Computer
Conceptual
PC based innovation has penetrated many areas of life and industry. At this point, little is known about how to use it to promote the commitment of candidate research. This idea has been firmly considered in higher education. Because it is closely related to various positive learning outcomes. Behind this article is a basic review of the past five years’ writing. The content is about how the online coe, wiki, informal communication destinations(Facebook and Twitter) and advanced games affect the commitment of candidates. We introduced these findings with a meaningful outline of the definition and indicators of the candidate’s research commitment, in which we proposed three commitments(social commitment, enthusiasm commitment, spiritual commitment), which guided our method of grouping articles. Our findings indicate that advanced games have the most extensive influence on various candidate roles, followed by online conferences and Facebook. The findings of wikis, websites and Twitter are not so decisive, and the number of research directions in the next five years is completely limited. In general, these findings provide initial help for the commitment of PC based innovation impact alternative research, but it is expected that further examination will confirm and expand these findings. At the end of the article, we will provide a series of suggestions to broaden the understanding of how to consciously innovate based on PC to achieve the best benefits of backup commitments.
Presentation
The advanced rebellion has had a significant impact on daily life. It is obvious that mobile phones are everywhere, and innovation is in harmony with normal activities such as shopping, reading and tracking titles(Anderson, 2016; smith and Anderson; zickuhr and Raine, 2014). The utilization rate of personal computers, mobile phones and the Internet is currently the most significant level. With innovation, it is easier to obtain, especially for customers in agricultural countries(Poushter, 2016). Similarly, more and more people are subordinate to mobile phones, no longer as expensive as workstations and tablets, but completely rely on mobile Internet(Anderson and Horrigan, 2016). What is more noteworthy is that recognition and attention to innovation have brought open doors and difficulties to some enterprises. Some of these companies succeeded in digitizing and prospering their activities and management(such as money and media), while others tried to maintain an understanding of the speed of mechanical progress(such as education and medical services)(Gandhi, Connor, Ramaswamy, 2016).
The integration of innovation into teaching is obviously not another test for universities. Since the 20th century, supervisors and employees have been trying to solve how to maximize the use of professional development such as video and voice accounts, e-mail and remote adjustment(Kaware and Sain, 2015; westera, 2015) to expand or replace traditional education communication strategies. However, in the past 20 years, this challenge has become more intractable due to too many new developments. For example, for a long time(from 2008 to 2015), the number of dynamic applications in the Apple App Store has increased from 50 million to 1.75 million. In the next four years, the number of applications will increase by 73%, and the total number is expected to exceed 5 million(Nelson, 2016). What further deepens this challenge is that the availability time boundary of new equipment and programs is limited, and there is an important internal authority boundary, which prevents universities from skillfully and fully coordinating new progress(Amirault, 2012; kinchin, 2012; linder VanBerschot and Summers, 2015; western, 2015).
The competitive pressure between institutional arrangements and practices, as well as personnel beliefs and capabilities, has brought many authoritative obstacles to the innovation rate. For example, university administrators can view innovation as a tool to attract and maintain alternative students, and employees can make efforts to determine how innovation matches existing education methods(Lawrence and Lentle Kenan, 2013; ling, Singer and Ha, 2010). In addition, some employees may not want to take advantage of innovation. Because of the lack of professional information. In addition, we do not believe that innovation can further develop the unfinished learning achievements.(Ashrafzadeh and Sayadian, 2015; buchanan, Santer and Saunder, 2013; hauptman, 2013; johnson, 2013; kidd, Davis and Larke, 2016; kopcha, Rieber and Walker, 2016; lawrence and Lentle Kennen, 2013; lewis, Freewell, Ryan, 2013; reyan) When considering the evolving requirements and the advantages of alternative researchers in using innovative learning, The barriers to innovation acceptance are particularly difficult(Amirault, 2012, Cassidy et al., 2014; gikas and Grant, 2013; paul and Cochran, 2013). According to the overall view, 66% of the candidate researchers who use mobile phones to learn and accept innovation can achieve learning results and better support the labor force that gradually relies on innovation(Chen, Seilhamer, Bennett and Bauer, 2015; dalstrom, 2012). If universities that successfully integrate innovation in growth opportunities are ignored, the valuable opportunity to further develop alternative research results and measure the assumptions of alternative research institutions(Amirault, 2012; cook and Sonnenberg, 2014; revere and Kovach, 2011; sun and Chen, 2016; western, 2015) will fail.
