| 著作名稱： | Investigating university students’ attitude and intention to use a learning management system from a self-determination perspective |
| 年度： | 2020 |
| 類別： |
期刊論文
Innovations in Education and Teaching International
|
| 摘要： | The goal of this study was to investigate the determinants affecting university students’ attitude and intention towards using a learning management system from the perspective of self-determination theory, and to examine the moderating effect of gender and usage experience and the relationships between these determinants. Two hundred forty-one Chinese university students’ responses addressing their perceptions of using Blackboard for autonomous learning were gathered through a convenient sampling technique and were analysed by PLS-SEM. We found that autonomy, relatedness, competence, and satisfaction had a positive and significant impact on students’ intention towards
using Blackboard; furthermore, the construct of autonomy was the strongest determinant for the use of Blackboard. However, students who used Blackboard were not found to be moderated by gender and usage experience. This study provides important implications for educators and institutions and contributes to our understanding of university students’ adoption of learning management systems. |
| 關鍵字： | Self-determination theory; learning management system; intention of use; gender; usage experience |
| 著作名稱： | Predicting at-risk university students based on their e-book reading behaviours by using machine learning classifiers |
| 年度： | 2021 |
| 類別： |
期刊論文
Australasian Journal of Educational Technology
|
| 摘要： | Providing early predictions of academic performance is necessary for identifying at-risk students and subsequently providing them with timely intervention for critical factors affecting their academic performance. Although e-book systems are often used to provide students with teaching/learning materials in university courses, seldom has research made the early prediction based on their online reading behaviours by implementing machine learning classifiers. This study explored to what extent university students’ academic achievement can be predicted, based on their reading behaviours in an e-book supported course, using the classifiers. It further investigated which of the features extracted from the reading logs influence the predictions. The participants were 100 first-year undergraduates enrolled in a compulsory course at a university in Taiwan. The results suggest that logistic regression supports vector classification, decision trees, and random forests, and neural networks achieved moderate prediction performance with accuracy, precision, and recall metrics. The Bayes classifier identified almost all at-risk students. Additionally, student online reading behaviours affecting the prediction models included: turning pages, going back to previous pages and jumping to other pages, adding/deleting markers, and editing/removing memos. These behaviours were significantly positively correlated to academic achievement and should be encouraged during courses supported by e-books. |
| 關鍵字： | machine learning classifier, machine learning classification algorithm, academic achievement, reading behaviour, e-book system, early prediction, at-risk student |
| 著作名稱： | Perceptions of teachers regarding the perceived implementation of creative pedagogy in “making” activities |
| 年度： | 2021 |
| 類別： |
期刊論文
The Journal of Educational Research
|
| 摘要： | “Making” has its origin in the maker movement, emphasizes novel, innovative creations by adopting applicable technologies, and fosters students’ creativity or encourages them to engage in creative thinking in school-based making activities, in which teachers act as a facilitator for the implementation of creative pedagogy. This study constructed a hypothesized model based on the theory of planned behavior and incorporated pedagogical beliefs, personal innovativeness, peer influence, and facilitating conditions to predict teachers’ perceptions regarding the perceived implementation of creative pedagogy in making activities. Questionnaires were obtained from 68 Chinese teachers with maker instruction experience and were tested against the proposed model by partial least squares structural equation modeling. The findings reveal that teachers’ attitudes and subjective norms had positive impacts on their intentions to implement creative pedagogy. Pedagogical beliefs and personal innovativeness showed a significant impact on their attitudes, while peer influence exerted a significant influence on subjective norms. |
| 關鍵字： | Maker education, creativity, theory of planned behavior, structural equation modeling |
| 著作名稱： | Exploring the effect of three scaffoldings on the collaborative problem-solving processes in China’s higher education |
| 年度： | 2021 |
| 類別： |
期刊論文
International Journal of Educational Technology in Higher Education
|
| 摘要： | Collaborative problem-solving (CPS) engages students in solving ill-structured problems, creating group knowledge, and developing self-regulation and collaboration skills. Different scaffoldings, such as minimal-guided, task-oriented, and idea-oriented, can be used to facilitate students’ CPS activities, but their effects have not been comprehensively explored. In this research, we use minimally-guided, task-oriented, and idea-oriented scaffoldings to promote Chinese university students’ online CPS activities and use a multi-method approach to analyze the effects of three scaffolding on collaboration. The results indicate relatively complicated collaborative processes and outcomes supported by three scaffoldings. It is initially shown that the idea-centered scaffolding strengthens students’ connections between idea contribution, metacognitive regulation, and knowledge artifact behaviors, which are critical factors for improving the CPS quality. Based on the empirical research results, we conclude that future instructional design should carefully consider the educational culture, time constraint, and student regulation to better facilitate CPS practices. |
| 關鍵字： | |
| 著作名稱： | Perceived Enjoyment and Attractiveness Influence Taiwanese Elementary School Students’ Intention to Use Interactive Video Learning |
| 年度： | 2020 |
| 類別： |
期刊論文
International Journal of Human–Computer Interaction
|
| 摘要： | Some platforms such as EDpuzzle, PlayPosit and HiHaHo, were developed to support interactive video-based
learning. These programs enabled teachers to provide interactive ways to enhance students’ active engagement
and participation with prerecorded video learning materials. However, little research has been done to
investigate students’ intentions to use such video learning. In this study, a hypothesized model incorporated
“perceived enjoyment” and “perceived attractiveness” into a Technology Acceptance Model (TAM) to
explore the factors that influence elementary school students’ intentions to use interactive video learning
supported by EDpuzzle. Data collected from 151 sixth-grade pupils at two elementary schools in North
Taiwan via a questionnaire were tested against a hypothesized model by using structural equation modeling.
