Browsing by Author "Tsai, Chin-Chung"

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A case study of immersive virtual field trips in an elementary classroom: Students' learning experience and teacher-student interaction behaviors
(2019-10-01)
Cheng, Kun-Hung
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Tsai, Chin-Chung
;
傳播與科技學系
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Department of Communication and Technology
The academic evidence for examining the educational influences of immersive virtual reality (VR) with head-mounted displays (HMD) has been relatively limited until now, in particular for virtual field trips which allow teachers to guide students to explore learning elements in virtual environments. This study therefore invited 24 elementary school students to engage in an immersive virtual field trip which was part of a 2-week summer camp on the learning subject of social studies. The students' learning experiences (i.e., perceived presence, motivational beliefs change, and attitudes) were investigated and the teacher-student interaction behaviors in the learning activity were explored. The results showed that the students' motivation was generally enhanced, particularly for the diminishment of test anxiety. The important role of the perceptions of spatial presence and experienced realism in the students' motivational beliefs was also addressed. Moreover, different behavioral patterns of teacher-student interactions during the process of the virtual field trips were identified by lag sequential analysis. This work started a pedagogical research to probe how HMD-based VR technology was applied in classrooms for teachers to lead their students on virtual field trips. The proposed instructional strategies for appropriately guiding students to learn during the process of immersive virtual field trips were also the contribution of this study.
A review of features of technology-supported learning environments based on participants' perceptions
(2015-12-01)
Chang, Hsin-Yi
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Wang, Chia-Yu
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Lee, Min-Hsien
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Wu, Hsin-Kai
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Liang, Jyh-Chong
In this study we reviewed 22 studies on developing instruments that measure teachers\', students\' and adult students\' perceptions of learning environments enhanced by a certain type of technology. We conducted a review of all the instruments to propose a new framework conceptualizing technology-supported learning environments (TSLEs) for future instructional designs, and research on learning environments. This framework was also confirmed with the literature on learning theories. The framework consists of six dimensions: technical, content, cognitive, metacognitive, social, and affective. We found that the studies took more into consideration the technical, cognitive and social dimensions, and less the content, metacognitive, and affective dimensions. Moreover, usability in the technical dimension, relevance in the content dimension, inquiry learning in the cognitive dimension, student autonomy in the metacognitive dimension, and teacher support in the social dimension are the salient features most often investigated in TSLEs. The results provide insights into an overview of the instruments used for TSLEs, implications for the instructional design of TSLEs, and trends in the current and future research on perceptions of TSLEs. (C) 2015 Elsevier Ltd. All rights reserved.
A Review of Intervention Studies On Technology-assisted Instruction From 2005-2010
(2013-07-01)
Wu, Ying-Tien
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Hou, Huei-Tse
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Hwang, Fu-Kwun
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Lee, Min-Hsien
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Lai, Chih-Hung
By reviewing papers published in five important SSCI journals from 2005 to 2010, this study aimed to provide insights into intervention studies on technology-assisted instruction. It was found that still relatively little research on educational technology which addresses the effects of specific instructional interventions on student learning was conducted during this period. Moreover, most reviewed studies were conducted in higher education, rather than in high school, elementary school, or adult education contexts. The two subject domains, science and engineering (including computer studies), were most frequently involved in these studies, the majority of which addressed achievement as research (learning outcome) foci, while relatively fewer studies investigated students' learning process or affective outcomes. Regarding technology adoption, this study revealed that, in both the 2005-2007 and 2008-2010 periods, technologies for specific instructional purposes(e.g., a specially designed system for online collaborative writing) were more frequently adopted than those for general purposes (such as PowerPoint). This study also reveals that technology-mediated interpersonal interactions are commonly utilized in these intervention studies, with the focus mainly on student-student interactions.
A Review of Research on Technology-Assisted School Science Laboratories
(2014-04-01)
Wang, Chia-Yu
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Wu, Hsin-Kai
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Lee, Silvia Wen-Yu
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Hwang, Fu-Kwun
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Chang, Hsin-Yi
Studies that incorporate technologies into school science laboratories have proliferated in the recent two decades. A total of 42 studies published from 1990 to 2011 that incorporated technologies to support school science laboratories are reviewed here. Simulations, microcomputer-based laboratories (MBLs), and virtual laboratories are commonly used to assist students in engaging in laboratory activities, followed by remote laboratories, databases, and other miscellaneous technologies. We report the demographics and characteristics of these technology-assisted laboratory studies and provide examples to illustrate how technologies have facilitated science learning in laboratories for different subjects and science domains, with various levels of student involvement and components of investigations. Major findings of the reviewed articles are summarized to understand the effects of applying technologies in school laboratories. Incorporation of technologies in school science laboratories has changed students\' learning experiences in terms of the phenomena to be explored, their interactions with the natural phenomena or materials, and approaches to handling and making sense of data. Based on our findings, possible directions for future research and emerging instructional issues regarding technology-assisted laboratories are discussed.
