| 著作名稱： | A mobile-assisted synchronously collaborative translation–annotation system for English as a foreign language (EFL) reading comprehension. Computer Assisted Language Learning, 24(2), pp. 155-180. |
| 年度： | 2011 |
| 類別： |
期刊論文
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| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Providing Adequate Interactions in Online Discussion Forums Using Few Teaching Assistants. The Turkish Online Journal of Educational Technology, 10(3), pp. 193-202. |
| 年度： | 2011 |
| 類別： |
期刊論文
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| 摘要： | |
| 關鍵字： | |
| 著作名稱： | 1. Chang, C.K. (2010). Acceptability of an asynchronous learning forum on mobile devices. Behaviour & Information Technology, 29(1), Pages 23-33, DOI:10.1080/01449290701806337
Impact Factor 0.767 (2009 JCR Social Science, SSCI). |
| 年度： | 2010 |
| 類別： |
期刊論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Gwo-Dong Chen, Chih-Kai Chang, and Chin-Yeh Wang. (2007). Using adaptive e-news to improve undergraduate programming courses with hybrid format. Accepted by Computers & Education. Available online 9 July 2007 http://dx.doi.org/10.1016/j.compedu.2007.05.007 (SSCI) |
| 年度： | 2007 |
| 類別： |
期刊論文
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| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Gwo-Dong Chen, Chih-Kai Chang, and Chih-Yeh Wang. (2006) Ubiquitous learning website: scaffold learners by mobile devices with information-aware techniques. Accepted by Computers & Education. Available online 11 May 2006. |
| 年度： | 2006 |
| 類別： |
期刊論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Chih-Kai Chang, Gwo-Dong Chen, and Liang-Yi Li. (2006). Constructing a community of practice to improve coursework activity. Accepted by Computers & Education. Available online 4 August 2006. |
| 年度： | 2006 |
| 類別： |
期刊論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Chih-Kai Chang and Gwo-Dong Chen. (2005). Discovering Sequential Concept Patterns for Behavioral Diagnosis by Interpreting Web Page Contents. Innovations in Education and Teaching International, Volume 42, Issue 1, pp. 27-41. (SSCI) |
| 年度： | 2005 |
| 類別： |
期刊論文
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| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Chih-Kai Chang. An Architectural System for Retrieving Messages to Respond Dangling Questions in Learning Forum. Computers & Education, Vol. 39, Issue 1, pp. 51-64, 2002. (SSCI, SCI, EI) |
| 年度： | 2002 |
| 類別： |
期刊論文
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| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Chang, Chih-Kai. Refining Collaborative Learning Strategies For Reducing Technical
Requirements Of Web-Based Classroom Management. Innovation In Education and Training International, Vol 38, No. 2, pp. 133-143, 2001. (SSCI) |
| 年度： | 2001 |
| 類別： |
期刊論文
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| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Student Portfolio Analysis by Data Cube Technology for Decision Support of Web-Based Classroom Teacher... Chih-Kai Chang, Gwo-Dong Chen, and Kou-Liang Ou. Journal of Educational Computing Research, Vol 19, No. 3, pp. 307-328, 1998. (SSCI) |
| 年度： | 1998 |
| 類別： |
期刊論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Constructing Collaborative Learning Activities for Distance CAL Systems. Chih-Kai Chang and Gwo-Dong Chen. Journal of Computer Assisted Learning, Vol. 13, No. 1, pp. 2-15, March 1997.(SSCI) |
| 年度： | 1997 |
| 類別： |
期刊論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Effectiveness of web-based mechanism for teaching creative writing in the classroom |
| 年度： | 2019 |
| 類別： |
期刊論文
Innovations in Education and Teaching International
|
| 摘要： | The purpose of this research is to design a web-based learning system using a set of scaffolding procedures and collaborative learning techniques to enhance students’ creative writing in the classroom. Guiding questions are meant to be suggestive of creative association to foster their creative thinking. Through peer assessment, students could learn from others’ thinking methods while appreciating and criticising their writing. The study was conducted using a design research method. After the system was developed, an evaluation experiment was performed. Compared with the control group, participants who used the system to assist writing showed significant improvements after three times trainings. |
