國立臺南大學教師基本資料

基本資料
姓名 黃意雯
系所 數位學習科技學系
職稱 副教授
校內分機 959
傳真
辦公室/研究室 文薈樓J667
E-mail huangi@mail.nutn.edu.tw
網址
專長/研究領域 資訊教育, 數位學習, 遠距教學, 數位內容
 

畢業學校國別主修學門學位修業期間
University of Idaho美國Educational Technology博士2001-2005

服務機關部門 / 系所職稱服務期間

著作
名稱資訊種子學校執行成效參訪計畫成果報告, (2006), 教育部, 台北
年度2006
類別專書
摘要 
關鍵字 
名稱屏東縣校務工作評鑑標準之研究, (2009), 屏東縣政府, 屏東
年度2009
類別專書
摘要 
關鍵字 
名稱數位說故事在成語教學的創新應用,數位學習科技期刊第二卷第三期
年度2010
類別期刊論文
摘要本研究將數位說故事融入成語的創新教學上,國小五年級學生瞭解成語的意義後,依據此成語典故來創作數位成語故事。從數位成語故事的實作中學習如何正確應用成語,幫助學生建構學習,啟發其學習興趣與動機,加深對成語的記憶。再透過數位說故事評量表,對認知、情意、技能中的八個向度進行學習成效調查,結果發現數位成語故事的教學活動對學生的學習具有正面的成效。其中,以認知面的表現最優秀,學習者除了可以正確瞭解成語典故和涵義,還能清楚利用自己的想法和創意表達出來。在情意面上,藉由數位說故事的新方式,提升其學習動機,並且透過分享的活動來欣賞他人的創作。但從觀察與訪談中發現,由於製作數位成語過程中遇到種種的困難與干擾,此活動對學習動機雖有提昇作用,但以此種方式進行學習亦會減弱部份學生的學習意願。技能面的整體表現良好,但在聲音、語言及步調的標準差稍微偏高,顯示學生中其語言表達流暢度及運用合適的音量和速度來呈現故事這兩部份是有所差異的。並從觀察與訪談的過程中,發現可進一步探討在製作成語故事的過程中,關於:科技、互動、動機、環境等面向對學習的影響,並提出相關建議。
關鍵字E化創新教學、成語教學、資訊融入、數位說故事
名稱Hwang, G. J. *, Wu, C. H., Tseng, Judy C. R., & Huang, I. (2011). Development of a ubiquitous learning platform based on a real-time help-seeking mechanism. British Journal of Educational Technology, 42(6), 992-1002. (SSCI) Project#: NSC 98-2631-S-024-001 and NSC 97-2511-S-009-001-MY3
年度2011
類別期刊論文
摘要
關鍵字
名稱夏綠荷、黃意雯、林耀豐(2012)。如何應用電腦化心智繪圖在體育教學中提升自我調整能力。屏東教大體育第十五期。
年度2012
類別期刊論文
摘要
關鍵字
名稱Hwang, G. J., Sung, H. Y., Hung, C. M., Yang, L. H., & Huang, I. (2012). A knowledge engineering approach to developing educational computer games for improving students differentiating knowledge. British Journal of Educational Technology. doi:10.1111/j.1467-8535.2012.01285.x (SSCI)
年度2012
類別期刊論文
摘要
關鍵字
名稱Hwang*, G. J., Sung, H. Y., Hung, C. M., & Huang, I. (2012). Development of a Personalized Educational Computer Game based on Students’ Learning Styles. Educational Technology Research & Development. doi: 10.1007/s11423-012-9241-x (SSCI) Project#: NSC 99-2511-S-011-011-MY3 and NSC 99-2631-S-011-002,
年度2012
類別期刊論文
摘要
關鍵字
名稱註記式線上舞蹈學習評論模式對同儕回饋之影響
年度2015
類別期刊論文
摘要影片分享與同儕回饋是舞蹈課程的重要學習活動,可用來促進學生反思,進而改善舞蹈技能。本研究目的提出了註記式線上舞蹈學習評論模式,應用於大學舞蹈課程中,以探討這個學習模式對改善同儕回饋品質的成效為何。研究對象為100名選修有氧舞蹈課程的學生,分派到實驗組(註記式線上舞蹈學習評論模式)及對照組(平行式線上舞蹈學習評論模式),進行教學實驗,蒐集同儕回饋內容進行編碼分析,並透過問卷調查及小組焦點訪談瞭解學生的觀感。結果發現,使用註記式線上舞蹈學習評論模式的學生,提出的回饋較為精確,且在舞蹈技能面向的評論,有較佳的細節及品質。同時,經由獨立樣本t檢定分析,學生提供給同儕表現獲知的訊息數量、科技接受度的認知有用性、教學活動滿意度三方面,實驗組都顯著高於控制組;在反思歷程方面,則沒有發現顯著的差異。因此本研究獲得以下結論:註記式線上舞蹈學習評論模式,能改善舞蹈課程的同儕回饋品質及數量;同時,對於提升學生的認知有用性與教學活動滿意度亦有幫助。
關鍵字動作學習 ; 動作表現 ; 反思
名稱A web-based peer-assessment approach to improving junior high school students performance, self-efficacy and motivation in performing arts courses
年度2015
類別期刊論文
摘要In this paper, a web-based peer-assessment approach is proposed for conducting performing arts activities. A peer-assessment system was implemented and applied to a junior high school performing arts course to evaluate the effectiveness of the proposed approach. A total of 163 junior high students were assigned to an experimental group and a control group. The students in the experimental group learned with the web-based peer-assessment approach, whereas those in the control group learned with a web-based streaming video-supported environment. The experimental results showed that, in comparison with the web-based streaming video-supported learning approach, the web-based peer assessment approach could significantly improve the students performance, self-efficacy and motivation in the performing arts course. In the meantime, it was found that the peer assessment ratings were highly correlated with