Browsing by Author "Liu, Eric Zhi-Feng"

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Design and Implementation of a Simulation-Based Learning System for International Trade
(2014)
Luo, Guo-Heng
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Liu, Eric Zhi-Feng
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Kuo, Hung-Wei
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Yuan, Shyan-Ming
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交大名義發表
In the traditional instructional method used in international trade, teachers provide knowledge to learners by lecturing using slides and setting assignments; however, these methods merely deliver international trade knowledge rather than facilitating student development of relevant skills. To solve these problems, we proposed a simulation-based learning system for international trade, combining international trade-process simulation and business letter writing. We investigated learner opinions toward the system and the quality of business letters by using quantitative and qualitative analyses. Regarding the results, learners perceived that the proposed system improved their knowledge of international trade and business English.
EXPLORING ONLINE GAME PLAYERS' FLOW EXPERIENCES AND POSITIVE AFFECT
(2011-01-01)
Chiang, Yu-Tzu
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Lin, Sunny S. J.
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Cheng, Chao-Yang
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Liu, Eric Zhi-Feng
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教育研究所
The authors conducted two studies to explore online game players' flow experiences and positive affect. Our findings indicated that online game are capable of evoking flow experiences and positive affect, and games of violent or nonviolent type may not arouse players' aggression. The players could be placed into four flow conditions: flow, boredom, anxiety, and apathy, as determined by level of perceived challenges and skills. The majority of players entered the flow condition when playing violent or non-violent online game. The path analysis results suggested that violent online games may have a significant but indirect effect on positive affect via flow experience mediation.
Game-Based Remedial Instruction in Mastery Learning for Upper-Primary School Students
(2013-04-01)
Lin, Chun-Hung
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Liu, Eric Zhi-Feng
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Chen, Yu-Liang
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Liou, Pey-Yan
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Chang, Maiga
The study examines the effectiveness of using computer games for after-school remedial mastery learning. We incorporated instructional materials related to "area of a circle" into the popular Monopoly game to enhance the performance of sixth-grade students learning mathematics. The program requires that students enter the answers to avoid the shortcomings of multiple-choice questions. Throughout the game, whenever students are unable to answer questions correctly they receive immediate remedial instruction specifically for that question. This study sought to compare the effectiveness of game-based and video-based remedial instruction incorporated with elements of mastery learning. The results demonstrate that (a) both instructional videos and the proposed Monopoly game enhance the learning of mathematical concepts; and (b) the Monopoly game is more effective than instructional videos at leveraging the benefits of mastery learning. The goal of the research was to integrate games and mastery learning into after-school remedial instruction and design a game to practice the steps of mastery learning.
THE EFFECTS OF ONLINE DISCUSSION FORUM AGGRESSIVE MESSAGES AND COGNITIVE DISTORTION ON USERS' NEGATIVE AFFECT AND AGGRESSION
(2012-04-01)
Chiang, Yu-Tzu
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Lin, Sunny S. J.
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Liu, Eric Zhi-Feng
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教育研究所
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Institute of Education
This research is comprised of two studies designed to explore the effects of online discussion forum aggressive messages and Internet cognitive distortion on users' negative affect and aggression. The results of study 1 revealed 69 users could perceive both disgust and hostility feelings toward aggressive messages conducted by the authors, and classify them into three levels: direct aggression, indirect aggression, and disagreement. Study 2 focused on whether three aggressive messages and Internet cognitive distortion had effects on users' negative affect and online aggression. 359 users read one of messages conducted in study 1, and then finished online questionnaires. The results indicated that there were no significant differences in aggression across interaction between aggressive messages and cognitive distortion. However, in users with high cognitive distortion there was significant reported higher aggression than users with low cognitive distortion. Though users could classify the aggressive level of messages and their negative affect be aroused during the treatment, their aggression was not evoked after reading aggressive messages. High cognitive distortion users' aggression and negative affect were triggered without reading aggressive messages.
Web-Based Peer Assessment: Does Attitude Influence Achievement?
(2001-05-01)
Lin, Sunny San-Ju
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Liu, Eric Zhi-Feng
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Yuan, Shyan-Ming
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師資培育中心
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資訊工程學系