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.
Affordances of Augmented Reality in Science Learning: Suggestions for Future Research
(2013-08-01)
Cheng, Kun-Hung
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Tsai, Chin-Chung
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數位內容製作中心
;
Center for Digital Content Production
Augmented reality (AR) is currently considered as having potential for pedagogical applications. However, in science education, research regarding AR-aided learning is in its infancy. To understand how AR could help science learning, this review paper firstly has identified two major approaches of utilizing AR technology in science education, which are named as image-based AR and location-based AR. These approaches may result in different affordances for science learning. It is then found that students' spatial ability, practical skills, and conceptual understanding are often afforded by image-based AR and location-based AR usually supports inquiry-based scientific activities. After examining what has been done in science learning with AR supports, several suggestions for future research are proposed. For example, more research is required to explore learning experience (e.g., motivation or cognitive load) and learner characteristics (e.g., spatial ability or perceived presence) involved in AR. Mixed methods of investigating learning process (e.g., a content analysis and a sequential analysis) and in-depth examination of user experience beyond usability (e.g., affective variables of esthetic pleasure or emotional fulfillment) should be considered. Combining image-based and location-based AR technology may bring new possibility for supporting science learning. Theories including mental models, spatial cognition, situated cognition, and social constructivist learning are suggested for the profitable uses of future AR research in science education.
An investigation of Taiwan University students' perceptions of online academic help seeking, and their web-based learning self-efficacy
(2011-07-01)
Cheng, Kun-Hung
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Tsai, Chin-Chung
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數位內容製作中心
;
Center for Digital Content Production
This study was conducted to investigate Taiwan University students' perceptions (including experience, confidence and preference) of online academic help seeking (OAHS) and students' level of web-based learning self-efficacy (WISE). Two instruments, OAHS questionnaire, consisting of information searching, formal and informal query scales, and WLSE questionnaire, including general and functional scales, were then validated through collecting the responses from 300 university students. Results indicate reciprocal relations between experience, confidence and preference in students' online academic help seeking behaviors. Students' academic help seeking behaviors were related to their general self-efficacy in a web-based course setting. Students' functional WLSE was related to their perceptions of information searching for OAHS. Findings of this study also imply that students' experience of seeking help from informal online channels is prominent when they participate in a web-based course. (C) 2011 Elsevier Inc. All rights reserved.
An object-oriented course framework for developing adaptive learning systems
(2008)
Tseng, Shian-Shyong
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Su, Jun-Ming
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Hwang, Gwo-Jen
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Hwang, Gwo-Haur
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Tsai, Chin-Chung
The popularity of web-based learning systems has encouraged researchers to pay attention to several new issues. One of the most important issues is the development of new techniques to provide personalized teaching materials. Although several frameworks or methods have been proposed, it remains a challenging issue to design an easy-to-realize framework for developing adaptive learning systems that benefit student learning performance. In this paper, we propose a modular framework that can segment and transform teaching materials into modular learning objects based on the SCORM standard such that subject contents can be composed dynamically according to the profile and portfolio of individual students. An adaptive learning system has been developed based on this innovative approach. Based on the experimental results of a college computer course, we conclude that the proposed framework can be used to develop adaptive learning systems that benefit the students' learning achievements.
Children and parents' reading of an augmented reality picture book: Analyses of behavioral patterns and cognitive attainment
(2014-03-01)
Cheng, Kun-Hung
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Tsai, Chin-Chung
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數位內容製作中心
;
Center for Digital Content Production
Previous studies on augmented reality (AR) book learning have not provided an in-depth examination of the learning process, especially the interaction involved in child-parent shared book reading. Choosing an AR picture book to introduce its artistic work, this study aimed to explore how children and parents read the book through a series of analyses of behavioral patterns and cognitive attainment. A total of 33 child-parent pairs voluntarily participated in this study. Based on the indicators of the child-parent reading behaviors generated through content analysis, four behavioral patterns of AR picture book reading were identified: parent as dominator, child as dominator, communicative child-parent pair, and low communicative child-parent pair. The relationships between the child-parent reading behaviors and the children's cognitive attainment were further identified. Specifically, the child-parent behaviors of "parent as dominator" and "low communicative child-parent pair" were likely associated with simple description of the appearance of the artistic work by the children (low-level cognitive attainment). Conversely, the "child as dominator" and "communicative child-parent pair" behaviors resulted in the children explaining the artistic work they had seen or using their imagination to describe the content of the book (high-level cognitive attainment). (C) 2013 Elsevier Ltd. All rights reserved.
