Browsing by Author "Li, Ta-Wei"

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Virtual titration laboratory experiment with differentiated instruction
(2019-05-01)
Wu, Bo-Jyun
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Wong, Sai-Keung
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Li, Ta-Wei
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應用化學系
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資訊工程學系
This paper studies users' learning perception in a virtual titration experiment with differentiated instruction. We develop a virtual reality chemistry lab and use leap motion to detect users' hand gestures for operations. Users wear a head-mounted display and use their bare hands to interact with virtual objects to perform a titration experiment. Our system implements a complete titration process and provides assistance tools for learning and operating virtual items. We report the essential ideas for building the system. We applied differentiated instruction to study the learning effectiveness of users under different learning intensities. Two groups of students with and without chemistry background participated in a user study. Our results indicated that the virtual reality chemistry lab could enhance and promote users' learning confidence under suitable learning intensities.
Web-based undergraduate chemistry problem-solving: The interplay of task performance, domain knowledge and web-searching strategies
(2012-09-01)
She, Hsiao-Ching
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Cheng, Meng-Tzu
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Li, Ta-Wei
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Wang, Chia-Yu
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Chiu, Hsin-Tien
This study investigates the effect of Web-based Chemistry Problem-Solving, with the attributes of Web-searching and problem-solving scaffolds, on undergraduate students' problem-solving task performance. In addition, the nature and extent of Web-searching strategies students used and its correlation with task performance and domain knowledge also were examined. We recruited a total of 183 undergraduate students, all of whom are taking the freshman chemistry course, to participate in the study to solve three chemistry tasks across a semester. Mandated screen-capture software captured participants' on-screen Web-searching processes were recorded every five seconds. Results demonstrated that students' problem-solving performance was significantly improved from task 1 to 3, and students with more domain knowledge outperformed students with less domain knowledge. Students with higher problem-solving performance employed more existing knowledge and metacognitive Web-searching strategies; and students with lower problem-solving performance employed more cognitive Web-searching strategies. In addition, students' problem-solving performance was correlated with their domain knowledge, use of existing knowledge, and metacognitive Web-searching strategies. Moreover, students' use of existing knowledge was the major factor for predicting their problem-solving performance according to the regression model. (C) 2012 Elsevier Ltd. All rights reserved.