Browsing by Author "Chiang, Yu-Tzu"

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EARLY ADOLESCENT PLAYERS' PLAYFULNESS AND PSYCHOLOGICAL NEEDS IN ONLINE GAMES
(2010)
Chiang, Yu-Tzu
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Lin, Sunny S. S. J.
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教育研究所
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Institute of Education
Early adolescent in-game playfulness (state), playfulness trait rated during the study procedure, and psychological needs fulfilled through online gaming were explored. Taiwan adolescents (N = 132) were recruited to connect to an online game for a certain period of time. Immediately after this gaming procedure, they completed questionnaires of players' momentary playfulness and psychological needs. Online game playfulness trait was mapped onto 2 broad dimensions: self-game focused and cognition-affect driving. In-game playfulness was a more suitable indicator (than playfulness trait) to describe adolescents' immediate experience of playfulness. Adolescents' psychological needs included in-game autonomy, in-game competence, and in-game relatedness, and adolescents' psychological needs predicted in-game playfulness.
EXPLORING ONLINE GAME PLAYERS' FLOW EXPERIENCES AND POSITIVE AFFECT
(2011-01-01)
Chiang, Yu-Tzu
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Lin, Sunny S. J.
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Cheng, Chao-Yang
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Liu, Eric Zhi-Feng
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教育研究所
The authors conducted two studies to explore online game players' flow experiences and positive affect. Our findings indicated that online game are capable of evoking flow experiences and positive affect, and games of violent or nonviolent type may not arouse players' aggression. The players could be placed into four flow conditions: flow, boredom, anxiety, and apathy, as determined by level of perceived challenges and skills. The majority of players entered the flow condition when playing violent or non-violent online game. The path analysis results suggested that violent online games may have a significant but indirect effect on positive affect via flow experience mediation.
Factor structure and predictive utility of the 2 x 2 achievement goal model in a sample of Taiwan students
(2011-08-01)
Chiang, Yu-Tzu
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Yeh, Yu-Chen
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Lin, Sunny S. J.
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Hwang, Fang-Ming
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教育研究所
This study examined structure and predictive utility of the 2 x 2 achievement goal model among Taiwan pre-university school students (ages 10 to 16) who learned Chinese language arts. The confirmatory factor analyses of Achievement Goal Questionnaire-Chinese version provided good fitting between the factorial and dimensional structures with the data. The mastery-avoidance goals are distinctive perceived by Taiwan students but do not mediate between self-efficacy and Chinese performance while other three achievement goals are effective mediators. When examining the mediating effects of the dimensional goal structure, the approach-avoidance factors along the valence dimension seemed to be more successful than the mastery-performance factors along the definition dimension. Taken together, our data strongly supports that AGQ-C is a reliable and valid measure for the 2 x 2 achievement goals. (C) 2011 Elsevier Inc. All rights reserved.
Supporting Online Reading of Science Expository with iRuns annotation strategy
(2014-01-01)
Lin, Sunny S. J.
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Chen, H. Y.
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Chiang, Yu-Tzu
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Luo, Guo-Heng
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Yuan, Shyan-Ming
The purposes of this study were two folds. First was to design three strategies to help elementary school children reading science expositories online with the supports of an annotation system. The "iRuns" strategies were proposed based on the SOI model of Reading expository text [1] to include (1)"underline" for selecting main ideas, (2)"annotation for connection" to organize important ideas and (3) "summary" for integrating multiple concepts. Then a field study was conducted to explore whether students efficiently adopted iRuns strategies and achieved comprehension on earth science materials. A total of 55 5th and 6th graders from an elementary school participated a 8-week reading club. A plug-in annotation system (COM2ANNO) developed by Huang et al. [2] was adopdeted. Students\' underlying, annotation and summary efficiencies were rated more favorable if they hit more main ideas. The results showed that iRuns strategy efficiencies decreased slightly across multiple time points and the high reading ability students\' three annotation efficiencies were always better than the low ones. The gaps of iRun strategy efficiencies between high and low reading ability groups was gradually getting closer through series of instruction. Low ability students\' strategy efficiencies correlated with comprehension score significantly but the high ones didn\'t. It indicated that low reading ability students benefited greatly from the iRuns strategies instruction. The annotation efficiecy was affected by using different types of annotating method (type vs. copy-paste). Typing resulted in shorter annotations while copy-pasting produced better quality of annotation which demonstrated more highly relevant main ideas selected across texts.
The effects of digital games on undergraduate players' flow experiences and affect
(2008)
Chiang, Yu-Tzu
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Cheng, Chao-Yang
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Lin, Sunny S. J.
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教育研究所
;
Institute of Education
The purpose of this study is to investigate the effects of digital games on undergraduate players' flow experiences and affect. Our findings suggested that both violent and nonviolent digital games would evoke undergraduate players' flow experiences and positive affect. Digital games may not arouse participants' real aggression regardless of playing violent or nonviolent digital games. Undergraduate participants' flow experiences and positive affect after playing nonviolent digital games were higher than playing violent digital games. The authors suggested that experimental designs and sex in the participants' composition would have impacts on our results. The limitation was discussed as well.
THE EFFECTS OF ONLINE DISCUSSION FORUM AGGRESSIVE MESSAGES AND COGNITIVE DISTORTION ON USERS' NEGATIVE AFFECT AND AGGRESSION
(2012-04-01)
Chiang, Yu-Tzu
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Lin, Sunny S. J.
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Liu, Eric Zhi-Feng
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教育研究所
;
Institute of Education
This research is comprised of two studies designed to explore the effects of online discussion forum aggressive messages and Internet cognitive distortion on users' negative affect and aggression. The results of study 1 revealed 69 users could perceive both disgust and hostility feelings toward aggressive messages conducted by the authors, and classify them into three levels: direct aggression, indirect aggression, and disagreement. Study 2 focused on whether three aggressive messages and Internet cognitive distortion had effects on users' negative affect and online aggression. 359 users read one of messages conducted in study 1, and then finished online questionnaires. The results indicated that there were no significant differences in aggression across interaction between aggressive messages and cognitive distortion. However, in users with high cognitive distortion there was significant reported higher aggression than users with low cognitive distortion. Though users could classify the aggressive level of messages and their negative affect be aroused during the treatment, their aggression was not evoked after reading aggressive messages. High cognitive distortion users' aggression and negative affect were triggered without reading aggressive messages.
The Measurement Structure, Stability and Mediating Effects of Achievement Goals in Math with Middle-School Student Data
(2014)
Chiang, Yu-Tzu
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Lin, Sunny S. J.
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教育研究所
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師資培育中心
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Institute of Education
This study examined the measurement structure, cross-year stability of achievement goals, and mediating effects of achievement goals between self-efficacy and math grades in a national sample of Taiwan middle school students. The measurement model with factorial structure showed good fit to the data. In the panel data (N = 343), four achievement goals showed strong measurement invariance, suggesting factor loadings and intercepts of the items remained invariant across a year. Though mean scores of the four latent achievement goals held quite stable, the rank order of students across two time-points changed more profoundly in the two avoidance goals than in the approached goals. In the cross-sectional data (N = 748), we found approach-based goals were positive mediators between self-efficacy and math grades while avoidance-based goals were negative mediators. This result could be relevant for middle-school students in learning mathematics. Some instructional implications are provided.