| 關鍵字： | Creative writing, web-based learning system, classroom learning, creativity |
| 著作名稱： | Promoting autonomy and ownership in students studying English using digital comic performance-based learning |
| 年度： | 2018 |
| 類別： |
期刊論文
Educational Technology Research and Development
|
| 摘要： | In traditional learning, students passively absorb the materials provided by their teachers or textbooks. Thus, their learning autonomy is insufficient, and this affects learning motivation. Students find it difficult to absorb the knowledge taught in a classroom and apply it to real life. We combined situated learning and learning through drama to help realize students’ autonomy and ownership. A situational learning system using a comic play was devised to help students learn through scriptwriting in groups. When learning through drama, the visual aids on stage can provide students with a sense of immersion, which strengthens their knowledge application. This method was applied during English-language courses of fifth-grade students at an elementary school in Taiwan. Students’ questionnaire responses demonstrated that using this system helped their autonomous learning. The students’ sense of identification with their own work and their learning impressions were substantially improved. Examination results of the students from the experimental group were significantly higher from those from a control group taught using traditional teaching methods. |
| 關鍵字： | Situational learning, Digital comic learning, Autonomy, Ownership |
| 著作名稱： | Development and evaluation of a novel e-book interface for scaffolding thinking context to learn from writing examples |
| 年度： | 2018 |
| 類別： |
期刊論文
Interactive Learning Environments
|
| 摘要： | Effective reading strategies, including using graphic organizers, question answering, and considering story structures, can help students improve reading comprehension. However, these reading strategies are not fully supported by both printed books and e-books. Students who master these reading strategies can learn effectively. By contrast, students without effective reading strategies cannot grasp thinking contexts, which leads to unfavorable learning outcomes. This paper presents a novel e-book interface that features thinking maps and a question answering mechanism on the same page. The thinking maps and question answering mechanism can stimulate students to reflect on reading content, which in this study was college entrance exam compositions, and help students to more effectively understand the context of their reading content. After we developed our reading system, 61 participants were recruited for system evaluation. The results indicate that students in the treatment group acquired significantly more vocabulary and understood the story structure more competently than did students in the control group. Treatment group participants expressed that they were satisfied with the thinking maps and question answering mechanism. |
| 關鍵字： | Reading comprehension, e-book, reading strategy, thinking context, thinking map |
| 著作名稱： | Motivational strategies in a mobile inquiry-based language learning setting |
| 年度： | 2016 |
| 類別： |
期刊論文
System
|
| 摘要： | This study examined how mobile inquiry-based learning (M-IBL) influenced students learning motivation and achievement in accordance with motivational theory. It bridges a research gap by investigating the learning effectiveness of motivational design in M-IBL in a formal English as a Foreign Language (EFL) /L2 educational context. Two entire classes were recruited to participate in a six-week study. The experimental group undertook M-IBL that was embedded with motivational strategies (MSs) containing motivational elements of attention, relevance, confidence, and satisfaction (ARCS). In contrast, the control group were provided with M-IBL without MSs. The results indicated that although there was no significant difference in learning achievement between the two groups, the students who received M-IBL instruction with motivational enhancement had significantly greater learning motivation than students who received M-IBL instruction without MSs. When analysing the components of the ARCS model separately, it was found that the students who participated in M-IBL with embedded ARCS MSs showed a significantly higher level of motivation in the dimension of ARCS-relevance, ARCS-confidence, and ARCS-satisfaction than those who participated in M-IBL without MSs. In light of this, instructional design suggestions that incorporate motivationally enhanced strategies for M-IBL in language learning contexts are provided. |
