Browsing by Author "Chuang, Ming-Hua"

Now showing 1 - 4 of 4

Brain oscillation and connectivity during a chemistry visual working memory task
(2013-11-01)
Huang, Li-Yu
;
She, Hsiao-Ching
;
Chou, Wen-Chi
;
Chuang, Ming-Hua
;
Duann, Jeng-Ren
Many studies have reported that frontal theta and posterior alpha activities are associated with working memory tasks. However, fewer studies have focused on examining whether or not the frontal alpha or posterior theta can play a role in the working memory task. This study investigates electroencephalography (EEG) dynamics and connectivity among different brain regions' theta and alpha oscillations. The EEG was collected from undergraduate students (n = 64) while they were performing a Sternberg-like working memory task involving chemistry concepts. The results showed that the frontal midline cluster exhibited sustained theta augmentation across the periods of stimulus presentations, maintenance, and probe presentation, suggesting that the frontal midline theta might associate with facilitating the central execute function to maintain information in the working memory. Study of the central parietal and the occipital clusters revealed a sequence of theta augmentation followed by alpha suppression at constant intervals after the onset of stimulus and probe presentations, suggesting that the posterior theta might be associated with sensory processing, theta gating, or stimulus selection. It further suggests that the posterior alpha event-related de-synchronization (ERD) might be linked to direct information flow into and out of the long-term memory (LTM) and precede stimulus recognition. An alternating phasic alpha event-related synchronization (ERS) and ERD following the 1st stimulus and probe presentations were observed at the occipital cluster, in which alpha ERS might be linked to the inhibition of irrelevant information. (C) 2013 Elsevier B.V. All rights reserved.
Eye movements predict students' computer-based assessment performance of physics concepts in different presentation modalities
(2014-05-01)
Chen, Sheng-Chang
;
She, Hsiao-Ching
;
Chuang, Ming-Hua
;
Wu, Jiun-Yu
;
Tsai, Jie-Li
Despite decades of studies on the link between eye movements and human cognitive processes, the exact nature of the link between eye movements and computer-based assessment performance still remains unknown. To bridge this gap, the present study investigates whether human eye movement dynamics can predict computer-based assessment performance (accuracy of response) in different presentation modalities (picture vs. text). Eye-tracking system was employed to collect 63 college students' eye movement behaviors while they are engaging in the computer-based physics concept questions presented as either pictures or text. Students' responses were collected immediately after the picture or text presentations in order to determine the accuracy of responses. The results demonstrated that students' eye movement behavior can successfully predict their computer-based assessment performance. Remarkably, the mean fixation duration has the greatest power to predict the likelihood of responding the correct physics concepts successfully, followed by re-reading time in proportion. Additionally, the mean saccade distance has the least and negative power to predict the likelihood of responding the physics concepts correctly in the picture presentation. Interestingly, pictorial presentations appear to convey physics concepts more quickly and efficiently than do textual presentations. This study adds empirical evidence of a prediction model between eye movement behaviors and successful cognitive performance. Moreover, it provides insight into the modality effects on students' computer-based assessment performance through the use of eye movement behavior evidence. (C) 2014 Elsevier Ltd. All rights reserved.
Fostering 5th Grade Students' Understanding of Science via Salience Analogical Reasoning in On-line and Classroom Learning Environments
(2013-07-01)
Chuang, Ming-Hua
;
She, Hsiao-Ching
;
教育研究所
;
Institute of Education
This study examined whether or not on-line learning (on-line as compared to classroom) influenced the progression of scientific concept construction and analogical reasoning ability; and the degree to which different analogical reasoning (surface and relational salience) contributes to the progression of scientific concept construction and analogical reasoning ability. A total of 190 5th grade students were assigned to three different conditions: surface salience analogical reasoning without the use of on-line learning (condition 1), the same surface salience analogical reasoning with on-line learning (condition 2), and relational salience analogical reasoning with on-line learning (condition 3). Results indicate that condition 2 significantly outperformed condition 1, regardless of the progression of scientific concept construction and analogical reasoning. Condition 2 performed at the same level that condition 3 did, regardless of the progression of scientific concept construction and analogical reasoning. The stepwise regression indicated that the best predictor for scientific concept construction is analogical reasoning followed by scientific reasoning. This study highlights the idea that on-line learning benefits students more than classroom learning, surface salience analogical reasoning is as efficient as relational salience analogical reasoning, and analogical reasoning can better predict scientific concept construction than can scientific reasoning.
Web-based undergraduate chemistry problem-solving: The interplay of task performance, domain knowledge and web-searching strategies
(2012-09-01)
She, Hsiao-Ching
;
Cheng, Meng-Tzu
;
Li, Ta-Wei
;
Wang, Chia-Yu
;
Chiu, Hsin-Tien
This study investigates the effect of Web-based Chemistry Problem-Solving, with the attributes of Web-searching and problem-solving scaffolds, on undergraduate students' problem-solving task performance. In addition, the nature and extent of Web-searching strategies students used and its correlation with task performance and domain knowledge also were examined. We recruited a total of 183 undergraduate students, all of whom are taking the freshman chemistry course, to participate in the study to solve three chemistry tasks across a semester. Mandated screen-capture software captured participants' on-screen Web-searching processes were recorded every five seconds. Results demonstrated that students' problem-solving performance was significantly improved from task 1 to 3, and students with more domain knowledge outperformed students with less domain knowledge. Students with higher problem-solving performance employed more existing knowledge and metacognitive Web-searching strategies; and students with lower problem-solving performance employed more cognitive Web-searching strategies. In addition, students' problem-solving performance was correlated with their domain knowledge, use of existing knowledge, and metacognitive Web-searching strategies. Moreover, students' use of existing knowledge was the major factor for predicting their problem-solving performance according to the regression model. (C) 2012 Elsevier Ltd. All rights reserved.