dc.description.abstract | Physics teaching and learning doesn’t have big change in current decade. Although many information technologies like augmented reality applied in teaching to motivate student to learn, but these simulated objects seem can’t connect into student’s daily-life. Student also used to get little achievement from physics subject because they cannot sustain their learning in traditional teaching method. Learning in sustainability and cognition can keep student’s understanding and memorizing. This study aims to investigate the influence of teacher feedback to student’s learning behaviors and learning achievement. By implementing teacher feedback on student’s discussions, we are going to find whether teacher feedback in sustainability and cognitive statements can influence student and which influence student’s performance more. We designed a mobile system called U-Physics and it is a learning assisted application that can assist user to learn relationships in friction coefficient and acceleration of an inclined plane. The participants were in first grade that come from a vocational high school, and we divide them into two groups, one group assisted with teacher feedback, another not. Hopefully they can enhance their understand by using the U-Physics app. In experiment procedure, we took them conducted experiments inside classroom and outside in the park and at home. Meanwhile, we developed student to have discussion with their peers in each topic of activities. In these activities, one group will supply with teacher feedback like, suggestions, responding and questions during they were conducting the experiment and discussion, and the other no. Utilize discussions and teacher feedback to increase student’s performance on learning behaviors, sustain their physics concepts and learning motivation. The result shows the experimental group had significant performance and achievement than the control group. It indicates that students can increase their learning achievement with U-Physics app and teacher feedback. There are significant in learning behaviors, shows students can enhance their performance by continually practicing, measuring and solving problems. In correlation of teacher feedback and student comment, there’s moderation effect found in this study, shows teacher feedback in cognition is interacted with student’s cognition level in physics knowledge. As we know discussion and teacher feedback can facilitate student’s performance, in this study we further analysis student’s comment and teacher feedback in both cognition and sustainability. We find out that teacher feedback in cognition can interact on student’s comment in cognition. This can determine that teacher give student cognitive feedback can further influence to student’s cognition level. Moreover, many studies were already state that mobile learning in education is meaningful, but less talking in physics subject, especially combine with authentic contexts and discussion at the same time. In this study, discussion was conduct in authentic contexts using U-Physics app. Student can comment on discussion board immediately they finished an experiment or met on the problem; it shows that student can talk in discussion during activities brought them a good selection to solve on a problem. This conveys a message that using mobile to learn physics and discuses in cross contexts is acceptable and useful. | en_US |