Browsing by Author "Cheng, Kun-Hung"

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A case study of immersive virtual field trips in an elementary classroom: Students' learning experience and teacher-student interaction behaviors
(2019-10-01)
Cheng, Kun-Hung
;
Tsai, Chin-Chung
;
傳播與科技學系
;
Department of Communication and Technology
The academic evidence for examining the educational influences of immersive virtual reality (VR) with head-mounted displays (HMD) has been relatively limited until now, in particular for virtual field trips which allow teachers to guide students to explore learning elements in virtual environments. This study therefore invited 24 elementary school students to engage in an immersive virtual field trip which was part of a 2-week summer camp on the learning subject of social studies. The students' learning experiences (i.e., perceived presence, motivational beliefs change, and attitudes) were investigated and the teacher-student interaction behaviors in the learning activity were explored. The results showed that the students' motivation was generally enhanced, particularly for the diminishment of test anxiety. The important role of the perceptions of spatial presence and experienced realism in the students' motivational beliefs was also addressed. Moreover, different behavioral patterns of teacher-student interactions during the process of the virtual field trips were identified by lag sequential analysis. This work started a pedagogical research to probe how HMD-based VR technology was applied in classrooms for teachers to lead their students on virtual field trips. The proposed instructional strategies for appropriately guiding students to learn during the process of immersive virtual field trips were also the contribution of this study.
A survey of native language teachers' technological pedagogical and content knowledge (TPACK) in Taiwan
(2017-01-01)
Cheng, Kun-Hung
;
傳播與科技學系
;
Department of Communication and Technology
An increasing amount of research has focused on the exploration of English as a Foreign Language teachers' technological pedagogical and content knowledge (TPACK). However, in the field of native language teaching, such as Taiwanese, Hakka, Aboriginal languages in Taiwan, few studies have paid attention to understanding the teachers' perceptions of TPACK. A survey was therefore conducted to examine 172 in-service Hakka language teachers' perceptions of TPACK in Taiwan. The survey framework includes seven constructs: content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and TPACK. According to the results, although the native language teachers were satisfied with their TPACK on average, they had relatively low confidence in CK, TK, and TPK. While the older male teachers tended to be more confident in their CK, the older female teachers were inclined to have less confidence in their TK. Teaching experience was positively related to the teachers' perceived CK, PK, and PCK. Particularly, the importance of the teachers' TCK, PK, and TK in their synthesized TPACK was identified. This study also provides suggestions for native language teacher training program design in the future.
Affordances of Augmented Reality in Science Learning: Suggestions for Future Research
(2013-08-01)
Cheng, Kun-Hung
;
Tsai, Chin-Chung
;
數位內容製作中心
;
Center for Digital Content Production
Augmented reality (AR) is currently considered as having potential for pedagogical applications. However, in science education, research regarding AR-aided learning is in its infancy. To understand how AR could help science learning, this review paper firstly has identified two major approaches of utilizing AR technology in science education, which are named as image-based AR and location-based AR. These approaches may result in different affordances for science learning. It is then found that students' spatial ability, practical skills, and conceptual understanding are often afforded by image-based AR and location-based AR usually supports inquiry-based scientific activities. After examining what has been done in science learning with AR supports, several suggestions for future research are proposed. For example, more research is required to explore learning experience (e.g., motivation or cognitive load) and learner characteristics (e.g., spatial ability or perceived presence) involved in AR. Mixed methods of investigating learning process (e.g., a content analysis and a sequential analysis) and in-depth examination of user experience beyond usability (e.g., affective variables of esthetic pleasure or emotional fulfillment) should be considered. Combining image-based and location-based AR technology may bring new possibility for supporting science learning. Theories including mental models, spatial cognition, situated cognition, and social constructivist learning are suggested for the profitable uses of future AR research in science education.
An investigation of Taiwan University students' perceptions of online academic help seeking, and their web-based learning self-efficacy
(2011-07-01)
Cheng, Kun-Hung
;
Tsai, Chin-Chung
;
數位內容製作中心
;
Center for Digital Content Production
This study was conducted to investigate Taiwan University students' perceptions (including experience, confidence and preference) of online academic help seeking (OAHS) and students' level of web-based learning self-efficacy (WISE). Two instruments, OAHS questionnaire, consisting of information searching, formal and informal query scales, and WLSE questionnaire, including general and functional scales, were then validated through collecting the responses from 300 university students. Results indicate reciprocal relations between experience, confidence and preference in students' online academic help seeking behaviors. Students' academic help seeking behaviors were related to their general self-efficacy in a web-based course setting. Students' functional WLSE was related to their perceptions of information searching for OAHS. Findings of this study also imply that students' experience of seeking help from informal online channels is prominent when they participate in a web-based course. (C) 2011 Elsevier Inc. All rights reserved.