| 關鍵字： | Mobile inquiry-based language learning; ARCS model; Motivationally enhanced strategies; Language learning |
| 著作名稱： | Effects of Using Alice and Scratch in an Introductory Programming Course for Corrective Instruction |
| 年度： | 2014 |
| 類別： |
期刊論文
Journal of Educational Computing Research
|
| 摘要： | Scratch, a visual programming language, was used in many studies in computer science education. Most of them reported positive results by integrating Scratch into K-12 computer courses. However, the object-oriented concept, one of the important computational thinking skills, is not represented well in Scratch. Alice, another visual programming language, seems to have better illustration of the object-oriented concept for programming novices. To demonstrate effects of Alice and Scratch, we compared students responses to both visual programming languages, especially for students with low performances, in an introductory programming course. The relationships among learning engagement, learning anxiety, and learning playfulness were explored. The results could be referred to by computer science instructors to select proper visual programming language for corrective instruction. |
| 關鍵字： | |
| 著作名稱： | An Automatic Caption Filtering and Partial Hiding Approach to Improving the English Listening Comprehension of EFL Students |
| 年度： | 2014 |
| 類別： |
期刊論文
Educational Technology & Society
|
| 摘要： | Fostering the listening comprehension of English as Foreign Language (EFL) learners has been recognized as an important and challenging issue. Videos have been used as one of the English listening learning resources; however, without effective learning supports, EFL students are likely to encounter difficulties in comprehending the video content, leading to frustration and reducing learning interest. In this study, a learning system with an automatic caption filtering and partial hiding mechanism was developed to improve the English listening comprehension of EFL students. An experiment was conducted to evaluate the effects of the proposed approach on students’ learning achievements and perceptions. The participants were 76 freshmen from two classes of a non-language-related department of a university. Each class contained 38 students. The two classes of students were situated in the proposed learning context and the conventional technology-enhanced learning context with a counterbalanced experimental design. The experimental results verified that the proposed caption filtering approach effectively improved the listening comprehension of the students in comparison with the conventional approach which provides full captions and an e-dictionary. Moreover, from the data collected by the eye movement tracking device, it was found that more than 76% of the students relied on the captions during the learning activity, reflecting the importance of developing effective caption filtering mechanisms for supporting EFL learners. |
| 關鍵字： | |
| 著作名稱： | Exploring the engagement effects of visual programming language for data structure courses |
| 年度： | 2017 |
| 類別： |
期刊論文
Education for Information
|
| 摘要： | Previous research indicates that understanding the state of learning motivation enables researchers to deeply understand students’ learning processes. Studies have shown that visual programming languages use graphical code, enabling learners to learn effectively, improve learning effectiveness, increase learning fun, and offering various other advantages. This study is a counterbalanced experiment on the students of a class, conducted in three stages. The first stage examines the students’ initial motivation states. In the second stage, students use a traditional programming language before a visual programming language to learn a specific data structure topic. Finally, in the third stage, students use a visual programming language before a traditional programming language to learn another specific data structure topic. After collecting the experimental data, we cross analyzed questionnaire results to observe whether there was any correlation between them. We found that the motivation state at stages two and three were significantly higher than at stage one. It can be deduced that the use of a visual programming language in a data structure course has a significant effect on improving learning motivation. |