the teachers ratings in every performance item; moreover, the performance ratings were highly related to the students self-efficacy in evaluating peers work and improving their own work based on peers comments as well as their intrinsic motivation, showing the effectiveness of the performance scoring rubrics and the peer assessment approach. The satisfaction questionnaire results also revealed that the students who learned with the peer assessment approach were significantly more satisfied with the learning activity than those who learned with the web-based learning approach.
關鍵字web-based peer-assessment ;self-efficacy ; motivation; performing arts
名稱Effects of different online peer-feedback approaches on students performance skills, motivation and self-efficacy in a dance course.
年度2016
類別期刊論文
摘要It has become common practice to video record students in-class dance moves. Such a teaching strategy is able to help students reflect on their dance performance by providing them with visualized feedback. Therefore, in this study, an online peer-feedback system for dance education has been developed in order to compare the effects of different modes of online peer-feedback on students dance skills performance, learning motivation, self-efficacy, peer review quality, peer assessment correctness, and online learning behaviors. Moreover, interviews were also conducted to elicit the students opinions regarding this teaching method. The participants were 100 college students from three classes who learned with different online peer-feedback modes: videos with peer comments, videos with peer ratings, and videos with a mixed mode (i.e., peer ratings plus peer comments). A 12-week experiment was conducted to evaluate the performances of the three approaches. The experimental results show that, in terms of dance skills, peer ratings could improve the students group performance, while the mixed mode improved individuals learning performance. In terms of learning motivation and self-efficacy, the correlation analysis shows that the students intrinsic motivation, self-efficacy and dance skill performance were positively correlated. Via analyzing the peer feedback content, it was found that the feedback provided by the mixed mode group was of better quality than that provided by the "peer comments" group; that is, the former provided more detailed feedback to individuals than the latter. Furthermore, it was found that the scores provided by the mixed mode group were highly related to those provided by the teachers, while those provided by the "peer ratings" group were not. The online user behavior analysis further shows that the integration of peer commenting and peer rating is able to promote students willingness to participate in online learning activities. The interview results also confirm these findings. To sum up, the integration of both peer rating and peer comments is an effective approach that can meet the students expectations and help them improve their dance skills, peer-feedback quality, peer-scoring correctness as well as their willingness to participate in online learning activities. An online peer-feedback system for dance education was developed.An experiment was conducted to compare the effects of different peer-feedback modes.The integrated peer scoring and peer comments approach was effective.The approach improved the students dance skills.The approach improved the students learning motivation and self-efficacy.