Analyzing the latent emotional transfer pattern (LETP) of a learning community in an online peer-assessment activity
(2012-07-01)
Hou, Huei-Tse
;
Cheng, Kun-Hung
;
數位內容製作中心
;
Center for Digital Content Production
Children and parents' reading of an augmented reality picture book: Analyses of behavioral patterns and cognitive attainment
(2014-03-01)
Cheng, Kun-Hung
;
Tsai, Chin-Chung
;
數位內容製作中心
;
Center for Digital Content Production
Previous studies on augmented reality (AR) book learning have not provided an in-depth examination of the learning process, especially the interaction involved in child-parent shared book reading. Choosing an AR picture book to introduce its artistic work, this study aimed to explore how children and parents read the book through a series of analyses of behavioral patterns and cognitive attainment. A total of 33 child-parent pairs voluntarily participated in this study. Based on the indicators of the child-parent reading behaviors generated through content analysis, four behavioral patterns of AR picture book reading were identified: parent as dominator, child as dominator, communicative child-parent pair, and low communicative child-parent pair. The relationships between the child-parent reading behaviors and the children's cognitive attainment were further identified. Specifically, the child-parent behaviors of "parent as dominator" and "low communicative child-parent pair" were likely associated with simple description of the appearance of the artistic work by the children (low-level cognitive attainment). Conversely, the "child as dominator" and "communicative child-parent pair" behaviors resulted in the children explaining the artistic work they had seen or using their imagination to describe the content of the book (high-level cognitive attainment). (C) 2013 Elsevier Ltd. All rights reserved.
Examining the role of feedback messages in undergraduate students\' writing performance during an online peer assessment activity
(2015-04-01)
Cheng, Kun-Hung
;
Liang, Jyh-Chong
;
Tsai, Chin-Chung
;
傳播與科技學系
;
Department of Communication and Technology
Although the effectiveness of online peer assessment for writing performance has been documented, some students may not perceive or attain learning benefits due to receiving certain types of feedback messages. This study therefore aims to explore the role of feedback messages in students\' writing performance. The feedback messages given by 47 undergraduate students in a three-round online peer assessment review were firstly examined by a series of content analyses regarding the affective, cognitive, and metacognitive aspects of the comments. The influences of the feedback messages on the students\' performance progression during the three rounds of review were then explored. The results show that cognitive feedback (e.g.,direct correction) was more helpful for the students\' writing learning gains than was affective feedback (e.g., praising comments) and metacognitive feedback (e.g., reflecting comments). However, this effect on the students\' performance progression decreased in the last stage of the activity. (C) 2015 Elsevier Inc. All rights reserved.
Exploring Parents' Conceptions of Augmented Reality Learning and Approaches to Learning by Augmented Reality With Their Children
(2017-10-01)
Cheng, Kun-Hung
;
傳播與科技學系
;
Department of Communication and Technology
With the increasing attention to the role of parents in children's learning, what issues parents consider and how they behave when learning with their children when confronted with the emerging augmented reality (AR) technology may be worth exploring. This study was therefore conducted to qualitatively understand parents' conceptions of AR learning and approaches to learning by AR with their children. A total of 90 pairs of parents and children were invited to participate in an AR book reading activity held in 2015; all of the parents were then interviewed to acquire the research data. Through the phenomenographic method, this study generated several categories of the parents' conceptions of and approaches to AR learning. Further analysis identified the relationships between parents' conceptions and approaches. For example, the parents holding cohesive conceptions (e.g., learning by AR as attaining in-depth understanding) tended to use deep approaches (e.g., offering guidance to connect life experiences with the book content for thorough reading). Based on the findings, a framework of interactive AR book systems for child-parent shared reading is proposed. This study was expected to initiate research in the area of learning by AR in informal learning environments.
