Browsing by Author "Hung, Cheng-Yu"

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An Interactive Game Approach for Improving Students' Learning Performance in Multi-Touch Game-Based Learning
(2014-01-01)
Hung, Cheng-Yu
;
Kuo, Fang-O.
;
Sun, Jerry Chih-Yuan
;
Yu, Pao-Ta
;
教育研究所
This study, based on Taiwanese geographical concepts, develops a multi-touch interactive jigsaw puzzle (MIJP) to assist primary school students in solving geographical puzzles. The MIJP, which has multi-touch operating characteristics and provides two kinds of scaffolding tools, each with a different level of difficulty, can assist students in solving problems in the games and prevent them from feeling stuck and frustrated. In addition, it explores the influence of the interactive game approach (three levels of difficulty) on learning performance and satisfaction. The results indicated that the learning performance of each group, significantly improved after the experiment. In particular, moderate gaming difficulty led to the best learning performance for learners. A comparison of learners who did not use scaffolding to solve problems and those who did shows the level of the zone of proximal development (ZPD). Moreover, the analysis of satisfaction evaluations by learners with/without scaffolding showed there were statistically significant differences in the measures of learning satisfaction. Finally, this study revealed that the students tended to be over-reliant on the scaffolding tools during the game, which prevented them from internalizing knowledge through the interactive learning process.
An Interactive Game Approach for Improving Students\' Learning Performance in Multi-Touch Game-Based Learning
(2014-01-01)
Hung, Cheng-Yu
;
Kuo, Fang-O.
;
Sun, Jerry Chih-Yuan
;
Yu, Pao-Ta
;
教育研究所
This study, based on Taiwanese geographical concepts, develops a multi-touch interactive jigsaw puzzle (MIJP) to assist primary school students in solving geographical puzzles. The MIJP, which has multi-touch operating characteristics and provides two kinds of scaffolding tools, each with a different level of difficulty, can assist students in solving problems in the games and prevent them from feeling stuck and frustrated. In addition, it explores the influence of the interactive game approach (three levels of difficulty) on learning performance and satisfaction. The results indicated that the learning performance of each group, significantly improved after the experiment. In particular, moderate gaming difficulty led to the best learning performance for learners. A comparison of learners who did not use scaffolding to solve problems and those who did shows the level of the zone of proximal development (ZPD). Moreover, the analysis of satisfaction evaluations by learners with/without scaffolding showed there were statistically significant differences in the measures of learning satisfaction. Finally, this study revealed that the students tended to be over-reliant on the scaffolding tools during the game, which prevented them from internalizing knowledge through the interactive learning process.
Effects of flipped classrooms integrated with MOOCs and game-based learning on the learning motivation and outcomes of students from different backgrounds
(2019-11-17)
Hung, Cheng-Yu
;
Sun, Jerry Chih-Yuan
;
Liu, Jia-Yin
;
教育研究所
;
Institute of Education
This study aimed to investigate the effect of flipped classrooms integrated with massive open online courses (MOOCs) and game-based learning on the learning motivation and learning outcomes of students from different backgrounds (in terms of gender, grade, self-confidence indicators in mathematics, and roles played in the game-based learning process). Surveys and a semi-structured open questionnaire were used for data collection, including a basic information questionnaire (to understand the participants' backgrounds), a questionnaire on learning motivation (the Motivated Strategies for Learning Questionnaire, MSLQ), a test of learning achievements in mathematics, and a semi-structured open-ended questionnaire (to understand the learners' feelings). Quantitative analysis results showed that flipped classrooms integrated with MOOCs and game-based learning can enhance students' learning motivation and outcomes. Specifically, compared with students with high self-confidence in learning mathematics, students with low and medium levels of self-confidence showed significantly greater improvement in overall learning motivation. Significantly more enhancements were found for the expectation component of "soldiers" (students with relatively lower learning achievements) than for "generals" (students with higher learning achievements). Furthermore, students in the eighth grade showed significantly greater progress in academic performance than did students in the seventh grade.
Exploring teachers\' meta-strategic knowledge of science argumentation teaching with the repertory grid technique
(2017)
Lin, Yu-Ren
;
Hung, Cheng-Yu
;
Hung, Jeng-Fung
;
教育研究所
;
Institute of Education
This study investigated two science teachers\' meta-strategic knowledge (MSK) of argumentation teaching by applying the repertory grid technique (RGT). One teacher was a novice, while the other was experienced in teaching argumentation. Using the RGT, we elicited the objectives and strategies of the two teachers regarding their argumentation teaching involving two social scientific issue (SSI) scenarios. The results showed that the experienced teacher had more varied and organised MSK for teaching argumentation than the novice teacher. Meanwhile, the novice teacher indicated a belief that the learning of argumentation should occur in a more student-centred manner, rather than relying on a traditional lecture-based environment. Consequently, she spent a considerable amount of time engaging students with their peers\' ideas through discussion and collaboration. On the other hand, the experienced teacher noticed that most of students had the ability to generate arguments, but that few knew how to argue based on evidence. Therefore, she helped students to collect data from various resources and suggested that they construct their own knowledge framework in order to improve students\' ability to incorporate their understanding of scientific knowledge into scientific argumentation.