關鍵字Teaching/learning strategies Secondary education Cooperative/collaborative learning Interactive learning environments
名稱The Relationship between Student Characteristics, Attitude, Participation and Student satisfaction in Web-based Courses. The XVII ACME International Conference on Pacific Management
年度2007
類別研討會
摘要This study sought to examine relationships between students? satisfaction, their attitude toward using web-based technology for learning, and actual participation in threaded discussion. Several survey instruments were used to collect the necessary data. Multiple regression analysis was used to predict student satisfaction from other independent variables. One-way analyses of variance were conducted to evaluate the relationships between demographic variables and participants? attitudes toward using web-based technology for learning, participation in threaded discussion, and satisfaction with web-based courses. The results found that student attitudes toward using web-based technology for learning and participation in threaded discussion positively affected their satisfaction. The other finding was that participants who were both younger than 25 years old and participants who used the on-campus network to access the course website had lower attitude toward using web-based technology for learning.
關鍵字Attitude, Participation,Satisfaction,Web-based Courses
名稱Exploring Student’s Major, Academic Status and Levels of Computer Literacy on Interactive Multimedia-Based,2007年第四屆 「資訊科技與人文管理教育論壇」暨 數位內容、數位教育與管理政策研討會.
年度2007
類別研討會
摘要This study explored student‘s institutional characteristics, major, academic status, first time to take multimedia-based course and levels of computer literacy in a multimedia-based learning environment. In completing this research, the researchers developed a questionnaire called “The Undergraduate Student Perceptions of Multimedia-Based Instruction.” The questionnaire was based on the Technology Acceptance Model (TAM) developed by Fred D. Davis in 1986. The research surveyed 478 participants, who were all undergraduate students, in central Taiwan in 2005. The major findings indicated the following: there were significant differences in the means between student’s institutional characteristics, major, academic status, first time to take multimedia-based course and levels of computer literacy regarding (E) acceptance of multimedia-based instruction. This finding provided information that the results were some degrees similar in accordance with the findings by Roy, Dewit, and Aubert’s (2001).
關鍵字Multimedia-based Instruction, Technology Acceptance Model (TAM), Acceptance.
名稱Acceptance in a Multimedia- Based Learning Environment,第二屆數位內容管理與應用學術研討會
年度2007
類別研討會
摘要This study investigated student acceptance and learning styles in a multimedia-based learning environment. In completing this research, the researcher developed a questionnaire called “The Undergraduate Student Perceptions of Multimedia-Based Instruction.” The questionnaire was based on the Technology Acceptance Model (TAM) developed by Fred D. Davis in 1986. The research surveyed 478 participants, who are all undergraduate students, in central Taiwan in 2005. A multivariate analysis of variance (MANOVA) was conducted to test whether mean differences and statistical significance differences among groups on a combination of the two dependent variables: acceptance and learning styles. The major findings indicated the following: there were significant differences in the means between student’s institutional characteristics and major regarding acceptance and learning styles of multimedia-based instruction.
關鍵字Multimedia-based Instruction, Technology Acceptance Model (TAM), Theory of Reasoned Action (TRA), Acceptance, Learning Styles..
名稱Exploring Student Acceptance in Multimedia-Based Leraning Environment. 第三屆台灣數位發展學習研討會
年度2007
類別研討會
摘要This study explored student‘s institutional characteristics, major, academic status, first time to take multimedia-based course and levels of computer literacy in a multimedia-based learning environment. In completing this research, the researcher developed a questionnaire called “The Undergraduate Student Perceptions of Multimedia-Based Instruction.” The questionnaire was based on the Technology Acceptance Model (TAM) developed by Fred D. Davis in 1986. The research surveyed 478 participants, who were all undergraduate students, in central Taiwan in 2005. The major findings indicated the following: there were significant differences in the means between student’s institutional characteristics, major, academic status, first time to take multimedia-based course and levels of computer literacy regarding (E) acceptance of multimedia-based instruction. This finding provided information that the results were some degrees similar in accordance with the findings by Roy, Dewit, and Aubert’s (2001).