Overall, this model predicted a 68.2% variance in behavioral intentions, and 76.4% of the students would
have positive attitudes toward using EDpuzzle. The results indicated that perceived attractiveness and
perceived enjoyment were determinants that should be considered in explaining elementary school
students’ behavioral intentions of using EDpuzzle. Some valuable implications were discussed for researchers,
practitioners and educators in understanding the determinants that could influence students to use
interactive video learning in an elementary education setting. |
| 關鍵字： | |
| 著作名稱： | Integrating Smartphone-controlled Paper Airplane into Gamified Science Inquiry for Junior High School Students |
| 年度： | 2020 |
| 類別： |
期刊論文
Journal of Educational Computing Research
|
| 摘要： | Integrating science learning with game experience and physical manipulatives not only overcomes the rigidity of traditional teaching, but also makes the learning experience pleasant for students and improves their science inquiry ability. Today, with the popularization of mobile devices and technology, both the value and feasibility of gamified science learning have increased significantly. However, several studies showed that students might get lost or feel bored during science inquiry. To let students enjoy the science inquiry process and improve their science process skills, the researchers combined mobile technology, game design elements, and science inquiry and designed the gamified science inquiry activity “we are aircraft designers”. Here, students designed and manipulated a smartphone-controlled paper airplane by mobile devices connected via Bluetooth. To investigate the effects of the gamified science inquiry activity, the flow state and science process skills of 71 students of a junior high school in China were explored. The proposed gamified science inquiry activity enhanced flow and science process skills of students with high and middle level flow. No differences were found on flow and science process skills between males and females. Based on these results, the guidelines for the design of a gamified science inquiry activity are discussed. |
| 關鍵字： | gamification, element of game design, science inquiry, flow, science process skills |
| 著作名稱： | Exploring the effectiveness and moderators of block-based visual programming on student learning: A meta-analysis |
| 年度： | 2020 |
| 類別： |
期刊論文
Journal of Educational Computing Research
|
| 摘要： | Block-based visual programming tools, such as Scratch, Alice, and MIT App Inventor, provide an intuitive and easy-to-use editing interface through which to promote programming learning for novice students of various ages. However, very little attention has been paid to investigating these tools’ overall effects on students’ academic achievement and the study features that may moderate the effects of block-based visual programming from a comprehensive perspective. Thus, the present study carried out a meta-analysis to systemically examine 29 empirical studies (extracting 34 effect sizes) using experimental or quasi-experiments involving the programming learning effects of employing block-based visual programming tools to date (until the end of 2019). The results showed a small to medium significant positive overall mean effect size (fixed-effect model g 0.37; random-effects model g 0.47) of the use of these block-based visual programming tools with respect to students’ academic achievement. Furthermore, the overall mean effect size was significantly affected by the educational stage, programming tool used, experimental treatment, and school location. Discussions and implications based on the findings are provided. |
| 關鍵字： | block-based visual programming, meta-analysis, academic achievement, study features |
| 著作名稱： | Factors affecting Chinese university students’ intention to continue using virtual and remote labs |
| 年度： | 2020 |
| 類別： |
期刊論文
Australasian Journal of Educational Technology
|
| 摘要： | Recently, virtual and remote labs (VRLs) have been developed to support students in conducting experiments in engineering and science education. However, little is known about the students’ intentions to continue using VRLs and their satisfaction with the experience. This study proposed an extended model embedded within the expectation confirmation model and two variables concerning flow experience (time distortion and focused attention) to predict Chinese university students’ satisfaction with and intention to continue using VRLs. A structural equation modelling technique based on covariance was conducted to evaluate survey questionnaire responses received from 238 students at a university located in central China. The results demonstrated that satisfaction was the most crucial determinant of the students’ intention to continue using VRLs, followed closely by perceived usefulness. Confirmation played an indirect role in predicting students’ intentions to continue using VRLs via satisfaction and perceived usefulness. Students’ flow experience while performing virtual experiments played a positive and direct role in confirming their expectations of VRLs. |
| 關鍵字： | intentions to continue using, satisfaction, expectation confirmation model, flow experience, virtual and remote labs |
| 著作名稱： | Using the BookRoll e-book system to promote self-regulated learning, self-efficacy and academic achievement for university students |
| 年度： | 2019 |
| 類別： |
期刊論文
Journal of Educational Technology & Society
|
| 摘要： | This study introduced BookRoll, a digital teaching material delivery and e-book reading system, to record and trace students’ preview status through the BookRoll dashboard in a university course and further support their self-regulated learning. One hundred nine freshmen from two separate classes at a university located in central Taiwan participated in this study, and their self-regulated learning and self-efficacy as well as academic achievement were evaluated. One class of 53 students was assigned to an experimental group using the BookRoll system embedded in Moodle, and the other class of 56 students was assigned a control group using Moodle without embedded BookRoll. This study indicated that the group of students using BookRoll exhibited significant improvements in self-regulated learning and self-efficacy; furthermore, the gain scores of the experiment group in self-regulated learning and self-efficacy were both significantly higher than those of the control group. In addition, a significant difference in academic achievement was also found between the two groups. Moreover, students’ online e-book reading behaviors including attaching bookmarks, adding/deleting markers, attaching/removing/editing memos, and slide switching (next/previous/jumping page) were positively significantly correlated to their academic achievement. |