Exploring students' emotional responses and participation in an online peer assessment activity: a case study
(2014-05-04)
Cheng, Kun-Hung
;
Hou, Huei-Tse
;
Wu, Sheng-Yi
;
數位內容製作中心
;
Center for Digital Content Production
In the social interactions among individuals of learning communities, including those individuals engaged in peer assessment activities, emotion may be a key factor in learning. However, research regarding the emotional response of learners in online peer assessment activities is relatively scarce. Detecting learners' emotion when they make comments and responses to peers may be helpful to better understand their learning and participation behaviours. Therefore, the aim of this study is to explore the emotional responses and participation of university students in online peer assessment. The self-assessment manikin (SAM) (Lang, P.J. (1985). The cognitive psychophysiology of emotion: Fear and anxiety, In A.H. Tuma & J.D. Maser (Eds.), Anxiety and the anxiety disorder (pp. 131-170). Hillsdale, NJ: Lawrence Erlbaum.) measurement was integrated into the online peer assessment system to measure learners' emotional responses, and a cluster analysis was implemented to identify various features of the different groups. The results show that response behaviours may reflect a learner's participation and status of emotional response during an online peer assessment process. Using cluster analysis, the groups were divided into three clusters; each cluster's representation of emotional response patterns was then analysed and discussed. Finally, this study proposed technical mechanisms in online peer assessment systems (i.e. data mining or RSS feeds) for improving learners' participation and supporting teachers or researchers to intervene to provide relevant assistance and guidance when necessary.
Exploring students\' behavioural patterns during online peer assessment from the affective, cognitive, and metacognitive perspectives: a progressive sequential analysis
(2015-03-15)
Cheng, Kun-Hung
;
Hou, Huei-Tse
;
數位內容製作中心
;
Center for Digital Content Production
Previous research regarding peer assessment has investigated the relationships between peer feedback and learners\' performance. However, few studies investigate in-depth learning processes during technology-assisted peer assessment activities, particularly from affective, cognitive, and metacognitive perspectives. This study conducts a series of quantitative content analyses and progressive sequential analyses to explore 65 university students\' behavioural transition patterns from the three perspectives when they engage in an online peer assessment over two weeks. The findings show that the students mostly offer positive affective feedback but offer relatively less cognitive or metacognitive feedback. As the activity progresses, they increasingly display cognitive and metacognitive thinking in their feedback as well as increased negative affective feelings. While cognitive-oriented and metacognitive-oriented feedback is frequently provided to the groups who performed better, feedback for the groups who performed worse revealed more questions about direction. Further instructional guidance and system design suggestions are proposed for the implementation of online peer assessment.
Exploring students\' emotional responses and participation in an online peer assessment activity: a case study
(2014-05-04)
Cheng, Kun-Hung
;
Hou, Huei-Tse
;
Wu, Sheng-Yi
;
數位內容製作中心
;
Center for Digital Content Production
In the social interactions among individuals of learning communities, including those individuals engaged in peer assessment activities, emotion may be a key factor in learning. However, research regarding the emotional response of learners in online peer assessment activities is relatively scarce. Detecting learners\' emotion when they make comments and responses to peers may be helpful to better understand their learning and participation behaviours. Therefore, the aim of this study is to explore the emotional responses and participation of university students in online peer assessment. The self-assessment manikin (SAM) (Lang, P.J. (1985). The cognitive psychophysiology of emotion: Fear and anxiety, In A.H. Tuma & J.D. Maser (Eds.), Anxiety and the anxiety disorder (pp. 131-170). Hillsdale, NJ: Lawrence Erlbaum.) measurement was integrated into the online peer assessment system to measure learners\' emotional responses, and a cluster analysis was implemented to identify various features of the different groups. The results show that response behaviours may reflect a learner\'s participation and status of emotional response during an online peer assessment process. Using cluster analysis, the groups were divided into three clusters; each cluster\'s representation of emotional response patterns was then analysed and discussed. Finally, this study proposed technical mechanisms in online peer assessment systems (i.e. data mining or RSS feeds) for improving learners\' participation and supporting teachers or researchers to intervene to provide relevant assistance and guidance when necessary.
Parents' user experiences of augmented reality book reading: perceptions, expectations, and intentions
(2019-04-01)
Cheng, Kun-Hung
;
傳播與科技學系
;
Department of Communication and Technology
Parents play an important role in students' informal learning with technology; however, there is a lack of relevant research, particularly regarding parents' opinions on students' learning with emerging technology such as augmented reality (AR). This study was therefore conducted in an initial attempt to explore parents' user experience (UX) of reading an AR book with their children from the perspectives of perceptions, expectations, and intention. There were 47 pairs of parents and their children invited to participate in a shared AR book reading activity in this study. Each parent was interviewed for qualitatively understanding their UX of reading the AR book, and their intention to use AR books were also quantitatively measured. The results show that the parents exhibited several types of perceived UX (i.e., sense of reality, novelty, playfulness and entertainment, awareness, memory and knowledge, guiding, distracting, and antipathy) and expected UX (i.e., interactivity, portability, sense of touch, vivid animation, value-added, and suitability). The findings further addressed the relationships between the parents' perceived and expected UX and their intention to adopt AR books for their children in the future. Some suggestions for the development and popularization of AR book systems are also proposed.
