Browsing by Author "Liu, Tzu-Chien"

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A review of using eye-tracking technology in exploring learning from 2000 to 2012
(2013-12-01)
Lai, Meng-Lung
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Tsai, Meng-Jung
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Yang, Fang-Ying
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Hsu, Chung-Yuan
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Liu, Tzu-Chien
This study aims to disclose how eye-tracking technology has been applied to studies of learning, and what eye movement measures have been used for investigations by reviewing studies that have employed the eye-tracking approach. A total of 81 papers including 113 studies were selected from the Social Sciences Citation Index database from 2000 to 2012. Content analysis showed that eye movements and learning were studied under the following seven themes: patterns of information processing, effects of instructional design, reexamination of existing theories, individual differences, effects of learning strategies, patterns of decision making, and conceptual development. As for eye-tracking measurements, the most often used indices were temporal measures, followed by count and spatial measures, although the choice of measures was often motivated by the specific research question. Research development trends show that the use of the eye-tracking method has proliferated recently. This study concludes that the eye-tracking method provides a promising channel for educational researchers to connect learning outcomes to cognitive processes. (C) 2013 Elsevier Ltd. All rights reserved.
Assessing Metacognitive Components in Self-Regulated Reading of Science Texts in E-Based Environments
(2018-06-01)
Yen, Miao-Hsuan
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Wang, Chia-Yu
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Chang, Wen-Hua
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Chen, Sufen
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Hsu, Ying-Shao
The boom in Internet and communication technology has accelerated change in information delivery channels from paper to networked, digital displaying devices. Reading electronically has altered the cognitive and metacognitive processes readers use to approach science texts. Assessing reading in a digitized environment also opens up opportunities to examine the recursive process of self-regulated learning. However, a systematic analysis in this area across paper- and e-based environments is lacking. This study explores methods of assessing metacognition in reading informational science texts to address this gap. A total of 55 studies in 47 articles published from 1990 to 2016 investigating effects of metacognition on science reading are reviewed. The analysis reveals frequently applied methods, including self-report questionnaires for measuring metacognitive knowledge, event-based assessment for metacognitive skills, and questionnaires or interviews for metacognitive experiences. Community acceptable instruments are presented and illustrated. E-based environment has potential to support comprehensive and complicated measurement of metacognition. Future research may further the investigation of interactions among metacognitive components by designing sequential tasks and combining multiple assessment methods. Finally, triangulation of findings from various methods is essential in assessing metacognition involved in self-regulated reading.
The Effects of Mobile Natural-science Learning Based on the 5E Learning Cycle: A Case Study
(2009-10-01)
Liu, Tzu-Chien
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Peng, Hsinyi
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Wu, Wen-Hsuan
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Lin, Ming-Sheng
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教育研究所
This study has three major purposes, including designing mobile natural-science learning activities that rest on the 5E Learning Cycle, examining the effects of these learning activities on students' performances of learning aquatic plants, and exploring students' perceptions toward these learning activities. A case-study method is utilized and the science club with 46 fourth-grade students is selected as the study case in the study. Besides, a set of quantitative and qualitative data were collected from the case to document the learning effects of and the students' perceptions of the learning activities, and to discuss factors underlying these effects and students' perceptions. The results indicate that the learning activities can enhance students' scientific performances, including both knowledge and understanding levels. Students' perceptions of these learning activities appear to be positive. The study identifies two factors that are prominent in the positive effects: students' engaging in "mobile-technology supported" observation during their scientific inquiry; and students' engaging in "mobile-technology supported" manipulation during their scientific inquiry. Finally, the conclusions that our study has drawn could constitute a useful guide for educational practitioners concerned with the potentials of mobile computing in school settings.