| 關鍵字： | E-book system, Self-regulated learning, Self-efficacy, Academic achievement, Reading behavior |
| 著作名稱： | Patterns of motives for social network site use among sixth grade pupils in Taiwan |
| 年度： | 2018 |
| 類別： |
期刊論文
Telematics and Informatics
|
| 摘要： | This study examined the profiles, gender, digital opportunities, and patterns of motives for using social networking sites (SNSs) among 401 sixth-grade pupils in Taiwan. A survey based on Aladwani’s GoToFB scale and a self-constructed questionnaire were employed to gather information on pupils’ SNS use motives and their usage frequency of Internet-accessible electronic devices. The results show that their primary motive of using SNSs was connecting with others. Significant differences were found in connecting, sharing, organizing, and monitoring between genders, and in connecting, sharing, relaxing, branding, monitoring, and expressing between pupils with different digital opportunities due to regional digital development. In addition, a two-stage cluster analysis yielded four distinct subgroups: highly motivated, less motivated, relaxed-oriented, and socially-oriented. They were varied not only in their motives of SNS use, but also in the usage frequency of Internet-accessible electronic devices. |
| 關鍵字： | Motives of SNS use, Gender, Digital opportunity, Clustering analysis, Pupils of elementary school |
| 著作名稱： | Effects of Using Self-Explanation on A Web-Based Chinese Sentence Learning System |
| 年度： | 2016 |
| 類別： |
期刊論文
Computer Assisted Language Learning
|
| 摘要： | Chinese as a foreign language (CFL) learners generally encounter difficulty in using some special rules of Chinese grammar because such grammar points do not exist in their native languages. CFL learners require an effective learning strategy to assist them in acquiring a greater understanding of Chinese grammar. Thus, we integrated a self-explanation strategy into a Chinese-learning system. Specifically, the system includes self-explanation prompts, instructional feedback, and remedial learning materials. The aim of this study was to determine the effects of using a self-explanation strategy on Chinese sentence learning in a computer-assisted language learning environment. The participants were assigned to an experiment group with self-explanation instruction and a control group without self-explanation to practice Chinese grammar points. Learning performance, including grammar tests and cognitive loads, was measured. The results showed higher learning outcomes for Chinese grammar and sentence structure in the self-explanation group. Furthermore, no significant difference in cognitive load was observed between the two groups. Implications for using self-explanation in computer-assisted language learning are discussed. |
| 關鍵字： | |
| 著作名稱： | Designing and implementing a personalized remedial learning system for enhancing the programming learning |
| 年度： | 2013 |
| 類別： |
期刊論文
Educational Technology & Society
|
| 摘要： | In recent years, the demand for computer programming professionals has increased rapidly. These computer engineers not only play a key role in the national development of the computing and software industries, they also have a significant influence on the broader national knowledge industry. Therefore, one of the objectives of information education in Taiwan is to cultivate elite talents specializing in computer programming so as to improve Taiwans national competitiveness. Although programming is a major fundamental subject for students in information sciences, learning to master programming languages is far from easy. Accordingly, this study aimed to establish a personalized remedial learning system to assist learners in remedial learning after an online assessment. The proposed system adopted the fuzzy logic theory to construct an appropriate learning path based on the learners misconceptions found in a preceding quiz. With concepts of each course constructed in a learning path, the proposed system will select the most suitable remedial materials for a learner in terms of learner preference to facilitate more efficient remedial learning. Finally, the system, proven by several conducted experiments, can offer a comprehensive and stable remedial learning environment for any e-learning programs. The analysis of learners achievements confirmed that the method of this study has achieved the effects of remedial learning and adaptive learning. |
| 關鍵字： | Remedial learning, Intelligent tutoring systems, Fuzzy logic, Learning style |
| 著作名稱： | A fuzzy logic-based personalized learning system for supporting adaptive English learning |
| 年度： | 2012 |
| 類別： |
期刊論文
Educational Technology & Society
|
| 摘要： | As a nearly global language, English as a Foreign Language (EFL) programs are essential for people wishing to
learn English. Researchers have noted that extensive reading is an effective way to improve a persons command
of English. Choosing suitable articles in accordance with a learners needs, interests and ability using an elearning system requires precise learner profiles. This paper proposes a personalized English article
recommending system, which uses accumulated learner profiles to choose appropriate English articles for a
learner. It employs fuzzy inference mechanisms, memory cycle updates, learner preferences and analytic
hierarchy process (AHP) to help learners improve their English ability in an extensive reading environment. By
using fuzzy inferences and personal memory cycle updates, it is possible to find an article best suited for both a
learner’s ability and her/his need to review vocabulary. After reading an article, a test is immediately provided
to enhance a learner’s memory for the words newly learned in the article. The responses of tests can be used to
explicitly update memory cycles of the newly-learned vocabulary. In addition, this paper proposes a
methodology that also implicitly modifies memory cycles of words that were learned before. By intensively
reading articles recommended through the proposed approach, learners comprehend new words quickly and
review words that they knew implicitly as well, thereby efficiently improving their vocabulary volume.