Content analysis of online discussion on a senior-high-school discussion forum of a virtual physics laboratory
(2006-07-01)
Guan, Ying-Hua
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Tsai, Chin-Chung
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Hwang, Fu-Kwun
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教育研究所
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師資培育中心
In this study we content analyzed the online discussion of several senior-high-school groups on a forum of a virtual physics laboratory in Taiwan. The goal of our research was to investigate the nature of non-course-based online discussion and to find out some useful guidelines in developing such discussion forums for learning purposes. We adapted Henri's framework and models (1992) for our analysis. The content analysis was conducted in terms of participation rate, social cues, interaction types, and cognitive and metacognitive skills. In this study, we compared the result patterns of two discussion conditions ('required' (R-) condition versus 'non-required' (NR-) condition) of a non-course-based discussion forum and investigated how the quality of message content changed in the processes of discussion. In the R-condition, participants were required to reply to the thread before they were allowed to read other messages on the forum, whereas participants in the NR-condition were not restricted to this demand. The results showed that for both conditions, the most frequently involved interaction type was 'direct response', and the most frequently used cognitive skill was 'elementary clarification'. Fewer participants of the R-condition strayed from the subject under discussion in comparison to the NR-condition. However, larger percentage of message content containing metacognitive components was found in the NR-condition. When taking the sequences of postings into account, we found that for the R-condition, the percentage of metacognitive component in the message content tended to increase in the up-third postings, whereas for the up-third postings of the NR-condition the percentage of non-cognitive components substantially increased. Overall, the results of our study indicated that the way in which participants used cognitive and metacognitive skills during the discussions was related to the discussion conditions. The initial requirement of reply fostered the use of cognitive skills, but it did not necessarily induce the use of high-level cognitive or metacognitive skills. We concluded that beside the discussion conditions the moderators' guidance would be influential in determining the quality of online discussion on a non-course-based discussion forum.
Developing a web-bascd two-tier test for internet literacy
(2007-03-01)
Chou, Chien
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Tsai, Chin-Chung
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Chan, Pei-Shan
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師資培育中心
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Center of Teacher Education
Development and implications of technology in reform-based physics laboratories
(2012-10-16)
Chen, Sufen
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Lo, Hao-Chang
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Lin, Jing-Wen
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Liang, Jyh-Chong
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Chang, Hsin-Yi
Technology has been widely involved in science research. Researchers are now applying it to science education in an attempt to bring students' science activities closer to authentic science activities. The present study synthesizes the research to discuss the development of technology-enhanced laboratories and how technology may contribute to fulfilling the instructional objectives of laboratories in physics. To be more specific, this paper discusses the engagement of technology to innovate physics laboratories and the potential of technology to promote inquiry, instructor and peer interaction, and learning outcomes. We then construct a framework for teachers, scientists, and programmers to guide and evaluate technology-integrated laboratories. The framework includes inquiry learning and openness supported by technology, ways of conducting laboratories, and the diverse learning objectives on which a technology-integrated laboratory may be focused.
Examining the role of feedback messages in undergraduate students\' writing performance during an online peer assessment activity
(2015-04-01)
Cheng, Kun-Hung
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Liang, Jyh-Chong
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Tsai, Chin-Chung
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傳播與科技學系
;
Department of Communication and Technology
Although the effectiveness of online peer assessment for writing performance has been documented, some students may not perceive or attain learning benefits due to receiving certain types of feedback messages. This study therefore aims to explore the role of feedback messages in students\' writing performance. The feedback messages given by 47 undergraduate students in a three-round online peer assessment review were firstly examined by a series of content analyses regarding the affective, cognitive, and metacognitive aspects of the comments. The influences of the feedback messages on the students\' performance progression during the three rounds of review were then explored. The results show that cognitive feedback (e.g.,direct correction) was more helpful for the students\' writing learning gains than was affective feedback (e.g., praising comments) and metacognitive feedback (e.g., reflecting comments). However, this effect on the students\' performance progression decreased in the last stage of the activity. (C) 2015 Elsevier Inc. All rights reserved.
