Browsing by Author "Hou, Huei-Tse"

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A PROCESS-BASED KNOWLEDGE MANAGEMENT SYSTEM FOR SCHOOLS: A CASE STUDY IN TAIWAN
(2010-10-01)
Lee, Chi-Lung
;
Lu, Hsi-Peng
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Yang, Chyan
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Hou, Huei-Tse
;
交大名義發表
Knowledge management systems, or KMSs, have been widely adopted in business organizations, yet little research exists on the actual integration of the knowledge management model and the application of KMSs in secondary schools. In the present study, the common difficulties and limitations regarding the implementation of knowledge management into schools' organizational cultures are reviewed and discussed. Furthermore, relevant theories of knowledge management models are summarized, and a model of process-based knowledge management appropriate for schools is proposed. Based on the proposed model, this study applied a low-cost, open-source software development framework to establish a process-based knowledge management system for schools, or PKMSS. We conducted a 30-day empirical observation and survey at a secondary school in Taiwan. This case study used methods including a satisfaction survey, qualitative content analysis of knowledge discussion, and unstructured interviews to explore the progress, performance, and limitations of PKMSS implementation. It was determined that PKMSS has some value in promoting schools' knowledge management. It not only facilitates the externalization and combination of knowledge and effectively keeps the objectives of knowledge sharing in focus, but it also promotes inter-member interactions. However, this study also found certain restrictions in terms of the classification of knowledge content and system functions. Based on the above findings, we propose relevant suggestions as references for the evaluation and introduction of a KMS in educational organizations.
A Review of Intervention Studies On Technology-assisted Instruction From 2005-2010
(2013-07-01)
Wu, Ying-Tien
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Hou, Huei-Tse
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Hwang, Fu-Kwun
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Lee, Min-Hsien
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Lai, Chih-Hung
By reviewing papers published in five important SSCI journals from 2005 to 2010, this study aimed to provide insights into intervention studies on technology-assisted instruction. It was found that still relatively little research on educational technology which addresses the effects of specific instructional interventions on student learning was conducted during this period. Moreover, most reviewed studies were conducted in higher education, rather than in high school, elementary school, or adult education contexts. The two subject domains, science and engineering (including computer studies), were most frequently involved in these studies, the majority of which addressed achievement as research (learning outcome) foci, while relatively fewer studies investigated students' learning process or affective outcomes. Regarding technology adoption, this study revealed that, in both the 2005-2007 and 2008-2010 periods, technologies for specific instructional purposes(e.g., a specially designed system for online collaborative writing) were more frequently adopted than those for general purposes (such as PowerPoint). This study also reveals that technology-mediated interpersonal interactions are commonly utilized in these intervention studies, with the focus mainly on student-student interactions.
Analyzing the latent emotional transfer pattern (LETP) of a learning community in an online peer-assessment activity
(2012-07-01)
Hou, Huei-Tse
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Cheng, Kun-Hung
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數位內容製作中心
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Center for Digital Content Production
Exploring Learners\' Sequential Behavioral Patterns, Flow Experience, and Learning Performance in an Anti-Phishing Educational Game
(2017-01)
Sun, Jerry Chih-Yuan
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Kuo, Cian-Yu
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Hou, Huei-Tse
;
Lin, Yu-Yan
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教育研究所
The purposes of this study were to provide a game-based anti-phishing lesson to 110 elementary school students in Taiwan, explore their learning behavioral patterns, and investigate the effects of the flow states on their learning behavioral patterns and learning achievement. The study recorded behaviour logs, and applied a pre- and post-test on phishing knowledge and a flow state measurement to analyze the learning process. The study used lag sequential analysis to infer the students\' behavioural patterns. The results showed that the learning materials used in this study can enable learners\' flow experience, whereby they can acquire anti-phishing knowledge through trial and error via a repeated "learning with gaming" behavioral pattern. We recommend that future educators and researchers on this topic appropriately increase the level of difficulty of the games used, and design learning materials with flexible difficulty based on learners\' flow states.
Exploring students' emotional responses and participation in an online peer assessment activity: a case study
(2014-05-04)
Cheng, Kun-Hung
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Hou, Huei-Tse
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Wu, Sheng-Yi
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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.