| 關鍵字： | Counterbalanced design, data structure, learning motivation, Scratch, visual programming language |
| 著作名稱： | Learning motivation and retention effects of pair programming in data structures courses |
| 年度： | 2016 |
| 類別： |
期刊論文
Education for Information
|
| 摘要： | Collaborative learning is an activity in which two or more students learn something together. Many studies have found that collaborative learning improve students memory retention and motivation to learn. Peer Instruction (PI) is one of the most successful evidence-based collaborative learning methods. This article investigates issues of student motivation in courses on data structures through a one-on-one PI collaborative learning activity. Students typically find the concepts of data structure vague and the related programs complex and difficult to comprehend. Pair programming was conducted to scaffold university students understanding data structures by commenting related programs. To investigate students motivational status, the ARCS model was used to evaluate students motivation in each of four dimensions: Attention, Relevance, Confidence, and Satisfaction. Moreover, three items about the retention of learning were added to measure how information is lost over time. Every ``pair (i.e., two students) was asked to comment on the programs provided by a specific data structures concept. The control groups were asked to elaborate on the data structures programs by adding algorithmic description comments to the beginning of programs. The experimental groups were asked to elaborate on the data structures programs by adding code description comments to the data structures programs line by line. The experimental results show that the confidence and retention of learning in experimental groups are significantly better than those of the control group. The findings suggest that the effects of pair programming activities can be leveraged based on an understanding of students motivation for and retention of learning. |
| 關鍵字： | Collaborative learning, computer science education, ARCS model, pair programming, retention of learning, learning style |
| 著作名稱： | USABILITY TESTING OF JAPANESE CAPTIONS SEGMENTATION SYSTEM TO SCAFFOLD BEGINNERS TO COMPREHEND JAPANESE VIDEOS |
| 年度： | 2013 |
| 類別： |
期刊論文
International Journal of Cyber Society and Education
|
| 摘要： | A major learning difficulty of Japanese foreign language (JFL) learners is the complex composition of two syllabaries, hiragana and katakana, and kanji characters adopted from logographic Chinese ones. As the number of Japanese language learners increases, computer-assisted Japanese language education gradually gains more attention. This study aimed to adopt a Japanese word segmentation system to help JFL learners overcome literacy problems. This study adopted MeCab, a Japanese morphological analyzer and part-of-speech (POS) tagger, to segment Japanese texts into separate morphemes by adding spaces and to attach POS tags to each morpheme for beginners. The participants were asked to participate in three experimental activities involving watching two Japanese videos with general or segmented Japanese captions and complete the Nielsen’s Attributes of Usability (NAU) survey and the After Scenario Questionnaire (ASQ) to evaluate the usability of the learning activities. The results of the system evaluation showed that the videos with the segmented captions could increase the participants’ learning motivation and willingness to adopt the word segmentation system to learn Japanese. |
| 關鍵字： | Japanese Language Learning, Japanese Caption Processing, Japanese Word Segmentation System, Japanese Wordnet, Usability |
| 著作名稱： | 何昱穎、張智凱、劉寶鈞。(2010) 程式設計課程之學習焦慮降低與學習動機維持–以Scratch 為補救教學工具。數位學習科技期刊，第二卷第一期，11-32。 |
| 年度： | 2010 |
| 類別： |
期刊論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | 張智凱，郭彥廷。(2007). 低年級學童於手持情境下之觸控筆使用能力探究。全球華人計算機教育應用學報，已接受，預計刊登於第5卷，第1期。 |
| 年度： | 2007 |
| 類別： |
期刊論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | 張智凱，陳國棟，程仲凱。(2006). 以電腦輔助註記提昇閱讀理解之大意摘要能力。Communication of IICM, Vol.9, No.1, pp. 41-58. |
| 年度： | 2006 |
| 類別： |
期刊論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Tak-Wai Chan, Jie-Chi Yang, and Chih-Kai Chang. (2004) Adoption-Based Design of Content Examples. Information, Technology and Educational Change, Volume 3, Centre for Information Technology in Education, The University of Hong Kong. |
