Browsing by Author "Hwang, Gwo-Jen"

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A Votable Concept Mapping Approach to Promoting Students' Attentional Behavior: An Analysis of Sequential Behavioral Patterns and Brainwave Data
(2018-04-01)
Sun, Jerry Chih-Yuan
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Hwang, Gwo-Jen
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Lin, Yu-Yan
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Yu, Shih-Jou
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Pan, Liu-Cheng
This study explores the effects of integrated concept maps and classroom polling systems on students' learning performance, attentional behavior, and brainwaves associated with attention. Twenty-nine students from an Educational Research Methodology course were recruited as participants. For data collection, in-class quizzes, attentional behavior analysis, and a 20-minute structured interview were applied, and the attention-associated brainwaves of the participants were measured. In the first week, a group-polling method was introduced in class; in the second week, participants were asked to draw concept maps using pen and paper (PnP concept mapping); and in the third week, the polling system and concept maps were integrated (votable concept mapping) and applied. The results showed that the PnP concept mapping approach improved the quiz results of students with lower learning motivation prior to the course, while the votable concept mapping method was effective in stimulating students' attention during class. It was therefore suggested that instructors adopt methods integrating concept maps and polling tools to stimulate students' attention and thereby promote a positive cycle of attentional behavior in the classroom. For example, students' attentional behavior during an activity facilitated their attentional behavior after the activity, and this behavior continued until the next activity.
A Votable Concept Mapping Approach to Promoting Students' Attentional Behavior: Based on the Evidence of Mining Sequential Behavioral Patterns
(2017-01-01)
Sun, Jerry Chih-Yuan
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Hwang, Gwo-Jen
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Lin, Yu-Yan
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Yu, Shih-Jou
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Pan, Liu-Cheng
This study presented a votable concept mapping approach to promoting students' attentional behavior based on the evidence of mining sequential behavioral patterns. Twenty-nine students from an Educational Research Methodology course were recruited as participants. In the first week, a group-polling method was introduced in class; in the second week, participants were asked to draw concept maps using pen and paper (PnP concept mapping); and in the third week, the polling system and concept maps were integrated (votable concept mapping) and applied. The results showed that the votable concept mapping method was effective to stimulating students' attention during class. It was therefore suggested that teachers adopt methods integrating concept maps and polling tools to stimulate students' attention and thereby promote a positive cycle of attentional behavior in the classroom.
An Evaluation of the Learning Effectiveness of Concept Map-Based Science Book Reading via Mobile Devices
(2013-07-01)
Yang, Che-Ching
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Hwang, Gwo-Jen
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Hung, Chun-Ming
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Tseng, Shian-Shyong
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資訊工程學系
Printed books have long been an important means for people to obtain knowledge; nevertheless, educators have pointed out problems of learning from some printed books, in particular, the lack of learning supports, such as supplementary materials and learning guiding tools. In this study, a concept map-oriented ubiquitous learning approach is proposed for supporting printed science book reading activities for children via mobile devices with QR-code facilities. A quasi-experiment has been conducted in an elementary school to evaluate the effectiveness of the proposed approach, in which 92 sixth graders participated. The experimental results show that the concept map-oriented ubiquitous learning approach is significantly more helpful to the students in reading printed books than traditional book reading and the conventional ubiquitous learning approach in terms of learning achievements; moreover, the students had a high level of acceptance of such a mobile technology-assisted learning system in terms of "ease of use", "usefulness" and "attitude and intention of future use."
An object-oriented course framework for developing adaptive learning systems
(2008)
Tseng, Shian-Shyong
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Su, Jun-Ming
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Hwang, Gwo-Jen
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Hwang, Gwo-Haur
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Tsai, Chin-Chung
The popularity of web-based learning systems has encouraged researchers to pay attention to several new issues. One of the most important issues is the development of new techniques to provide personalized teaching materials. Although several frameworks or methods have been proposed, it remains a challenging issue to design an easy-to-realize framework for developing adaptive learning systems that benefit student learning performance. In this paper, we propose a modular framework that can segment and transform teaching materials into modular learning objects based on the SCORM standard such that subject contents can be composed dynamically according to the profile and portfolio of individual students. An adaptive learning system has been developed based on this innovative approach. Based on the experimental results of a college computer course, we conclude that the proposed framework can be used to develop adaptive learning systems that benefit the students' learning achievements.