The motivation behind this article is to conduct a written investigation on what the alternative commitment of PC based innovation means in the context of higher education. We will focus on PC based innovation. Because after extensive research on writing, there have been various special advances(such as online conference programming, websites, wikis, informal communication destinations, and computer games). This will be described in more detail below. PC based innovation(called innovation from now on) should take advantage of the specific device, programming, and microprocessor highlights that can be accessed on a PC or mobile phone. In addition, it also includes a wide range of education and learning courses(Brison and Hand, 2007; fredricks, Blumenfeld and Parks, 1994; wimpenny and Savin Baden, 2013), so alternative learning commitment is taken as a dependent variable of concern. We focus on small elements of writing, such as final scores or test scores. In addition, for a long time recently, the commitment to alternative research has been considered as the core. This is because people like the constructivist information strategy centered on alternative research(Haggis, 2009; wright, 2011). Tensions have intensified and education and learning achievements have further developed(Axelson and Flick, 2011; kuh, 2009). It also recommends the link between promising examinations, candidates’ learning commitment and positive academic performance(Carini, Kuh and Klein, 2006; the Post secondary Research Center, 2016; hu and McCormick, 2012). Regardless of people’s interest in candidate research and more innovation in higher education, there is no article to give detailed thanks to the intersection of these two factors. Similarly, many existing reasonable models of alternative research commitment have been expanded to include variables that affect alternative research, but there is no model to achieve clear innovation work in the interaction of commitment(Kahu, 2013; lam, Wong, Yang and Yi, 2012; nora, Barlow and Crisp, 2005; wimpenny and Savin Baden, 2013, Zepke and Leach, 2010).
Our investigation aims to solve the loopholes in the preparation of the candidate’s commitment letter and decide whether the candidate’s commitment model should be extended to innovation. Audit also solves some authoritative obstacles to innovation coordination(such as the vulnerability and distrust of employees on innovation), and provides a complete record of what innovation means by lacking commitment to research. In any case, one of the constraints of writing is the lack of insight into how to use guidance and learning rehearsal to choose innovation and coordinate it with learning. For example, the procedures of many surveys partially exclude views on why specific innovative educational support or learning action plans themselves should be used. In this way, we often confuse what education and practice may mean. Before the end of this document, we will discuss this issue in more detail when discussing the regions and training suggestions for future exams. We started to write the audit. In the past five years, we used the popular phrase “innovation and higher education” of the examination information database provided by Google scholars, and extensively searched the articles distributed in the past five years. Academic search integrity, communication and mass media integrity, computer and applied science integrity, educational research integrity, ERIC, PsycARTICLES,, and PsycINFO Our potential search found several topics. The innovation of these themes is common in writing(such as long-distance interpersonal communication, computer games). Moreover, in this regard, we made use of clear slogans such as Facebook and bandwidth commitment to conduct more specific searches on similar information databases. After expanding and concentrating the appearance, we distinguished five innovations(web conference programming, websites, wikis, personal to personal communication places, and advanced games) to remember our survey.
We decided to focus on the progress of different test distributions to distinguish the confusion and uniqueness of writing, and identify some adverse effects on the candidate’s learning commitment. A total of 69 articles applicable to the questionnaire were distinguished. Among them, 36 are human interaction destinations(21 are Facebook, 15 are Twitter), 14 are advanced games, 7 are wikis, and 6 are online magazine and online conference programming. This article is ranked according to their impact on clear candidate commitments and will be explained in detail below. In some examples,