| 年度： | 2004 |
| 類別： |
期刊論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Chih-Kai Chang. (2004) Constructing a streaming video-based learning forum for collaborative learning. Journal of Educational Multimedia and Hypermedia, Vol. 13, Issue 3, pp. 245-263. |
| 年度： | 2004 |
| 類別： |
期刊論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Learning flow and portfolio management for collaborative learning on the Web. Chih-Kai Chang and Gwo-Dong Chen. International Journal of Educational Telecommunications (IJET), Vol. 4, No. 2-3, pp. 171-196, 1998. |
| 年度： | 1998 |
| 類別： |
期刊論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | 劉寶鈞、張智凱、陳國棟。利用主動式資料庫設計遠距教學所需的合作學習活動。遠距教育，第二期，1997 年2 月，pp. 22-30. |
| 年度： | 1997 |
| 類別： |
期刊論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Surveying motor vehicles office staff members attitudes and behavioural intentions toward e-learning |
| 年度： | 2022 |
| 類別： |
期刊論文
Electronic Government, an International Journal
|
| 摘要： | The main purpose of this study was to use the concept of a three-tier technology use model (3-TUM) to design a questionnaire for measuring the use of the Taipei e-campus and e-learning+ platforms by the motor vehicles office staff. This study explored the attitudes and behaviours of the motor vehicle office staff on an e-learning platform. The study found that e-learning had a number of positive effects on the participating staff members. The usefulness of ones e-learning perception had a positive impact on learner self-efficacy and system environmental function quality. The learners behavioural intentions had a positive impact on their satisfaction with the system and perceived usefulness. Interactive learning and multimedia teaching had a positive impact on the e-learning effect and the functional quality of the system environment. The other effects and the functional quality of the system environment had no significant effect on the quality of the e-learning system. |
| 關鍵字： | e-learning, electronic learning, three-tier use model, motor vehicles office, self-efficacy, behavioural intention |
| 著作名稱： | Wu, W.Y., Chang, C.K. & He, Y.Y. (2010). Using Scratch as game-based learning tool to reduce learning anxiety in programming course. In Z. Abas et al. (Eds.), Proceedings of Global Learn Asia Pacific 2010 (pp. 1845-1852). AACE. |
| 年度： | 2010 |
| 類別： |
會議論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Augmenting Wiki System for Collaborative EFL Reading by Digital Pen Annotations. ISUVR, pp.43-46, 2009 International Symposium on Ubiquitous Virtual Reality. DOI Bookmark: http://doi.ieeecomputersociety.org/10.1109/ISUVR.2009.10 |
| 年度： | 2009 |
| 類別： |
會議論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Chih-Kai Chang, Tak-Wai Chan, and Jie-Chi Yang. (2007). Learning activity design on mobile learning device: Using ESL reading comprehension as example. The 13th International Study Association on Teachers and Teaching (ISATT 2007), St. Catharines, Ontario, Canada. |
| 年度： | 2007 |
| 類別： |
會議論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | C.K. Chang, K.L. Ou, C.Y. Wang, T.H. Fan, R. Lewis, & G.D. Chen. (2007). Adaptive supports of web-based collaborative learning by identifying roles in a group. 15th International Conference on Computers in Education (ICCE 2008), IAWES workshop, Hiroshima, Japan. |
| 年度： | 2007 |
| 類別： |
會議論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | 張智凱，陳國棟，程仲凱。(2006). Use computer-assisted annotation to improve summarization ability in reading comprehension. GCCCE 2006, Tsinghua University, Beijing. pp. 226-235. |
| 年度： | 2006 |
| 類別： |
會議論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Chih-Kai Chang and Chung-Han Tsai. (2005). Behavioral analysis of using concept maps for ESL reading comprehension on mobile learning devices. The Fourth International Conference on Machine Learning and Cybernetics, August 18-21, Romada Hotel, Guangzhou, China. (EI) |
| 年度： | 2005 |
| 類別： |
會議論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Chih-Kai Chang and Wen-Yuan Wu. (2005). Designing a Novel Input Method for Asynchronous Forum on Pocket PCs. HCI International 2005, July 22–27, Las Vegas, Nevada USA. |
| 年度： | 2005 |
| 類別： |
會議論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Chih-Kai Chang. Scaffold Learners’Qualitative Browsing of Major Topics in Learning Forum. 3rd IEEE International Conference on Advanced Learning Technologies, Athens, Greece, 2003. |
