Owing to the popularity of computers and computer networks, fostering the web-based problem-solving ability of students has become an important educational objective in recent years. This study attempted to compare the effects of using selected and open network resources on students' intentions with regard to their information system usage by means of technology acceptance model (TAM) questionnaires and learning effectiveness by analysis of covariance of tests in web-based problem-solving activities. An experiment was conducted by situating students from a senior high school computer course in web-based learning environments with open or selected resources to find the answers to several questions about "structured programming design." The experimental results showed that in either the open-resource network or the selected-resource network, low-achievement students made remarkable progress. Moreover, the high-achievement students who learned in the selected-resource network had significantly better performance than those who learned in the open-resource network. In addition, the learning task completion ratio and the difficulties the students encountered were recorded and analyzed, and the perceptions of the students regarding their engagement in the learning activity are compared and discussed based on the TAM.
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