Browsing by Author "Kao, Gloria Yi-Ming"

Now showing 1 - 7 of 7

Beyond sharing: Engaging students in cooperative and competitive active
(2008)
Kao, Gloria Yi-Ming
;
Lin, Sunny S. J.
;
Sun, Chuen-Tsai
;
教育研究所
;
資訊工程學系
The authors describe their design for an Internet-based learning environment called BeyondShare in which students are encouraged to gain a deep understanding of the learning material, reflect on the quality of individual constructions through sharing and peer evaluation, and synthesize cross-unit knowledge by integrating self-and peer-produced constructions. A sharing typology may consist of basic sharing, sharing with notification, sharing with feedback, or sharing with interaction. BeyondShare distinguishes itself by combining sharing activities with task structuring and cooperation/competition to achieve active learning. A formal evaluation of BeyondShare was performed with a class of 34 college students who created concept maps for a computer programming language and who were encouraged to become active learners by exchanging roles throughout the experiment. Evaluation results indicate that the students viewed BeyondShare as an easy-to-use environment that motivated them toward comprehensive knowledge integration by sharing construction products with their peers. Potential activities and suggested modifications are discussed.
Breaking concept boundaries to enhance creative potential: Using integrated concept maps for conceptual self-awareness
(2008-12-01)
Kao, Gloria Yi-Ming
;
Lin, Sunny S. J.
;
Sun, Chuen-Tsai
;
教育研究所
;
資訊工程學系
The authors address the role of computer support for building conceptual self-awareness-that is, enabling students to think outside of concept boundaries in hope of enhancing creative potential. Based on meta-cognition theory, we developed an integrated concept mapping system (ICMSys) to improve users' conceptual self-awareness in addition to applying concept mapping techniques in traditional learning scenarios. Since the ICMSys accommodates different perspectives, selected ideas made by peers are retained with the help of integrated concept map (ICMap) representations used as stimuli for reflective thinking. Results from a case study with 32 information management undergraduates indicate: (a) increased levels of conceptual self-awareness, (b) evidence of conceptual improvement in the students' redrawn concept maps, (c) that Map viewing frequency exerted a positive impact on level of conceptual self-awareness, and (d) a significant correlation between level of conceptual self-awareness in redrawn personal concept maps and actual conceptual changes as determined by three experts. We describe student perceptions of the ICMSys in terms of comprehension practicality and conceptual self-awareness, and give suggestions for future research. (C) 2008 Elsevier Ltd. All rights reserved.
Customizing scaffolds for game-based learning in physics: Impacts on knowledge acquisition and game design creativity
(2017-10-01)
Kao, Gloria Yi-Ming
;
Chiang, Chieh-Han
;
Sun, Chuen-Tsai
;
資訊工程學系
;
數位內容製作中心
Scaffolds in games have the potential to facilitate learning effects in addition to assisting the gaming process. However, studies on game-based science learning usually only adopt questionnaires to evaluate scientific concepts, and use interviews or observations to assess problem solving ability, neglecting the importance of investigating game-making outcomes. We customized a digital game, "Crayon Physics Deluxe," with varied scaffolding designs to evaluate their effects on science learning. A total of 126 participants were divided into four groups: demonstration scaffolding, non-scaffolding, marking critical features scaffolding, and the no-game group. Learning outcomes were examined in terms of physics knowledge acquisition (in the form of concept maps) and design creativity (in the form of game episode designs). Students were asked to transform their roles from problem solvers to problem designers, which might not only demonstrate their ability to solve scientific problems, but also develop their creativity potential in designing scientific puzzles. The results indicated that the marking critical features scaffolding group performed significantly better than the demonstration scaffolding group in both conceptual knowledge acquisition and the sensitivity dimension of design creativity, while the group with demonstration scaffolding scored higher in the flexibility dimension of design creativity. These findings suggest that proper scaffolds could be designed to function as learning scaffolds rather than just as gaming scaffolds, and different learning purposes require various scaffolding designs. The content of the scaffolds, as well as the timing of their provision should be carefully designed according to the game features to achieve specific instructional purposes. (C) 2017 Elsevier Ltd. All rights reserved.