Analyses of learner achievements and questionnaires have confirmed that the adaptive learning method
presented in this study not only enhances the English ability of learners but also helps maintaining their learning
interest. |
| 關鍵字： | |
| 著作名稱： | Accumulating and visualizing tacit knowledge of teachers on educational assessments |
| 年度： | 2011 |
| 類別： |
期刊論文
Computers & Education
|
| 摘要： | Assessments, embedded with teachers’ implicit (i.e. tacit) domain knowledge, play an important role in evaluating ’comprehension of a subject. The knowledge on the importance of both the concepts and their relationships of a subject, if captured, made explicit, and shared around, may greatly help teachers construct more effective assessments. This study establishes a methodology to accumulate tacit knowledge of specific topics from collected assessments by using an implicit knowledge extraction mechanism and, visualises the overall importance distribution of concepts by using knowledge maps for helping teachers compile their assessments. Several two stage experiments, scheduled for one semester, were conducted in the third grade natural science courses at elementary schools in Taiwan. Eighteen teachers who actually teach the courses participated in the experiments, and thirty students were in each course. In the first stage, teachers compiled assessments without using IKMAAS’s knowledge map features while in the second stage, they did use them. System usage records, questionnaires and interview results were used for evaluating the usability of the methodology and the satisfaction of using IKMAAS. The results indicate the potential of the methodology, as each of the teachers agreed that the visualised assessment knowledge helped them to comprehend the proportions of concepts they intended to test easily and, additionally, helped them to clearly notice concepts they may have ignored. Yet the results in this study also show the potential of using knowledge maps and knowledge accumulating methodology in pedagogy paradigm. |
| 關鍵字： | |
| 著作名稱： | Construction and analysis of educational assessments using knowledge maps with weight appraisal of concepts |
| 年度： | 2010 |
| 類別： |
期刊論文
Computers & Education
|
| 摘要： | The rapid advance of information and communication technologies (ICT) has important impacts on teaching and learning, as well as on the educational assessment. Teachers may create assessments utilizing some developed assessment software or test authoring tools. However, problems could occur, such as neglecting key concepts in the curriculum or having disproportionate course topics distribution, when teachers create assessments or test items. This study proposes a novel approach, which uses knowledge map with appraisal of concept weights and other ICTs, and implements an assessment system KMAAS to help primary school teachers in Taiwan, or elsewhere, create educational assessments properly. When compiling an assessment, KMAAS ensures that teachers can include all important course concepts intended for assessing and maintain correct balance between course concepts among test items. It does so first by analyzing course material of the assessment range and displaying a concept-weight-annotated knowledge map which concretize and visualize the importance of and the relationships among concepts in the range. It then analyzes the test sheet which is being complied and displays another similar real-time updated knowledge map containing balance between course concepts among the test items. Teachers may cross-refer to these maps to help them adjust concept balances and even select appropriate test items from test banks. The system has being evaluated in both the accuracy of learning concepts extraction and the degree of user satisfaction, as measured by questionnaires given to the teachers who tested the system. The promising results confirm the feasibility of this system in helping teachers compile their educational assessments easily and precisely. Other results of the formative evaluations on techniques have being used to improve the system in order to make it more effective and efficient. The methodology and technologies KMAAS employed are all well developed and are domain independent, which makes it highly flexible to transfer to other course subject domain too. |
| 關鍵字： | |
| 著作名稱： | The development of SCORM conformant learning content based on the learning cycle using participatory design |
| 年度： | 2010 |
| 類別： |
期刊論文
journal of Computer Assisted Learning
|
| 摘要： | This study incorporates the 5E learning cycle strategy to design and develop Sharable Content Object Reference Model‐conformant materials for elementary science education. The 5E learning cycle that supports the constructivist approach has been widely applied in science education. The strategy consists of five phases: engagement, exploration, explanation, elaboration and evaluation. It has potential value for creating effective science e‐learning materials. This study implemented the participatory design (PD) method to investigate the possibility of applying the 5E model to science e‐learning materials. PD is an approach that understands knowledge by doing and focuses on collaborating with the intended users rather than designing ‘for’ them. In this study, researchers, designers and elementary science teachers cooperated at all stages of the design process (including explanation, analysis and decision making). The issues to be dealt with in this study included instructional designs based on the 5E model, techniques or specifications of e‐learning, learning objects, metadata and procedures. The results of this study provided concrete recommendations for how to incorporate the 5E learning cycle and how to develop effective e‐learning materials for elementary science instruction. |
| 關鍵字： | |
| 著作名稱： | Identifying Factor Associations Emerging from an Academic Metaverse Event for Scholars in a Postpandemic World: Social Presence and Technology Self-Efficacy in Gather.Town |
| 年度： | 2024 |
| 類別： |
期刊論文
Cyberpsychology, Behavior, and Social Networking
|
| 摘要： | COVID-19 has prompted conferences to transition to online formats, inadvertently diminishing their emphasison the social element. In online events, a sense of presence leading to a sense of companionship is limited inconventional conferencing platforms. Although the extant body of research on virtual conferences is growing,academic events in the Metaverse get little attention. Such events and their relevance to social presence withinthe Metaverse and associations among observable factors are seldom discussed. This study examined the per-spectives of scholars in an online seminar during COVID-19 hosted in Gather.Town, a Metaverse-like con-ferencing environment. A hypothetical model was built to determine whether social presence and technologyself-efficacy impact scholars’ satisfaction and facilitate academic interactions. Ninety-three scholars in an aca-demic seminar for research projects in information and computer education were polled to obtain data, whichwas then evaluated using partial least squares structural equation modeling (PLS-SEM). The proposed modelexplained 57.1 percent of the variables, and the findings showed that social presence and technology self-efficacy had a positive and significant impact on academic interactions and exchanges, as well as technologyself-efficacy playing an essential role in determining overall satisfaction. However, social presence does notappear to have a direct impact on satisfaction, implying that a positive academic experience may still be achi-eved with or without the feature of being with others supported by the Metaverse. Although digital commu-nication will only become more diverse and intense, it is important to understand how to maintain the basiccharacter of human interactions virtually, even amid a pandemic. This research attempts to shed light on somecritical factors in creating a conducive environment for future Metaverse-like academic events. |
| 關鍵字： | Metaverse, social presence, virtual conference, Gather.Town |
| 著作名稱： | The impact of presence on the perceptions of adolescents toward immersive laboratory learning |
| 年度： | 2024 |
| 類別： |
期刊論文
Education and Information Technologies
|
| 摘要： | Immersive virtual reality (IVR) is expected to create a greater sense of presence that might improve students’ laboratory learning experiences. However, little research has verifed the infuence of presence on students’ perceptions toward immersive laboratory learning. The current study, which is based on the expectation confrmation model, attempts to investigate the ways in which presence infuences secondary school student perceived laboratory learning in an IVR setting. Data for this study were gathered from 167 Chinese students aged 13–18 who had experience in using IVR. According to the results of the partial least squares structural equation modelling (PLS-SEM) analysis, physical presence in the IVR environment had a favourable direct impact on students’ perceived usefulness as well as indirect efects on their learning satisfaction with and intention to continue using IVR. Self-presence had indirect impacts on students’ perceived usefulness, satisfaction, and continued intention to utilize IVR. Students’ expectation confrmation regarding the use of IVR for laboratory learning plays a crucial role in shaping their overall experience.