關鍵字Multimedia-based Instruction, Technology Acceptance Model (TAM), Acceptance.
名稱Chang,F.、Huang, I. and Hsu, H. (2007).Exploring Student’s Major, Academic Status and Levels of Computer Literacy on Interactive Multimedia-Based, 2007年第四屆 「資訊科技與人文管理教育論壇」暨 數位內容、數位教育與管理政策研討會.
年度2007
類別研討會
摘要
關鍵字
名稱Chang,F.、Huang, I. and Hsu, H. (2007). Exploring Student Acceptance in Multimedia-Based Leraning Environment. 第三屆台灣數位發展學習研討會
年度2007
類別研討會
摘要
關鍵字
名稱Huang, I*. & Chang, F. (2007). The Relationship between Student Characteristics, Attitude, Participation and Student satisfaction in Web-based Courses. The XVII ACME International Conference on Pacific Management
年度2007
類別研討會
摘要
關鍵字
名稱Huang, I*. (2009). THE EFFECTS OF PERSONALITY FACTORS ON PARTICIPATION IN ONLINE LEARNING. ICUIMC-09, The 3rd International Conference on Ubiquitous Information Management and Communication, January 15-16, 2009, SKKU, Suwon, Korea
年度2009
類別研討會
摘要
關鍵字
名稱劉姍姍、江宛臻、黃意雯*、施如齡(2009)。數位說故事應用於成語教學之初探。台灣數位學習發展研討會(TWELF 2009)。台南,台灣。
年度2009
類別研討會
摘要
關鍵字
名稱Huang, I. (2009). THE EFFECTS OF PERSONALITY FACTORS ON PARTICIPATION IN ONLINE LEARNING. ICUIMC-09, The 3rd International Conference on Ubiquitous Information Management and Communication, January 15-16, 2009, SKKU, Suwon, Korea
年度2009
類別研討會
摘要The e-learning is a new approach in higher education and the market is increasing. Multimedia-learning environments have led to the development of a new pedagogy in online courses. Research in human factor provides a possible explanation for the performance in e-learning environment. Individuals’ personality factors can affect their performance in online learning. The study examined whether personality types as measured by the Myers Briggs Type Indicator influence participation in online asynchronous discussion. The results of the study suggested personality factors have no impact on participation. However, students with introverted, intuition, thinking, and judging for each dichotomous personality got higher means of participation.
關鍵字Keirsey Temperament Sorter (KTS), Myers Briggs Type Indicator, asynchronous discussion
名稱數位說故事應用於成語教學之初探。TWELF 2009台灣數位學習發展研討會。台南,台灣。
年度2009
類別研討會
摘要近幾年來,台灣也開始掀起「數位說故事」(Digital Storytelling)教學的浪潮。說故事教學不但充滿趣味性,也能讓學生更愉悅、快樂的學習。本研究將數位說故事融入於成語教學的創新上,有別於以往的模式,主要由國小五年級學生利用Photo Story3軟體來自行創作成語數位說故事,藉由在實做中學習成語的典故,並在潛移默化中提高對成語的喜好,啟發學習的興趣與動機,幫助學生建構自己的學習,加深對成語學習的記憶。希望藉由說故事來提升學生認知、情意、技能三方面的能力,對於成語教學的應用能夠更有效的學習。
關鍵字E化創新教學,數位說故事
名稱黃意雯*、楊依蓉、吳志祥、黃國禎 (2010年6月)。結合專題任務引導與管理機制之合作程式設計學習平台。第十四屆全球華人計算機教育應用大會(GCCCE 2010),南洋理工大學,新加坡。
年度2010
類別研討會
摘要
關鍵字
名稱黃意雯*、劉姍姍(2010)。數位成語故事之反思學習模式。第十四屆全球華人計算機教育應用大會(GCCCE2010),南洋理工大學,新加坡。
年度2010
類別研討會
摘要
關鍵字
名稱田維平、黃意雯*、林美琪 (2010) 電腦化概念構圖探究國小學童迷思概念之研究—以原住民傳統文化為例。數位內容研討會。台南,台灣。
年度2010
類別研討會
摘要
關鍵字
名稱蕭哲雄、黃意雯*、蘇宏裕 (2010) 應用WebQuest於環境教育對學童批判思考的影響。TANET 2010台灣網際網路研討會。台南,台灣。
年度2010
類別研討會
摘要
關鍵字
名稱Huang, I*., Hwang, G. J., & Yang, Y. R. (2010, November). Constructivist Approach for Developing Cooperative Programming Learning System. Paper presented at the 18th International Conference on Computers in Education (ICCE 2010), Putrajaya, Malaysia.
