Browsing by Author "Hsu, Chung-Yuan"

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A review of features of technology-supported learning environments based on participants' perceptions
(2015-12-01)
Chang, Hsin-Yi
;
Wang, Chia-Yu
;
Lee, Min-Hsien
;
Wu, Hsin-Kai
;
Liang, Jyh-Chong
In this study we reviewed 22 studies on developing instruments that measure teachers\', students\' and adult students\' perceptions of learning environments enhanced by a certain type of technology. We conducted a review of all the instruments to propose a new framework conceptualizing technology-supported learning environments (TSLEs) for future instructional designs, and research on learning environments. This framework was also confirmed with the literature on learning theories. The framework consists of six dimensions: technical, content, cognitive, metacognitive, social, and affective. We found that the studies took more into consideration the technical, cognitive and social dimensions, and less the content, metacognitive, and affective dimensions. Moreover, usability in the technical dimension, relevance in the content dimension, inquiry learning in the cognitive dimension, student autonomy in the metacognitive dimension, and teacher support in the social dimension are the salient features most often investigated in TSLEs. The results provide insights into an overview of the instruments used for TSLEs, implications for the instructional design of TSLEs, and trends in the current and future research on perceptions of TSLEs. (C) 2015 Elsevier Ltd. All rights reserved.
A review of using eye-tracking technology in exploring learning from 2000 to 2012
(2013-12-01)
Lai, Meng-Lung
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Tsai, Meng-Jung
;
Yang, Fang-Ying
;
Hsu, Chung-Yuan
;
Liu, Tzu-Chien
This study aims to disclose how eye-tracking technology has been applied to studies of learning, and what eye movement measures have been used for investigations by reviewing studies that have employed the eye-tracking approach. A total of 81 papers including 113 studies were selected from the Social Sciences Citation Index database from 2000 to 2012. Content analysis showed that eye movements and learning were studied under the following seven themes: patterns of information processing, effects of instructional design, reexamination of existing theories, individual differences, effects of learning strategies, patterns of decision making, and conceptual development. As for eye-tracking measurements, the most often used indices were temporal measures, followed by count and spatial measures, although the choice of measures was often motivated by the specific research question. Research development trends show that the use of the eye-tracking method has proliferated recently. This study concludes that the eye-tracking method provides a promising channel for educational researchers to connect learning outcomes to cognitive processes. (C) 2013 Elsevier Ltd. All rights reserved.