It not only mediates the relationships between their perceptions of presence and perceived usefulness and satisfaction but also directly infuences their intention to continue engaging in IVR-supported laboratory learning. |
| 關鍵字： | Physical presence · Self-presence · Immersive virtual reality · Laboratory learning · Continuance intention · Expectation confrmation model |
| 著作名稱： | Integrating self-explanation into simulation-based physics learning for 7th graders |
| 年度： | 2023 |
| 類別： |
期刊論文
Journal of Science Education and Technology
|
| 摘要： | The use of simulations to better convey abstract scientific concepts or difficult-to-observe scientific occurrences through
the manipulation of variables or virtual objects has the potential to improve student science learning. However, misconceptions or extraneous load may emerge if simulation support is insufficient. In this study, we used a self-explanation strategy via question-based prompts in an online scientific simulation learning environment to improve the comprehension of junior high school students in physics concepts, engagement and motivation toward science learning, and task load. Thirty-seven seventh grade students from two junior high school classrooms in northeastern China were allocated into experimental and control groups using a quasi-experimental approach. Students in the experimental group utilized a simulation-based learning environment that incorporated self-explanation, while students in the control group used the same environment but without self-explanation integration. Additionally, sequential analytic approaches were used to examine the behavioral patterns of both groups of students throughout simulation operations and the learning process. The results showed that the students in the experimental group demonstrated significantly better learning achievement than those in the control group; furthermore, we discovered that the students in the experimental group displayed more inquiry behaviors regarding prediction, simulation operation, and explanation than did those in the control group. |
| 關鍵字： | Scientific simulation · Self-explanation · Learning behavioral pattern · Physics learning |
| 著作名稱： | Exploring the Effectiveness and Moderators of Augmented Reality on Science Learning: A Meta-Analysis |
| 年度： | 2022 |
| 類別： |
期刊論文
Journal of Science Education and Technology
|
| 摘要： | The use of augmented reality (AR) technology in the science curriculum has the potential to assist students in comprehending abstract and complex concepts or unobservable phenomena, as well as to better explain knowledge regarding science content by superimposing virtual objects over genuine items or environments in a multidimensional approach. However, the overall efects on students’ academic achievement of using AR technology in scientifc courses and the key factors that infuence such efects are still unclear. Therefore, we performed a meta-analysis in this work to systematically review 35 empiric trials (with 39 efect sizes) that used experimental or quasi-experimental approaches to determine the academic achievement of using AR techniques in science-related courses. In addition, we explored possible moderators such as diferences in disciplines, educational stages, types of AR (marker-based, markerless-based, or location-based), display devices (mobiles, tablets, computers, or headsets), intervention duration, group size, and instructional strategies. The results revealed that the overall mean efect size (with AR into instruction vs without AR into instruction) was 0.737 under the random efects model, indicating a medium-to-large signifcant positive efect on students’ academic achievement. The disciplines had signifcant moderating efects, types of AR had marginally signifcant efects, while educational stages, display devices, intervention duration, group size, and strategies used had insignifcant infuence. The impact of AR technology on scientifc education was discussed in connection to the above seven moderators. |
| 關鍵字： | Augmented reality · Science learning · Meta-analysis · Moderators · Academic achievement |
| 著作名稱： | Effects of developing prompt scaffolding to support collaborative scientific argumentation in simulation-based physics learning |
| 年度： | 2022 |
| 類別： |
期刊論文
Interactive Learning Environments
|
| 摘要： | Argumentation scaffolding can be used to enhance the formulation of logical arguments as well as the performance of such arguments. This study presents a web-based synchronized scientific argumentation environment integrated with prompt scaffolding to support simulation based physics learning for elementary school students. To investigate
the effects of prompt argumentation scaffolding, two sixth-grade classes totaling fifty-five students worked in small groups to complete a simulation-based physics learning activity regarding the principle of leverage. One class was allocated to an experimental group that received prompt argumentation scaffolding, whereas the other class was assigned to be the control group not receiving prompts. Learning achievements such as science conceptual understanding and scientific explanation skills were examined, and lag sequential analysis (LSA) was used to compare the argumentative behavioral patterns of the two groups. The results showed that the students in the experimental group outperformed those in the control group in terms of their capacity to produce scientific explanations, though no significant difference in their understanding of physical concepts. Furthermore, the LSA results revealed that the experimental group demonstrated more coherent, evidence-based arguments and conscious reasoning, whereas the
control group displayed more of a conversational tone and was unstructured in its debates with others. |
| 關鍵字： | Simulation-based science learning; scientific argumentation; collaborative argumentation; prompt scaffolding; sequential behavioral analysis |
| 著作名稱： | Factors infuencing younger adolescents’ intention to use game‑based programming learning: A multigroup analysis |
| 年度： | 2022 |
| 類別： |
期刊論文
Education and Information Technologies