Designing an Educational Game with Customized Scaffolds for Learning Physics
(2015)
Kao, Gloria Yi-Ming
;
Chiang, Chieh-Han
;
Sun, Chuen-Tsai
;
資訊工程學系
;
數位內容製作中心
Digital games have become a popular source of entertainment. The main reason that players continue to play video games is that the game designers use scaffolding to bridge the gap between a player\'s current skills and those needed to be successful at the next level. Several mainstream digital games have the flexibility to become promising game-based learning environments, in which scaffolding could play a crucial role to improve the learning experience. This study examines the effectiveness of providing instructors with the opportunity to tailor a digital game in order to meet their personal teaching goals. The built-in game features in Crayon Physics Deluxe are blended with instructor-designed scaffolding to see whether such features can assist learning without impeding creativity. A total of 126 participants were divided into four groups. In three of the groups, Crayon Physics Deluxe was used with varied scaffolding conditions: demonstration scaffolding, non-scaffolding, and marking critical features scaffolding. The fourth group did not play the game. Learning outcomes were examined in terms of physics knowledge acquisition (in the form of concept maps) and creativity performance (in the form of game episode designs). The results show that the marking critical features scaffolding group performed significantly better than the demonstration scaffolding group in both conceptual knowledge acquisition and in the sensitivity dimension of design creativity. The group with demonstration scaffolding scored higher in the flexibility dimension of creativity when designing their own game episodes. These findings suggest that proper scaffolding does facilitate learning, and different learning purposes require various designs of scaffoldings.
Impacts of geographical knowledge, spatial ability and environmental cognition on image searches supported by GIS software
(2009-11-01)
Lei, Pei-Lan
;
Kao, Gloria Yi-Ming
;
Lin, Sunny S. J.
;
Sun, Chuen-Tsai
;
教育研究所
Google Earth search function was used to study the impacts of small-scale spatial ability, large-scale environmental cognition, and geographical knowledge on new technology usage. The participants were 153 junior high students from central Taiwan. Geography grades served as indicators of prior knowledge, mental rotation and abstract reasoning skills as indicators of spatial ability, and sketch maps of school neighborhoods as indicators of environmental cognition (including landmark representation, intersection representation, and frame of reference). Lastly, the authors announced the landmarks searching worksheet and asked the participants to accomplish 16 familiar and unfamiliar landmark searching tasks using Google Earth with keyword search function disabled. The result showed the strongest predictor of landmark searching performance is 'frame of reference' in environmental cognition, followed by 'mental rotation' of spatial ability, 'landmark representation' of environmental cognition, and geographical knowledge. Google Earth landmark searches require complex cognitive processing: therefore, our conclusion is that GIS-supported image search activities give students good practice of active knowledge construction. (C) 2009 Elsevier Ltd. All rights reserved.
Teaching through simulation: Epidemic dynamics and public health policies
(2006-11-01)
Hsieh, Ji-Lung
;
Sun, Chuen-Tsai
;
Kao, Gloria Yi-Ming
;
Huang, Chung-Yuan
;
資訊工程學系
A growing number of epidemiologists are now working to refine computer simulation methods for diseases as a strategy for helping public policy decision-makers assess the potential efficacies of tactics in response to newly emerging epidemics. These efforts spiked after the SARS outbreak of 2002-2003. Here we describe our attempt to help novice researchers understand epidemic dynamics with the help of the cellular automata with social mirror identity model (CASMIM), a small-world epidemiological simulation system created by Huang et al. in 2004. Using the SARS scenario as a teaching example, we designed three sets of instructional experiments to test our assumptions regarding (i) simulating epidemic transmission dynamics and associated public health policies, (ii) assisting with understanding the properties and efficacies of various public health policies, (iii) constructing an effective, low-cost (in social and financial terms) and executable suite of epidemic prevention strategies, and (iv) reducing the difficulties and costs associated with learning epidemiological concepts. With the aid of the proposed simulation tool, novice researchers can create various scenarios for discovering epidemic dynamics and for exploring applicable combinations of prevention or suppression strategies. Results from an evaluative test indicate a significant improvement in the ability of a group of college students with little experience in epidemiology to understand epidemiological concepts.
Thinking style impacts on Web search strategies
(2008-07-01)
Kao, Gloria Yi-Ming
;
Lei, Pei-Lan
;
Sun, Chuen-Tsai
;
資訊工程學系
;
Department of Computer Science
Web searches entail complex cognitive processes influenced by individual differences, and users with similar cognitive or skill factors tend to develop multiple search strategies. The authors analyze such strategies in terms of level of thinking style (global versus local), search targets, and six search behavior indicators and report (a) a significant relationship between different thinking style levels and individual search target types and (b) that different thinking style level conditions can cause significant differences in search behavior performance regarding maximum depth of exploration, revisited pages, and Web pages visited for refining answers. The findings suggest that high global style users tend to disperse their targets to comprehend the search task while high local style users elaborate on a few specific topics. Furthermore, high global style users skim more, require less explicit answers, and are less likely to explore an issue in depth compared to high local style or bi-high style individuals. The results confirm that thinking style level is an important factor affecting search intention. To improve search experiences, search engine designers should incorporate human factors into their products so as to take advantage of personal learning approaches. (C) 2007 Elsevier Ltd. All rights reserved.