| 年度： | 2003 |
| 類別： |
會議論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Chih-Kai Chang. An Architectural System for Constructing Temporal Interface of Major Topics in Learning Forum. ED-MEDIA 2003, Honolulu, Hawaii, USA, 2003. |
| 年度： | 2003 |
| 類別： |
會議論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Chih-Kai Chang. Record desktop activity as streaming videos for asynchronous, video-based collaborative learning. ED-MEDIA 2002, pp. 271-276, Denver, Colorado, USA, 2002. |
| 年度： | 2002 |
| 類別： |
會議論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Chih-Kai Chang and Gwo-Dong Chen. Analyzing Logs of a Media Server for Diagnosing Learners’ Behaviors in a Video-Based Learning Environment. International Conference on Internet and Multimedia Systems and Applications (IMSA2001), pp. 294-299. Honolulu, Hawaii, USA, 2001. |
| 年度： | 2001 |
| 類別： |
會議論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Chih-Kai Chang. Discover Sequential Patterns of Learning Concepts for Behavioral Diagnosis by Interpreting Web Page Contents. ED-MEDIA 2001, pp. 251-256, Tampere, Finland, 2001. |
| 年度： | 2001 |
| 類別： |
會議論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Chih-Kai Chang and Kuen-Shan Wang. A Methodology for Learning Pattern Analysis from Web Logs by Interpreting Web Page Contents. International Conference on Computers in Education (ICCE2000), pp. 879-884, 2000. |
| 年度： | 2000 |
| 類別： |
會議論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | A Concept-Mapping Methodology to Eliminate Dangling Questions in Asynchronous Learning Forum. Chih-Kai Chang. Proceedings of ED-MEDIA 2000, pp. 160-165, Montreal, Quebec, Canada, June 26 - July 1, 2000. |
| 年度： | 2000 |
| 類別： |
會議論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Discovering Learning Patterns from Web Logs by Concept Transformation Analysis. Chih-Kai Chang. Accepted by Innovation and Technology in Computer Science Education 2000, Helsinki, Finland, July 11 - July 13, 2000. |
| 年度： | 2000 |
| 類別： |
會議論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Reduce Web-Based Classroom Management Efforts by Refining Collaborative Learning Strategies. Chih-Kai Chang. ED-MEDIA 99, pp. 669-674. |
| 年度： | 1999 |
| 類別： |
會議論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Student Portfolio Analysis for Decision Support of Web-Based Classroom Teacher by Data Cube Technology. Chih-Kai Chang, Gwo-Dong Chen, Kou-Liang Ou, and Baw-Jhiune Liu. ED-MEDIA/ED-TELECOM 98. |
| 年度： | 1998 |
| 類別： |
會議論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Building Web Collaborative Learning Environment by Active Database. Gwo-Dong Chen and Chih-Kai Chang. ED-TELECOM 97, pp. 279-284. |
| 年度： | 1997 |
| 類別： |
會議論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Curriculum representation for Collaborative learning systems on WWW. Chih-Kai Chang and Gwo-Dong Chen. Proceedings of International Conference on Computers in Education 1997, pp. 968-970. |
| 年度： | 1997 |
| 類別： |
會議論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | The Learning Flow and Portfolio Management for Distance Learning Environment on Web. Chih-Kai Chang, Baw-Jhiune Liu, and Gwo-Dong Chen. ED-TELECOM 97, pp. 273-278. |
| 年度： | 1997 |
| 類別： |
會議論文
|
| 摘要： | |
| 關鍵字： | |
| 著作名稱： | A learning activity development system on World Wide Web. Gwo-Dong Chen & Chih-Kai Chang, ED-TELECOM 96. |
| 年度： | 1996 |
| 類別： |
會議論文
|
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| 著作名稱： | A Language for Developing Collaborative Learning Activities on World Wide Web. Chih-Kai Chang, Gwo-Dong Chen, Baw-Jhiune Liu, Kou-Liang Ou, Proceedings of the twentieth annual international computer software & applications conference (COMPSAC'96), pp. 548-553. (EI) |
| 年度： | 1996 |
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| 著作名稱： | 張智凱，郭彥廷。(2006). 低年級學童於手持情境下之觸控筆使用能力探究。台灣教育傳播暨科技學會2006年學術研討會。 |
| 年度： | 2006 |
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| 著作名稱： | 改良合作學習策略以減少虛擬教室之管理負擔。張智凱。第十四屆全國技術及職業教育研討會。pp. 311-320, 1999。 |
| 年度： | 1999 |
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| 著作名稱： | A Portfolio-Based Scaffolding Methodology to Answer Dangling Questions in Discussion. Chih-Kai Chang. International Conference on Computers in Education (ICCE99), Vol. 2, pp. 337-340. |
| 年度： | 1999 |
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