|
| 摘要： | In recent years, increased attention has been given to programming instruction for primary and secondary students. Several game-based programming learning platforms, such as Code.org, Lightbot, and Run Marco, have been created to offer enticing, enjoyable, and visualizable programming learning conditions that facilitate student interest and engagement in learning programming. However, few studies have explored the perceptions of younger adolescents regarding the use of game-based programming learning. The study aims to adopt a technology acceptance model rooted in perceived enjoyment, computer self-efficacy, perceived visual attractiveness, system response, and challenge to investigate the intentions of younger adolescents regarding the use of game-based programming learning supported by Code.org and to analyze the moderating influence of gender and grade level. Data obtained from 1,539 primary (grades 3–6) and secondary (grades 7–8) students in eastern China through questionnaire surveys were analyzed using structural equation modeling. The results showed that perceived usefulness, perceived enjoyment, and computer self-efficacy all had a direct impact on students’ intentions to use game-based programming learning, while perceived visual attractiveness, system response, challenge, and perceived ease of use all had an indirect effect. Moreover, we also found that gender and grade level had moderating effects on student game-based programming learning. Overall, this study offered insight into younger adolescents’ intentions toward game-based programming learning. |
| 關鍵字： | Game-based programming learning · Intention to use · Younger adolescents · Technology acceptance model · Gender · Grade level |
| 著作名稱： | Factors impacting university students online learning experiences during the COVID-19 epidemic |
| 年度： | 2021 |
| 類別： |
期刊論文
Journal of Computer Assisted Learning
|
| 摘要： | Due to the COVID-19 epidemic crisis, students from higher education institutionsaround the world are forced to participate in comprehensive online curriculums. Insuch a scenario, it is worth investigating how students perceived their learning out-comes and satisfaction based on this method of teaching and learning online. Thisstudy aims to explore the role of six factors, namely, system quality, course design,learner-learner interaction, learner-instructor interaction, learner-content interaction,and self-discipline, on university students perceived learning outcomes and theireffect on student satisfaction with online curricula during the COVID-19 epidemic. Astructural equation modelling technique was used to assess survey questionnairesobtained from 457 validated students at a Public University in China. The resultsdemonstrated that these determinants had a positive effect on satisfaction and learn-ing outcomes, whereas learner-instructor interaction had no significant effect. Fur-thermore, the strongest determinant that affected not only students satisfaction butalso their learning outcomes was the learner-content interaction. |
| 關鍵字： | COVID-19, determinants of e-learning, learning outcomes, satisfaction, self-discipline |
| 著作名稱： | Exploring and comparing pedagogical beliefs of university instructors in relation to their behavioural patterns regarding learning management system use |
| 年度： | 2024 |
| 類別： |
期刊論文
Behaviour & Information Technology
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| 摘要： | Understanding the relationship between instructors’ pedagogical beliefs and their usage of learning management systems (LMSs) is crucial in higher education. This study addresses this research gap by studying how 64 active university teachers’ pedagogical beliefs match their LMS usage behaviours. Based on 1374 LMS courses, this study intended to illuminate the complex relationship between teachers’ traditional, constructivist, ICT-based beliefs and
operational behaviours while using an LMS for technology-enhanced instruction. Four patters were found: low-use (67.2%), administration-oriented (20.3%), communication-oriented (9.4%), and assessment-oriented (3.1%), which provide insights into how university instructors engage with LMS tools, highlighting the different LMS tool-adoption strategies used in higher education. Intriguing links were found between actual usage patterns and pedagogical beliefs,
indicating that administration-oriented and low-usage patterns were related with weaker beliefs in ICT use, with the former having the highest constructivist belief scores and the latter recording the lowest. Instructors with communication use patterns had the lowest traditionalist beliefs, while those focusing on assessment had the highest. This research underscores the significance of aligning pedagogical approaches with technology integration within the context
of higher education instruction, offering vital insights for universities committed to ongoing improvement in teaching practices and the effective utilisation of LMS technologies. |
| 關鍵字： | Teacher behavioural pattern; pedagogical belief; learning management system; clustering analysis |
| 著作名稱： | Understanding the behavioural patterns of university teachers toward using a learning management system |
| 年度： | 2021 |
| 類別： |
期刊論文
International Journal of Emerging Technologies in Learning
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| 摘要： | Recent research has been very attentive to the examination of learners’ behavioural patterns of using learning management systems (LMS), but these studies seldom address the diversity in the LMS usage behaviours of teachers. This study aimed to discover the behavioural patterns of university instructors regarding the use of an LMS by using sequential and clustering analysis techniques. The usage behaviours of 268 teachers at a public university in China were extracted from the Blackboard platform over the course of one-semester. These behaviours were classified according to five different LMS behavioural types: (1) course and content; (2) assignment; (3) communication and collaboration; (4) assessment; and (5) administration. The results indicated that the most frequent teachers’ LMS usage behaviour was course and content followed by assessment and administration. The results of the sequential analysis indicated that most of the instructors are used to adopting communication and collaboration and assignment when they finish using course and content. In addition, three distinct usage behavioural pattern subgroups were named as teachers preferred assessment, teachers of regular use, and teachers of less use. Implications of these findings are discussed in the light of the university teachers’ behavioural patterns toward using the LMS. |