Exploring teachers\' meta-strategic knowledge of science argumentation teaching with the repertory grid technique
(2017)
Lin, Yu-Ren
;
Hung, Cheng-Yu
;
Hung, Jeng-Fung
;
教育研究所
;
Institute of Education
This study investigated two science teachers\' meta-strategic knowledge (MSK) of argumentation teaching by applying the repertory grid technique (RGT). One teacher was a novice, while the other was experienced in teaching argumentation. Using the RGT, we elicited the objectives and strategies of the two teachers regarding their argumentation teaching involving two social scientific issue (SSI) scenarios. The results showed that the experienced teacher had more varied and organised MSK for teaching argumentation than the novice teacher. Meanwhile, the novice teacher indicated a belief that the learning of argumentation should occur in a more student-centred manner, rather than relying on a traditional lecture-based environment. Consequently, she spent a considerable amount of time engaging students with their peers\' ideas through discussion and collaboration. On the other hand, the experienced teacher noticed that most of students had the ability to generate arguments, but that few knew how to argue based on evidence. Therefore, she helped students to collect data from various resources and suggested that they construct their own knowledge framework in order to improve students\' ability to incorporate their understanding of scientific knowledge into scientific argumentation.
Parallelizing Complex Streaming Applications on Distributed Scratchpad Memory Multicore Architecture
(2014-12-01)
Chen, Shin-Kai
;
Hung, Cheng-Yu
;
Chen, Ching-Chih
;
Liu, Chih-Wei
;
交大名義發表
Multicore processors can provide sufficient computing power and flexibility for complex streaming applications, such as high-definition video processing. For less hardware complexity and power consumption, the distributed scratchpad memory architecture is considered, instead of the cache memory architecture. However, the distributed design poses new challenges to programming. It is difficult to exploit all available capabilities and achieve maximal throughput, due to the combined complexity of inter-processor communication, synchronization, and workload balancing. In this study, we developed an efficient design flow for parallelizing multimedia applications on a distributed scratchpad memory multicore architecture. An application is first partitioned into streaming components and then mapped onto multicore processors. Various hardware-dependent factors and application-specific characteristics are involved in generating efficient task partitions and allocating resources appropriately. To test and verify the proposed design flow, three popular multimedia applications were implemented: a full-HD motion JPEG decoder, an object detector, and a full-HD H.264/AVC decoder. For demonstration purposes, SONY PlayStation3 was selected as the target platform. Simulation results show that, on PS3, the full-HD motion JPEG decoder with the proposed design flow can decode about 108.9 frames per second (fps) in the 1080p format. The object detection application can perform real-time object detection at 2.84 fps at resolution, 11.75 fps at resolution, and 62.52 fps at resolution. The full-HD H.264/AVC decoder applications can achieve nearly 50 fps.
Preservation of evidence in case of online gaming crime
(2008)
Chen, Patrick S.
;
Hung, Cheng-Yu
;
Ko, Chiao-Hsin
;
Chen, Ying-Chieh
;
資訊管理與財務金融系註：原資管所+財金所
Along with the rapid growth of network applications and digital contents, online gaming has become a very successful industry in recent years. It not only brings tremendous business opportunities but also attracts marvelous customers to be online players. However, due to the lack of virtual property protection and related information security schemes, more and more players have violated the law because of its real world profit. Unfortunately, online gaming crime has turned out one of the most serious cybercrimes in many countries, such as in Taiwan, South Korea, China, and so on. In order to solve this judicial problem and effectively protect virtual property, we propose a Virtual Property Description Language (VPDL) as the syntax to record and express virtual property. There are six models, including Identity Model, Ownership Model, Trading Model, Content Model, Revocation Model, and Security Model. It can effectively protect virtual property and strengthen the competence of digital evidence by recording the legal source, ownership, trading track, and handling of virtual properties so as to lower the cases of online gaming crime. The online gaming companies may use it in the aspects of virtual property management, tracing historic records and collecting legal digital evidence, while the existing system mechanism of online game doesn\'t need to be changed.
The benefits of a challenge: student motivation and flow experience in tablet-PC-game-based learning
(2015-03-04)
Hung, Cheng-Yu
;
Sun, Jerry Chih-Yuan
;
Yu, Pao-Ta
;
教育研究所
;
Institute of Education
Advances in technology have led to continuous innovation in teaching and learning methods. For instance, the use of tablet PCs (TPCs) in classroom instruction has been shown to be effective in attracting and motivating students\' interest and increasing their desire to participate in learning activities. In this paper, we used a TPCs game - an iPad app called Motion Math: Hungry Fish - to help young students learn to theoretically understand and practically implement the mathematical concepts of addition and subtraction. Based on findings from a pilot study, we categorized the game\'s 18 levels of difficulty into "challenging" (experimental group) and "matching" (control group) games. We aimed to investigate whether challenging games were more able than matching games to improve the students\' motivation, flow experience, self-efficacy for technology, self-efficacy for science, feelings about the TPC game, and satisfaction with the learning approach. The findings showed that the students in the experimental group achieved better flow experience, learning performance, and satisfaction.