年度2010
類別研討會
摘要
關鍵字
名稱本研究將數位說故事融入於成語教學,以雙碼理論為媒體製作的基礎,整合知識螺旋模型與Kolb 的經驗學習理論於學習中,讓國小六年級學生於瞭解成語典故後,設計故事情境,撰寫情節與對白,繪製圖片,利用數位說故事軟體來創作成語故事。成效的評量是藉數位說故事評量表,分別對認知、情意、技能的向度進行研究,結果發現數位成語故事教學對學生的學習具有正面的成效。並從觀察與訪談的過程中,整理出表達、互動、動機、環境、合作與學習等面向應有的考量。發現藉此活動,學生能主動學習,自動自發地發展合作的模式,提升對成語學習的動機和興趣。但學生在表達方面尚需培養自信心,教師需妥善安排學習進行的環境避免干擾,調配教學活動進行的時間,整合跨領域的課程。
年度2010
類別研討會
摘要
關鍵字成語教學、反思學習、創新教學、數位說故事、經驗學習理論
名稱結合專題任務引導與管理機制之合作程式設計學習平台, GCCCE2010
年度2010
類別研討會
摘要程式設計能力是現今資訊教育重要的課題之一,而程式設計的教學目標,是讓學生應用程式語言來解決問題。然而,許多研究發現,傳統程式設計的教學方式,對於問題解決能力並無顯著的提升。本研究依過去研究的建議,以專題方式結合問題解決之教學策略來進行程式設計課程教學,發展數位學習輔導核心技術,建立程式語言合作學習平台。系統結合理論、問題解決策略與應用,提供合作學習鷹架,有五個主要部分,包含:小組架構討論區、小組程式編輯區、個人程式編輯區、專家程式編輯區和作品展示區。整合討論機制與圖形化程式流程輔助展示工具,以促進程式邏輯討論的效果;同時,整合專題討論、專題管理及專題成果展示機制,以促進專題進行的互動與交流。為瞭解學生對本系統的接受程度,針對修習資訊課程的大學學生進行初步實驗,結果顯示,雖然部分學生對系統操作介面的接受度不高,但多數學生對於平台提供的合作撰寫程式功能表示肯定。未來將配合現行的教學課程,改善介面操作的困難,使其更符合使用者需求。
關鍵字程式語言學習、合作學習、網路學習平台、專題式學習
名稱Hung, C. M., Hwang, G. J. *, Huang, I., Li, J. M. (2010). Effects of interactively computerized virtual reality on achievements and attitudes of pupils- a case study on a natural science course. WSEAS TRANSACTIONS on INFORMATION SCIENCE and APPLICATION. Issue 12, Volume 7.
