Browsing by Author "Lei, Pei-Lan"

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Effect of metacognitive strategies and verbal-imagery cognitive style on biology-based video search and learning performance
(2015-09-01)
Lei, Pei-Lan
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Sun, Chuen-Tsai
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Lin, Sunny S. J.
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Huang, Tsung-Kuan
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教育研究所
Videos have diverse content that can assist students in learning. However, because videos are linear media, video users may take a longer time than readers of text to evaluate the context. Therefore, the process of video search may vary from one user to another depending on the users\' individual characteristics, and the effectiveness of video learning may also vary across individuals. This study evaluated 100 Taiwanese fifth graders searching for videos related to "understanding animals" on YouTube and examined the effects of the students\' metacognitive strategies (planning, monitoring, and evaluating) and verbal-imagery cognitive style on their video searches. The observable indicators were quantitative (search behaviors, search performance, and learning performance) and qualitative (search process observations and interviews). The study concludes that metacognitive strategy is the primary influencer of video search. Students with better metacognitive skills used fewer keywords, browsed fewer videos, and spent less time evaluating videos, but they achieved higher learning performance. They reviewed the video metadata information on the user interface and did not attempt to watch videos on the video recommendation lists, particularly videos that were irrelevant to the task requirements. During the course of the searches, keyword usage had a significant influence on the students\' search performance and learning performance. The fewer keywords the students used, the better search and learning performance they were able to achieve. Our results are different from those of previous studies on text, image, and map searches. Accordingly, users must adopt different search strategies when using various types of search engines. (C) 2015 Elsevier Ltd. All rights reserved.
Effect of Reading Ability and Internet Experience on Keyword-based Image Search
(2013-04-01)
Lei, Pei-Lan
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Lin, Sunny S. J.
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Sun, Chuen-Tsai
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教育研究所
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資訊工程學系
Image searches are now crucial for obtaining information, constructing knowledge, and building successful educational outcomes. We investigated how reading ability and Internet experience influence keyword-based image search behaviors and performance. We categorized 58 junior-high-school students into four groups of high/low reading ability and frequent/infrequent Internet usage. Participants used Google Image to complete four tasks: finding four images that match four given sentences. The results indicate that reading ability exerted a stronger influence than Internet experience on most search behaviors and performance. Positive relations were found between search performance and two behavior indicators of search outcome evaluation. Students with better reading ability tended to use/revise appropriate keywords, as well as evaluate/select images that matched multiple aspects of the task descriptions. Students with low reading ability/frequent Internet experience tended to enter a single keyword and carelessly select images, while those with low reading ability/infrequent Internet experience tended to use improper keywords and were unskillful in handling search engines. Combined, our results show that successful keyword-based image searches are strongly dependent on reading ability and search result evaluation skills.
Impacts of geographical knowledge, spatial ability and environmental cognition on image searches supported by GIS software
(2009-11-01)
Lei, Pei-Lan
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Kao, Gloria Yi-Ming
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Lin, Sunny S. J.
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Sun, Chuen-Tsai
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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.
The Design of Social Agents That Introduce Self-reflection in a Simulation Environment
(2013-07-01)
Lei, Pei-Lan
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Lin, Sunny S. J.
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Wang, Dai-Yi
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Sun, Chuen-Tsai
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教育研究所
This study focuses on the design of several social agents that are intended to collect the self-reflections of learners while learners are immersed in simulation activities for knowledge building. The design of the agents follows 5W principles and seeks to encourage learners to expend mental effort upon multi-faceted learning and self-reflection. Using semantic networks, we developed dialogue lines for reflection-prompting agents. We analyzed the participants' answers using natural language processing technology to classify the sentences into positive and negative rankings. A preliminary field study with 117 high school students was conducted over three weeks to test the effects of agent-prompted self-reflection. The results demonstrated that 96% and 62% of participants separately completed the first and the second simulation activities (including the agent-prompted self-reflections respectively). Those who did not finish the activities were generally limited by time restrictions rather than a lack of motivation, as the participants typically considered the interactions with the agents to be interesting. The self-reflections elicited through the agent interviews were consistent with the reflections obtained from paper-pencil questionnaires and appeared to be stable over time. Future study, including investigations using a randomized experimental design with a control group, is needed to fully assess the effects of agent-prompted self-reflection.
Thinking style impacts on Web search strategies
(2008-07-01)
Kao, Gloria Yi-Ming
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Lei, Pei-Lan
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Sun, Chuen-Tsai
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資訊工程學系
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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.