Reading an augmented reality book: An exploration of learners' cognitive load, motivation, and attitudes
(2017-01-01)
Cheng, Kun-Hung
;
交大名義發表
;
National Chiao Tung University
Since augmented reality (AR) has been increasingly applied in education recently, the investigation of students' learning experiences with AR could be helpful for educators to implement AR learning. With a quantitative survey using three questionnaires, this study explored the relationships among 153 students' perceived cognitive load, motivation, and attitudes of perceived control, perceived usefulness, behaviour of learning, and behaviour of AR learning, when they engaged in an AR book reading activity. The results indicated that, in general, the students perceived less cognitive load, stronger motivation, and more positive attitudes towards the experiences when reading an AR book. However, dissimilar to past studies, the perceptions of low level cognitive load cannot be guaranteed to lead to positive intentions to learn. Interestingly, motivation mediated the relationships between the students' perceived cognitive load and behavioural intention to learn. Only when the students' perceptions of motivational factors such as attention or confidence were significant did the perceived usefulness and cognitive load play a role in their behavioural intentions to take part in future AR learning. The findings of this study may provide insights for future AR-related studies to explore the role of cognitive load in learning performance with consideration of motivational factors.
Representing a Classic Taiwanese Comics Through an Immersive Virtual Reality Game: Development and Evaluation Research
(2018-01-01)
Cheng, Kun-Hung
;
交大名義發表
;
National Chiao Tung University
This study developed an immersive virtual reality (VR) game with head-mounted display (HMD) for representing classic Taiwanese comics. A comic book, namely "Zhuge Shilang - The Great Devil Party," was adopted for the development. According to the contextual analysis of the book content, the mechanism of action game that users can manipulate a VR controller as a weapon to fight with enemies was formulated. The results of evaluation responded by 81 adults indicate that the usability of the VR game system was above average. Moreover, the users with stronger perceptions of presence (e.g., senses of involvement, immersion, and fidelity) when involving in the VR game tended to possess stronger intention to read other classic Taiwanese comics and play other VR games in the future. The variable of users' age might interfere in the relationships between their perceived presence and intention.
Students' interpersonal perspectives on, conceptions of and approaches to learning in online peer assessment
(2012)
Cheng, Kun-Hung
;
Tsai, Chin-Chung
;
數位內容製作中心
;
Center for Digital Content Production
The purpose of this study is to qualitatively explore students' interpersonal perspectives (i.e., psychological safety, value diversity, trust and social interdependence) on, conceptions of and approaches to learning in an online peer assessment activity required for creating digital artistic works. Twenty-three college students in Taiwan volunteered for interview after the assessment activity. This study found that, the more positive interpersonal perspectives (i.e., high psychological safety, low value diversity for goals, trust in self as assessors and positive social interdependence) the students perceived, the higher level of conceptions and approaches (i.e., cohesive conceptions and deep approaches) they held. However, for certain students, high value diversity for criteria and trust in peers as assessors might play a role in their use of deep approaches, but not in their level of conceptions. Accordingly, a model of the associations between students' interpersonal perspectives, conceptions and approaches is proposed.
Surveying Students' Conceptions of Learning Science by Augmented Reality and their Scientific Epistemic Beliefs
(2018-01-01)
Cheng, Kun-Hung
;
交大名義發表
;
National Chiao Tung University
Previous studies have addressed the positive influences of augmented reality (AR) on science learning. However, few studies have explored how learners consider learning science by such an emerging technology, particularly from the perspectives of conceptions of learning. This study therefore aimed to develop a survey to understand students' conceptions of learning science by AR (CLSAR) considering their demographic characteristics and scientific epistemic beliefs. The CLSAR survey was validated by the responses of 267 junior high school students. The results indicate that the students generally exhibited positive conceptions, with stronger perceptions of learning science by AR as increasing motivation and interaction. Although they expressed less negative conceptions, their considerations of learning science by AR as diminishing learners' imagination about the scientific information were stronger than those as interrupting learning. The students' grade level played a role in their conceptions, but their gender did not. However, when considering the relationships between the students' scientific epistemic beliefs and their conceptions, the gender factor may interfere with the relations. Based on the findings, some suggestions for the development of AR-related science learning systems are discussed.
