A review of features of technology-supported learning environments based on participants' perceptions

Hsin Yi Chang, Chia Yu Wang, Min Hsien Lee, Hsin Kai Wu, Jyh Chong Liang, Silvia W.Y. Lee, Guo Li Chiou, Hao Chang Lo, Jing Wen Lin, Chung Yuan Hsu, Ying Tien Wu, Sufen Chen, Fu Kwun Hwang, Chin Chung Tsai*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

52 Citations (Scopus)


Abstract In this study we reviewed 22 studies on developing instruments that measure teachers', students' and adult students' perceptions of learning environments enhanced by a certain type of technology. We conducted a review of all the instruments to propose a new framework conceptualizing technology-supported learning environments (TSLEs) for future instructional designs, and research on learning environments. This framework was also confirmed with the literature on learning theories. The framework consists of six dimensions: technical, content, cognitive, metacognitive, social, and affective. We found that the studies took more into consideration the technical, cognitive and social dimensions, and less the content, metacognitive, and affective dimensions. Moreover, usability in the technical dimension, relevance in the content dimension, inquiry learning in the cognitive dimension, student autonomy in the metacognitive dimension, and teacher support in the social dimension are the salient features most often investigated in TSLEs. The results provide insights into an overview of the instruments used for TSLEs, implications for the instructional design of TSLEs, and trends in the current and future research on perceptions of TSLEs.

Original languageEnglish
Article number3552
Pages (from-to)223-237
Number of pages15
JournalComputers in Human Behavior
Publication statusPublished - 2015 Jul 14


  • Instructional design
  • Participant perception
  • Review
  • Technology-supported learning environment

ASJC Scopus subject areas

  • Arts and Humanities (miscellaneous)
  • Human-Computer Interaction
  • General Psychology


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