Browsing by Author "Lin, Yu-Yan"

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A comparison of individual and group polling strategies on students\' academic performance and attention level
(2015)
Sun, Jerry Chih-Yuan
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Chen, Ariel Yu-Zhen
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Yeh, Katherine Pin-Chen
;
Cheng, Yu-Ting
;
Lin, Yu-Yan
The purpose of the study was to investigate the effect of polling technologies integrating with strategies on students\' academic performance and related brainwave signals. The participants were 34 students who registered in the educational research methodology course in a national university in Taiwan. The pre-class quiz, in-class quiz, brainwave of attention levels, open-ended questionnaires, and the 20-minute structured interview were used in this study. This study was conducted over a period of three weeks. Over the three weeks, the teacher conducted "three types of polling activities." Week 1 was devoted to individual clicker polling, Week 2 to group polling on tablets, and Week 3 to group polling on tablets with a competition game. The results showed that polling systems help promote learning outcomes, and if a team was given an opportunity to discuss a topic after it was announced, this would help to increase attention levels. This study suggests that future researchers could design team polling activities in which students can take turns acting as a group leader in order to help build a team consensus and to avoid passive group member participation.
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
;
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
;
Hwang, Gwo-Jen
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Lin, Yu-Yan
;
Yu, Shih-Jou
;
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.
Effects of conformity and learning anxiety on intrinsic and extrinsic motivation: the case of Facebook course groups
(2017-06-01)
Sun, Jerry Chih-Yuan
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Syu, Yun-Ru
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Lin, Yu-Yan
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教育研究所
;
Institute of Education
The objective of this study is to enhance our understanding of whether learners' conformity behaviors and learning anxiety can affect their intrinsic and extrinsic motivations when participating in Facebook groups that implement physical classroom courses. This study employs the "conformity scale of students using Facebook course groups", the "learning anxiety scale", and the "intrinsic and extrinsic learning motivation scale" as measurement tools on 184 valid questionnaires. In addition, structural equation modeling was adopted to analyze the data. Results showed that high conformity exerts a positive impact on both intrinsic and extrinsic learning motivations, while learning anxiety has a negative impact on intrinsic motivation. Finally, the authors provide recommendations based on these results, so that researchers and educators can use them as a reference for future studies.
Exploring Learners\' Sequential Behavioral Patterns, Flow Experience, and Learning Performance in an Anti-Phishing Educational Game
(2017-01)
Sun, Jerry Chih-Yuan
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Kuo, Cian-Yu
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Hou, Huei-Tse
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Lin, Yu-Yan
;
教育研究所
The purposes of this study were to provide a game-based anti-phishing lesson to 110 elementary school students in Taiwan, explore their learning behavioral patterns, and investigate the effects of the flow states on their learning behavioral patterns and learning achievement. The study recorded behaviour logs, and applied a pre- and post-test on phishing knowledge and a flow state measurement to analyze the learning process. The study used lag sequential analysis to infer the students\' behavioural patterns. The results showed that the learning materials used in this study can enable learners\' flow experience, whereby they can acquire anti-phishing knowledge through trial and error via a repeated "learning with gaming" behavioral pattern. We recommend that future educators and researchers on this topic appropriately increase the level of difficulty of the games used, and design learning materials with flexible difficulty based on learners\' flow states.
Is Group Polling Better? An Investigation of the Effect of Individual and Group Polling Strategies on Students' Academic Performance, Anxiety, and Attention
(2018-01-01)
Sun, Jerry Chih-Yuan
;
Chen, Ariel Yu-Zhen
;
Yeh, Katherine Pin-Chen
;
Cheng, Yu-Ting
;
Lin, Yu-Yan
The purpose of this study was to investigate the effect of polling technologies (clickers or tablets) integrated with strategies (individual or group) on students' academic performance, anxiety, and attention. The participants were 34 students enrolled in an educational research methodology course. The anxiety scale, pre- and in-class quizzes, brainwaves of attention levels, open-ended questionnaires, and a 20-minute structured interview were used in this study. During the experiment period of three weeks, the instructor conducted three types of polling activities. The results showed that the instant polling strategy helped promote learning performance, and if a team was given an opportunity to discuss a topic after it was announced, this would help reduce students' feelings of anxiety and increase their attention levels. This study suggests that classroom activities can be designed to incorporate team polling for increased participation.