The interaction of child-parent shared reading with an augmented reality (AR) picture book and parents\' conceptions of AR learning
(2016-01-01)
Cheng, Kun-Hung
;
Tsai, Chin-Chung
;
傳播與科技學系
;
Department of Communication and Technology
Following a previous study (Cheng & Tsai, 2014. Computers & Education.), this study aimed to probe the interaction of child-parent shared reading with the augmented reality (AR) picture book in more depth. A series of sequential analyses were thus conducted to infer the behavioral transition diagrams and visualize the continuity and paths of different learning behaviors. This study also explored the parents\' conceptions of AR learning so as to understand more precisely how the children and their parents behaved. The results show that the parents in the parent as dominator group mostly considered AR learning as obstructing paper book reading and seemed to continually dominate the reading process to prevent the excessive use of mobile devices by their children. Compared with the parents in the other three groups, the parents in the low communicative child-parent pair group likely considered AR books as being a substitute for them reading to their children and did not frequently interact with them. The parents in the communicative child-parent pair and children as dominator groups played a mediating role during the learning process and generally showed positive beliefs about AR learning, such as considering learning by AR as fostering motivation and attaining in-depth understandings. A framework for implementing child-parent shared AR book reading is proposed for pedagogical consideration.
The interaction of child-parent shared reading with an augmented reality (AR) picture book and parents\' conceptions of AR learning
(2016-01)
Cheng, Kun-Hung
;
Tsai, Chin-Chung
;
傳播與科技學系
;
Department of Communication and Technology
Following a previous study (Cheng & Tsai, 2014. Computers & Education.), this study aimed to probe the interaction of child-parent shared reading with the augmented reality (AR) picture book in more depth. A series of sequential analyses were thus conducted to infer the behavioral transition diagrams and visualize the continuity and paths of different learning behaviors. This study also explored the parents\' conceptions of AR learning so as to understand more precisely how the children and their parents behaved. The results show that the parents in the parent as dominator group mostly considered AR learning as obstructing paper book reading and seemed to continually dominate the reading process to prevent the excessive use of mobile devices by their children. Compared with the parents in the other three groups, the parents in the low communicative child-parent pair group likely considered AR books as being a substitute for them reading to their children and did not frequently interact with them. The parents in the communicative child-parent pair and children as dominator groups played a mediating role during the learning process and generally showed positive beliefs about AR learning, such as considering learning by AR as fostering motivation and attaining in-depth understandings. A framework for implementing child-parent shared AR book reading is proposed for pedagogical consideration.
THE ROLE OF INTERNET-SPECIFIC EPISTEMIC BELIEFS AND SELF-REGULATION IN HIGH SCHOOL STUDENTS' ONLINE ACADEMIC HELP SEEKING: A STRUCTURAL EQUATION MODELING ANALYSIS
(2013)
Cheng, Kun-Hung
;
Liang, Jyh-Chong
;
Tsai, Chin-Chung
;
交大名義發表
;
數位內容製作中心
Three instruments (i.e., Internet-specific epistemic beliefs, self-regulation, and online academic help seeking questionnaires) were administered to 319 high school students with the aim of understanding the role of Internet-specific epistemic beliefs and self-regulation in their online academic help seeking. Through a structure equation modeling analysis, the results confirm the mediated effects of self-regulation on the relationships between Internet-specific epistemic beliefs and online academic help seeking. Interestingly, naive beliefs about how Internet-based knowledge is constructed and sophisticated beliefs about how Internet-based knowledge is evaluated are verified to be linked with the students' online academic help seeking. The results imply that, with the focus on the Internet as a context of information, the positive influences of sophisticated epistemic beliefs on learning might be challenged, and the role of personal epistemic beliefs should be reinterpreted.
University students' online academic help seeking: The role of self-regulation and information commitments
(2013-01-01)
Cheng, Kun-Hung
;
Liang, Jyh-Chong
;
Tsai, Chin-Chung
;
數位內容製作中心
;
Center for Digital Content Production
Students' online academic help seeking (OAHS) can be facilitated by the aid of technology, but improvement in OAHS may also involve personal variables such as self-regulated learning (SRL), and 'information commitments' (ICs), which are evaluative standards and strategies of online information. Accordingly, three instruments - an OAHS, an SRL, and an ICs questionnaire - were adopted to explore the role of SRL and ICs in the OAHS of 328 university students in Taiwan. The results verify that the students' perceived SRL mediates the relationships between their perceptions of their ICs and OAHS to some degree. The enhancement of learners' SRL may encourage their use of sophisticated ICs when involved in OAHS. When the students made informal OAHS queries, however, they tended to use less sophisticated strategies, and the significance of their perceived SRL was not apparent. This study contributes to a better understanding of university students' online academic help seeking. (C) 2012 Elsevier Inc. All rights reserved.