Browsing by Author "Lin, John J. H."

Now showing 1 - 5 of 5

A Solution to Modeling Multilevel Confirmatory Factor Analysis with Data Obtained from Complex Survey Sampling to AvoidConflated Parameter Estimates
(2017-09-22)
Wu, Jiun-Yu
;
Lin, John J. H.
;
Nian, Mei-Wen
;
Hsiao, Yi-Cheng
;
教育研究所
The issue of equality in the between-and within-level structures in Multilevel Confirmatory Factor Analysis (MCFA) models has been influential for obtaining unbiased parameter estimates and statistical inferences. A commonly seen condition is the inequality of factor loadings under equal level-varying structures. With mathematical investigation and Monte Carlo simulation, this study compared the robustness of five statistical models including two model-based (a true and a mis-specified models), one design-based, and two maximum models (two models where the full rank of variance-covariance matrix is estimated in between level and within level, respectively) in analyzing complex survey measurement data with level-varying factor loadings. The empirical data of 120 3rd graders' (from 40 classrooms) perceived Harter competence scale were modeled using MCFA and the parameter estimates were used as true parameters to perform the Monte Carlo simulation study. Results showed maximum models was robust to unequal factor loadings while the design-based and the miss-specified model-based approaches produced conflated results and spurious statistical inferences. We recommend the use of maximum models if researchers have limited information about the pattern of factor loadings and measurement structures. Measurement models are key components of Structural Equation Modeling (SEM); therefore, the findings can be generalized to multilevel SEM and CFA models. Mplus codes are provided for maximum models and other analytical models.
Integrating eye trackers with handwriting tablets to discover difficulties of solving geometry problems
(2018-01-01)
Lin, John J. H.
;
Lin, Sunny S. J.
;
教育研究所
;
Institute of Education
To deepen our understanding of those aspects of problems that cause the most difficulty for solvers, this study integrated eye-tracking with handwriting devices to investigate problem solvers' online processes while solving geometry problems. We are interested in whether the difference between successful and unsuccessful solvers can be identified by employing eye-tracking and handwriting. Sixty-two high school students were required to complete a series of geometry problems using pen tablets. Responses, including eye movement measures, wrote/drew trace, perceived cognitive load and questionnaires concerning the source of difficulties, were collected. The results suggested that the technique could enhance methods to diagnose difficulties by differentiating between successful and unsuccessful solvers. We considered mental rotation could be a primary obstacle in the integrating stage of diagram comprehension. The technique can be extensively applied in various instructional scenarios. Educational implications for problem solving are discussed.
Reading Subtitles and Taking Enotes While Learning Scientific Materials in a Multimedia Environment: Cognitive Load Perspectives on EFL
(2016-10)
Lin, John J. H.
;
Lee, Yuan-Husan
;
Wang, Dai-Yi
;
Lin, Sunny S. J.
;
教育研究所
The present study investigated the effects of providing subtitles and taking enotes on cognitive load and performance. A total of 73 English-as-a-Foreign-Language (EFL) undergraduates learned brain anatomy and cognitive functions through multimedia programs. We used a 2 (subtitle/no) x 2 (taking enotes/no) factorial design to test the following: (1) if cognitive demand would vary among different groups, and (2) if providing subtitles or taking enotes would facilitate learning. Four versions of multimedia materials had exactly the same content and differed only in the availability of subtitles or enote functions. The enote tool was designed for effective note-taking with regard to video/animation, making it possible to directly link notes to a specific scene. The results indicated that animation with subtitles groups help reduce cognitive load and increase performance. No significant differences were found in either cognitive load or post performance for those who learned with or without taking enotes. Although previous studies suggest subtitles may lead to a split-attention effect for native learners, we found a dual-coding effect (or reverse split-attention effect) for EFL learners.
Tracking eye movements when solving geometry problems with handwriting devices
(2014)
Lin, John J. H.
;
Lin, Sunny S. J.
;
教育研究所
;
Institute of Education
The present study investigated the following issues: (1) whether differences are evident in the eye movement measures of successful and unsuccessful problem-solvers; (2) what is the relationship between perceived difficulty and eye movement measures; and (3) whether eye movements in various AOIs differ when solving problems. Sixty-three 11th grade students solved five geometry problems about the properties of similar triangles. A digital drawing tablet and sensitive pressure pen were used to record the responses. The results indicated that unsuccessful solvers tended to have more fixation counts, run counts, and longer dwell time on the problem area, whereas successful solvers focused more on the calculation area. In addition, fixation counts, dwell time, and run counts in the diagram area were positively correlated with the perceived difficulty, suggesting that understanding similar triangles may require translation or mental rotation. We argue that three eye movement measures (i.e., fixation counts, dwell time, and run counts) are appropriate for use in examining problem solving given that they differentiate successful from unsuccessful solvers and correlate with perceived difficulty. Furthermore, the eye-tracking technique provides objective measures of students\' cognitive load for instructional designers.
Usingi MCFA to Perform the CFA, Multi level CFA, and Maximum Model for Analyzing Complex Survey Data
(2018-03-13)
Wu, Jiun-Yu
;
Lee, Yuan-Hsuan
;
Lin, John J. H.
;
教育研究所
;
師資培育中心
To construct CFA, MCFA, and maximum MCFA with LISREL v.8 and below, we provide iMCFA (integrated Multilevel Confirmatory Analysis) to examine the potential multilevel factorial structure in the complex survey data. Modeling multilevel structure for complex survey data is complicated because building a multilevel model is not an infallible statistical strategy unless the hypothesized model is close to the real data structure. Methodologists have suggested using different modeling techniques to investigate potential multilevel structure of survey data. Using iMCFA, researchers can visually set the between-and within-level factorial structure to fit MCFA, CFA and/or MAX MCFA models for complex survey data. iMCFA can then yield between- and within-level variance-covariance matrices, calculate intraclass correlations, perform the analyses and generate the outputs for respective models. The summary of the analytical outputs from LISREL is gathered and tabulated for further model comparison and interpretation. iMCFA also provides LISREL syntax of different models for researchers' future use. An empirical and a simulated multilevel dataset with complex and simple structures in the within or between level was used to illustrate the usability and the effectiveness of the iMCFA procedure on analyzing complex survey data. The analytic results of iMCFA using Muthen's limited information estimator were compared with those of Mplus using Full Information Maximum Likelihood regarding the effectiveness of different estimation methods.