年度2010
類別研討會
摘要
關鍵字
名稱黃意雯*、劉姍姍。(2011)。應用數位說故事於成語的創新教學。數位學習科技期刊。Vol 3(2)
年度2011
類別研討會
摘要
關鍵字
名稱黃意雯*、蘇宏裕 (2011年6月)。支援協力學習教學設計之Web 2.0環境。第十五屆全球華人計算機教育應用大會(GCCCE 2011),浙江大學,大陸杭州。
年度2011
類別研討會
摘要
關鍵字
名稱洪駿命*、黃意雯、黃國禎(2011年7月)。2011全球華人探究學習創新應用大會,香港中文大學,香港,中國。(最佳論文)
年度2011
類別研討會
摘要
關鍵字
名稱陳政山、黃意雯*、張博閔 ((2011年10月)。線上補習滿意度之因素探討。第七屆台灣數位學習發展研討會(TWELF2011),台北。
年度2011
類別研討會
摘要
關鍵字
名稱蔡侑庭、黃意雯*、羅梅華 (2011年10月)。基於灰色關連分析之餐點協尋系統。第七屆台灣數位學習發展研討會(TWELF2011),台北。
年度2011
類別研討會
摘要
關鍵字
名稱林宗翰、黃意雯*(2011)。即學、即測、即評之學習系統-以學習台灣古地名為例。臺灣教育傳播暨科技學會2011年國際學術研討會(TAECT2011),中國文化大學,臺灣。
年度2012
類別研討會
摘要
關鍵字
名稱黃陽明、黃意雯*、哀竫倚(2012)。國中教師資訊融入數學教學現況及相關因素之探討。十六屆全球華人計算機教育應用大會(GCCCE2012),國立臺南大學,臺灣。
年度2012
類別研討會
摘要
關鍵字
名稱黃意雯*、邱子華、張博閔(2012)。認知風格與數位教材導覽方式對學習成效之影響。十六屆全球華人計算機教育應用大會(GCCCE2012),國立臺南大學,臺灣。
年度2012
類別研討會
摘要
關鍵字
名稱黃意雯*、黃有量、林沁妤(2012)。引導發現式虛擬戶外教學對學習成效之影響。十六屆全球華人計算機教育應用大會(GCCCE2012),國立臺南大學,臺灣。
年度2012
類別研討會
摘要
關鍵字
名稱林沁妤、黃意雯*(2012)。結合生理回饋的同理心教育遊戲之設計。十六屆全球華人計算機教育應用大會(GCCCE2012),國立臺南大學,臺灣。
年度2012
類別研討會
摘要
關鍵字
名稱洪駿命、黃國禎、黃意雯*(2012)。遊戲創作學習模式對於國小學童在學習動機、問題解決及學習成就之影響。十六屆全球華人計算機教育應用大會(GCCCE2012),國立臺南大學,臺灣。
年度2012
類別研討會
摘要
關鍵字
名稱黃國禎、洪駿命、張佑昆、黃意雯*(2012)。結合電子書雲端學習模式之數學遊戲對學習成效之影響。十六屆全球華人計算機教育應用大會(GCCCE2012),國立臺南大學,臺灣。
年度2012
類別研討會
摘要
關鍵字
名稱蔡侑庭、黃意雯*、羅梅華、夏綠荷 (2012年4月)。基於灰色關連分析之餐點協尋系統。第七屆國際健康資訊管理研討會(UHIMA2012),台南。
年度2012
類別研討會
摘要
關鍵字
名稱Hsia, L. H., Huang, I.*, & Hwang, G. J. (2012)。Effects of Technology-Enhanced Collaborative Writing on Students Learning in Creative Drama Practic, The Sixth International Conference on Collaboration Technologies, -August 27-29, 2012, Sapporo, Hokkaido, Japan, NSC 99-2511-S-011-011-MY3 and NSC 100-2631-S-011-003.
年度2012
類別研討會
摘要
關鍵字
名稱Hsiaa L.H., Huang I.W.*, Hwang G.J. (2012, Auguest). Effects of Technology-Enhanced Collaborative Writing on Students Learning in Creative Drama Practice. The Sixth International Conference on Collaboration Technologies(CollabTech 2012), Sapporo, Hokkaido, Japan.
年度2012
類別研討會
摘要
關鍵字
名稱「資訊種子學校執行成效參訪計畫」九十四學年度計畫期末報告書。台北:教育部。
年度2006
類別技術報告
摘要
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