| 關鍵字： | usage behaviour of teachers; learning management system; sequential analysis; cluster analysis; behavioural pattern mining |
| 著作名稱： | Investigating the Effectiveness of an Interactive IRF-Based English Grammar Learning System |
| 年度： | 2017 |
| 類別： |
期刊論文
International Journal of Emerging Technology in Learning
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| 摘要： | Computer-supported language learning has the potential to promote
relevant work in support of instant, interactive language discourse that fulfils
educational purposes and fosters individual language learning. This study
presents an interactive IRF-based English grammar learning assistant system
(EGLA) that aims to improve students’ grammatical knowledge and correct
their grammar errors and misspellings if they have any. A quasi-experimental
design is adopted to examine its effects on an English grammar achievement
test for three classes of junior high school students. These three classes were assigned
to the experimental group and control groups A and B. The experimental
group used EGLA that harnessed IRF moves, control group A used EGLA but
without IRF moves, whereas control group B received an IRF-based English
grammar discourse from an English tutor in the classroom. The results demonstrated
that the experimental group was significantly better than control group
A, but was not significantly different from control group B. The results are discussed,
and directions for further investigation are provided. |
| 關鍵字： | IRF; question and feedback; grammar learning; CALL |
| 著作名稱： | Analyzing Temporal Patterns of Groups and Individuals in an Online Learning Forum |
| 年度： | 2015 |
| 類別： |
期刊論文
International Journal of Emerging Technologies in Learning (iJET)
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| 摘要： | Time plays a fundamental role to benefit and challenge the online discussion. It allows considering the temporal aspect both for analyzing of how learning takes places through online discussion, and for designing effective structures to support discussion activity. The purpose of this study was to examine the temporal patterns of group and individuals participation in the discussion forum. Data were collected from the logs and the postings of college students. This study firstly investigated the temporal patterns of group participation in the discussion forum, and then analyzed how promptness and initiative of individuals in online discussion related with their grades at the end of the semester. Results revealed that students posted mainly in the first 23 days and among deadline. Students preferred discussing with others around the course content after they learned something related as soon as possible. They were willing to post in the morning and evening. There was strong relationship between students’ promptness and initiative of the online discussion and their grades. Reasons for these results were discussed. |
| 關鍵字： | discussion forum;temporal pattern; pace;sequence |
| 著作名稱： | A Cluster- Based Personalized Item Recommend Approach On the Educational Assessment System |
| 年度： | 2015 |
| 類別： |
期刊論文
International Journal of Emerging Technologies in Learning (iJET)
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| 摘要： | Personalized item recommendation enables the educational assessment system to make deliberate efforts to
perform appropriate assessment strategies that !t the needs, purposes, preferences, and interests of individual teachers. This study presents a dynamically personalized item recommendation approach that is based on clustering inserve teachers with assessment compiling interest and preference characteristics to recommend available, best-fit candidate items to support teachers to construct their classroom assessment. A two-round assessment constructing activity was being adopted to collect and extract these teacher’ assessment knowledge (item selected preference behaviors), and through the designed item-recommendation mechanism to facilitate IKMAAS [1] to recommend proper items to meet different individual in-serve teachers. To evaluate the effectiveness and usability for the cluster-based personalized item-recommendation, the assessment system log analysis and the questionnaire collected from participating teachers’ perceptions were being used. The results showed the proposed item-recommendation approach based on clustered teachers’ assessment knowledge can effectively improve their educational assessment onstruction. |
| 關鍵字： | architectures for educational technology system; authoring tools and methods; elementary education; evaluation methodologies; human-computer interface |
| 著作名稱： | A Syntactic Based Approach for Evaluating Semantics of Texts |
| 年度： | 2012 |
| 類別： |
期刊論文
IJACT: International Journal of Advancements in Computing Technology
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| 摘要： | This study introduced a novel algorithm to compute similarities between natural languages. Using syntactical relationships derived from natural languages, the algorithm proposed a semantic structural model and quantified natural languages using the word similarity method based on WordNet and lexical databases. The experimental results indicated that the algorithm could yield optimal results in semantic recognition when applied to sentences or short texts that are grammatically complex or relatively long. The contribution of this study is in its conversion of the grammar of different natural languages into a unified semantic structure, through which the semantic similarity of two sentences or short texts can be obtained by comparison. This study aimed to enhance the capability of computers for fuzzy concept processing, which can be applied to the fields of search engines and artificial intelligence. For instance, in search engines, sentences or short text-based concepts may be semantically structured to replace key-word based queries when executing search tasks. In the field of artificial intelligence, this capability may be applied to intelligent agents to smooth the process of interaction between humans and machines. |