Analysis of a ubiquitous performance support system for teachers
(2009)
Chen, Chao-Hsiu
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Hwang, Gwo-Jen
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Yang, Tzu-Chi
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Chen, Shih-Hsuan
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Huang, Shen-Yu
This paper describes a Ubiquitous Performance Support System for Teachers (UPSST) and its implementation model. Personal Digital Assistants (PDAs) were used as the platform to support high-school teachers. Based on concepts of Electronic Performance Support Systems and design-based research, the authors conducted an iterative process of analysis, design, development, and evaluation. Besides the data collected from the two initial users during the iterative process, 12 teachers were recruited for evaluating the functions and interface design of the UPSST. The participants mostly reported positive attitudes toward the functions and interface, but some expressed concerns. Explanations of the concerns and suggestions for future studies are provided.
The Role of Group Interaction in Collective Efficacy and CSCL Performance
(2014-10-01)
Wang, Shu-Ling
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Hsu, Hsien-Yuan
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Lin, Sunny S. J.
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Hwang, Gwo-Jen
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教育研究所
Although research has identified the importance of interaction behaviors in computer-supported collaborative learning (CSCL), very few attempts have been made to carry out in-depth analysis of interaction behaviors. This study thus applies both qualitative (e. g., content analyses, interviews) and quantitative methods in an attempt to investigate the role of interaction behaviors (i. e., cooperative processes, cognitive involvement) in group motivation (i. e., collective efficacy) and group performance in CSCL. A total of 35 college students generated 387 cooperative processes and 421 cognitive ideas during the collaborative process over six weeks. The results indicated that the quality of interaction behaviors was positively related to CSCL performance. High performance groups were more involved in complex cooperative processes, and expressed more cognitive ideas at both high and low cognitive levels than low performance groups. For the role of interaction in collective efficacy, the quantity rather than quality of interaction behaviors played a more critical role in constructing collective efficacy. High efficacy groups had more cooperative processes and cognitive ideas than low collective efficacy groups. The interviews also revealed that group interaction played a mediating role in constructing collective efficacy. For the role of collective efficacy in group performance, the results also show that the high efficacy groups performed better than the low efficacy groups. Implications and suggestions for future research are also provided.
Ubiquitous Performance-support System as Mindtool: A Case Study of Instructional Decision Making and Learning Assistant
(2009)
Peng, Hsinyi
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Chuang, Po-Ya
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Hwang, Gwo-Jen
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Chu, Hui-Chun
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Wu, Ting-Ting
Researchers have conducted various studies on applying wireless communication and ubiquitous computing technologies to education, so that the technologies can provide learners and educators with more active and adaptive support. This study proposes a Ubiquitous Performance-support System (UPSS) that can facilitate the seamless use of powerful new technologies in the school setting. In order to help the readers visualize these novel technologies in practice, we present one case study of a butterfly-ecology training course facilitated by the UPSS. The aim behind the case study is to inform the design and the development of context-aware ubiquitous computing system and its learning materials. The research inquiry centers around three themes: (1) the critical features to the data-driven decision making of teachers, (2) the perceptions of teachers and students to the UPSS, and (3) implementation issues. The results of the two rounds of formative evaluation indicate positive effects of the UPSS regarding motivation, interactivity, and effectiveness. In addition, teachers' attitudes and teachers' pedagogical approaches toward UPSS use are two key factors in the successful implementation of teaching with such innovative technology. This study can be a useful reference for those who are interested in conducting studies applying context-aware ubiquitous computing to educational contexts. Finally, this study presents suggestions and implications for future research and system development.