Learning Motivation, Engagement, and Higher‐Order Thinking Skills (2025) · cites this paper as Hwang et al. (2018)
The questionnaires used had acceptable internal consistency (Cronbach's α = 0.936 for learning motivation, 0.912 for student engagement, and 0.874 for HOTS).
“| Learning motivation | 0.936 | Pintrich (1991) |”
From Incorporating Computational Thinking Into Virtual Laboratories to Enhance Learning Motivation, Engagement, and Higher‐Order Thinking Skills (2025) · cites this paper as Hwang et al. (2018)
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- Authors
- Hwang, G.-J., Lai, C.-L., Liang, J.-C., Chu, H.-C., & Tsai, C.-C.
- Affiliations
- National Taiwan University of Science and Technology (TW)
- National Taiwan Normal University (TW)
- Soochow University (TW)
- Corresponding author
- Lai, Chiu-Lin
- Venue
- Educational Technology Research and Development
- Published
- 2017-08-25
- Volume
- 66
- Issue
- 1
- Pages
- 75-93
- ISSN
- 1042-1629 (ISSN-L)
- 1556-6501
- OpenAlex
- W2748220519
- Cited by
- 186
- References
- 71
- Citations by year
- 2026: 27 · 2025: 33 · 2024: 29 · 2023: 30 · 2022: 24 · 2021: 16 · 2020: 13 · 2019: 9 · 2018: 5
- FWCI
- 13.77
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Technology Research and Development (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Mobile Learning in Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Online and Blended Learning
- Keywords
- mobile learning, high school students, student perceptions, peer interaction, higher-order thinking skills, adaptive content, collaboration, communication, problem solving, critical thinking, creativity
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