| 關鍵字： | |
| 著作名稱： | Perceptions of teachers toward game-based programming tools in k-12 classrooms |
| 年度： | 2019 |
| 類別： |
期刊論文
IADIS International Journal on Computer Science and Information Systems (ESCI)
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| 摘要： | In recent years, game-based programming tools (GBPTs) such as Lightbot, Cargo-Bot, and Run Marco have been developed to help children worldwide better understand programming concepts through an interesting, enjoyable and visualizable programming learning experience. However, in-service teachers’ perceptions regarding the use of these game-based programming tools in K-12 instruction have received little attention. To understand the perceptions of teachers, this study integrated perceived enjoyment into the Technology Acceptance Model (TAM) to explore the factors that influence the intentions of K-12 in-service teachers to use game-based programming tools in their instructional tasks. Thirty Chinese teachers in elementary and secondary schools were invited to finish at least one hour of code tutorial at the code.org site, and then undertake a paper-and-pencil questionnaire. We applied the partial least squares structural equation modeling technique to analyze the extended TAM model. Results demonstrated that teachers’ behavioral intention was determined by their attitudes toward using GBPTs. Perceived usefulness and perceived ease of use had a significant and positive influence on teachers’ attitudes. In addition, the results also indicated that perceived enjoyment has a significant influence on perceived usefulness and perceived ease of use, but no significant effect on the attitude of teachers regarding the use of GBPTs. Based on these findings, enjoyment can be considered as a determinant that influences teachers’ perceptions toward using GBPTs in K-12 programming education. Some pedagogical and research implications are also presented. |
| 關鍵字： | Game-Based Programming Tools, Technology Acceptance Model, Perceived Enjoyment, K-12 Teachers |
| 著作名稱： | 移动设备在非正式科学学习中的应用——基于国外相关实证研究的综述 |
| 年度： | 2021 |
| 類別： |
期刊論文
現代教育技术
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| 摘要： | 文章基于内容分析的视角,梳理了近十年来国外有关在非正式科学学习环境中应用移动设备(如智能手机、平板电脑)的实证研究,发现:移动设备在非正式科学学习中的应用尚不广泛,且呈现地区研究差异;研究者多关注小学阶段生命科学的学习,并与户外环境研学旅行联系紧密;移动设备在非正式科学学习中不仅扮演"学习助手"的角色,而且可作为学习资源直观呈现学习内容。此外,文章针对未来研究非正式科学学习提出了建议,如重视基础教育阶段非正式科学学习的机会、设计良好移动学习资源或选择合适移动技术、思考移动设备应用于非正式科学学习的结果测量方式、加强对多个科学领域进行非正式科学学习的探索,以期为相关研究提供参考。 |
| 關鍵字： | |
| 著作名稱： | 移动技术支持下的游戏化科学学习研究 |
| 年度： | 2021 |
| 類別： |
期刊論文
現代教育技術
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| 摘要： | 以游戏化方式进行科学学习能带给学习者愉悦的学习体验,有利于学生科学探索能力和学习意愿的提升。而移动技术的发展为游戏化科学学习提供强有力的支持。基于此,文章结合游戏设计要素与移动技术,设计了游戏化科学学习活动"我们是飞机设计师",藉由让学生通过移动设备去操纵、遥控蓝牙纸飞机,并考察该活动对学习动机的影响。之后,文章以C学校初中二年级的学生为研究对象,采用定性和定量相结合的方式,来检验学生的科学学习动机是否有所提升,并检验男生、女生在科学学习动机的提升上是否存在差异,结果发现:游戏化科学学习活动可以提升学生对科学学习的动机,但并不能改善学生对科学评估或考试的焦虑情况;该活动对男、女生在科学学习动机上具有同等效力,但活动后女生对科学知识与技能有更强烈的价值感和信念。该方法可作为一种新技术补充和增强教学模式在基于探究的科学实验和活动中进行应用,可为游戏化应用于科学教育教学提供参考 |
| 關鍵字： | |
| 著作名稱： | Investigating the Effects of Flipped Learning, Student Question Generation, and Instant Response Technologies on Students’ Learning Motivation, Attitudes, and Engagement: A Structural Equation Modeling |
| 年度： | 2018 |
| 類別： |
期刊論文
EURASIA Journal of Mathematics, Science and Technology Education (Scopus)
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| 摘要： | In recent years, flipped learning has grown in popularity and been more widely adopted as a mechanism of enabling active learning, which is used in different educational scenarios. This paper describes a novel extension of flipped learning by integrating student question-generation and an instant response system into the higher education curriculum and examining the impacts of this extension on students’ learning motivation, attitudes, and engagement. Data were obtained from 54 sophomores at Zhejiang University, China, and the data were tested using the partial least squares structural equation modeling approach. The results indicated that this research model predicted 47.3% of the variance of learning motivation, 78.6% of the variance of attitudes toward learning, and 62.4% of the variance of learning engagement. Also, the results showed that the constructs of flipped learning and student question generation have a positive impact on the students’ learning motivation, attitudes, and engagement. In contrast, though the instant response system also has a positive impact on students’ engagement, it does not influence motivation or attitudes. Instructional implications and research suggestions are provided based on the results of the study. |
| 關鍵字： | flipped learning,instant response system, structural equation modeling, student question generation |
| 著作名稱： | 元认知策略融入于小学虚拟科学实验的设计与成效研究 |
| 年度： | 2022 |
| 類別： |
會議論文
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| 摘要： | 元认知策略是培养和提升自我计划、监控、与评估等高阶能力的重要学习策略，本研究将其融入于小学生虚拟科学实验环境，并检验对学生科学概念理解、科学学习元认知能力的影响。研究采用准实验设计，以杭州某校两班共五十四位小六生为对象，分别置于融入/未融入元认知策略的虚拟科学实验环境中进行学习。研究发现融入元认知策略的虚拟科学实验作法更能提高小学生在科学概念的理解及科学学习元认知能力，且对低水平学生的学习效果更好。 |
| 關鍵字： | 元认知策略；虚拟科学实验；科学概念理解；科学学习元认知能力 |
| 著作名稱： | Computer simulation with argumentation scaffolding for elementary students’ collaborative scientific explanation |
| 年度： | 2020 |
| 類別： |
會議論文
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| 摘要： | |
| 關鍵字： | |
| 著作名稱： | Teacher attitudes regarding the use of game-based programming tools in K-12 education |
| 年度： | 2019 |
| 類別： |
會議論文
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| 摘要： | |
| 關鍵字： | |