High school students' approaches to learning physics with relationship to epistemic views on physics and conceptions of learning physics
(2013-01-01)
Chiou, Guo-Li
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Lee, Min-Hsien
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Tsai, Chin-Chung
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教育研究所
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Institute of Education
Background and purpose: Knowing how students learn physics is a central goal of physics education. The major purpose of this study is to examine the strength of the predictive power of students' epistemic views and conceptions of learning in terms of their approaches to learning in physics. Sample, design and method: A total of 279 Taiwanese high school students ranging from 15 to 18 years old participated in this study. Three questionnaires for assessing high school students' epistemic views on physics, conceptions of learning physics and approaches to learning physics were developed. Step-wise regression was performed to examine the predictive power of epistemic views on physics and conceptions of learning physics in terms of their approaches to learning physics. Results and conclusion: The results indicated that, in general, compared to epistemic views on physics, conceptions of learning physics are more powerful in predicting students' approaches to learning physics in light of the regression models. That is, students' beliefs about learning, compared with their beliefs about knowledge, may be more associated with their learning approaches. Moreover, this study revealed that the higher-level conceptions of learning physics such as 'Seeing in a new way' were more likely to be positively correlated with the deep approaches to learning physics, whereas the lower-level conceptions such as 'Testing' were more likely to positively explain the surface approaches, as well as to negatively predict the deep approaches to learning physics.
On-line peer assessment and the role of the peer feedback: A study of high school computer course
(2007-12-01)
Tseng, Sheng-Chau
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Tsai, Chin-Chung
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教育研究所
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師資培育中心
;
Institute of Education
The purposes of this study were to explore the effects and the validity of on-line peer assessment in high schools and to analyze effects of various types of peer feedback on students. The participating students, a total of 184 10th graders, developed their individual course projects by involving the on-line peer assessment learning activities in a computer course. The peer assessment activities consisted of three rounds, and each of the students acted as an author and a reviewer. Research data as evaluated from peers and experts indicated that students significantly improved their projects as involving the peer assessment activities. The scores determined by the learning peers were highly correlated with those marked by the experts, indicating that peer assessment in high school could be perceived as a valid assessment method. Moreover, this study also examined the relationships between the types of peer feedbacks in which students obtained from peer assessment and the subsequent performance of their projects. We categorized peer feedbacks into four types: Reinforcing, Didactic, Corrective and Suggestive. It was found that Reinforcing peer feedback was useful in helping students' development of better projects; however, Didactic feedback and perhaps Corrective feedback provided by peers might play an unfavorable role for subsequent improvement of students' projects. The Suggestive feedback may be helpful in the beginning of peer assessment activities; however, in the later parts of peer assessment, the effect of this type of feedback on learning might not be significant. (C) 2006 Elsevier Ltd. All rights reserved.
Students' interpersonal perspectives on, conceptions of and approaches to learning in online peer assessment
(2012)
Cheng, Kun-Hung
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Tsai, Chin-Chung
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數位內容製作中心
;
Center for Digital Content Production
The purpose of this study is to qualitatively explore students' interpersonal perspectives (i.e., psychological safety, value diversity, trust and social interdependence) on, conceptions of and approaches to learning in an online peer assessment activity required for creating digital artistic works. Twenty-three college students in Taiwan volunteered for interview after the assessment activity. This study found that, the more positive interpersonal perspectives (i.e., high psychological safety, low value diversity for goals, trust in self as assessors and positive social interdependence) the students perceived, the higher level of conceptions and approaches (i.e., cohesive conceptions and deep approaches) they held. However, for certain students, high value diversity for criteria and trust in peers as assessors might play a role in their use of deep approaches, but not in their level of conceptions. Accordingly, a model of the associations between students' interpersonal perspectives, conceptions and approaches is proposed.
The Intellectual Structure of Metacognitive Scaffolding in Science Education: A Co-citation Network Analysis
(2016-03)
Tang, Kai-Yu
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Wang, Chia-Yu
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Chang, Hsin-Yi
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Chen, Sufen
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Lo, Hao-Chang
The issues of metacognitive scaffolding in science education (MSiSE) have become increasingly popular and important. Differing from previous content reviews, this study proposes a series of quantitative computer-based analyses by integrating document co-citation analysis, social network analysis, and exploratory factor analysis to explore the intellectual structure of the MSiSE literature (i.e. the relationships within and between subfields of MSiSE). Co-citation refers to any two articles that are jointly referenced in other articles. After the computation of co-citation analysis, 27 articles that have been co-cited at least once by follow-up studies as references were identified as the final set of core articles. The whole co-citation profile of 27 cores with the 434 links was then visualized in a network through social network analysis, representing an overview for the intellectual structure of core MSiSE studies. The most cross-referenced underpinnings in the network focused on adaptive scaffolding for self-regulated learning to enhance students\' conceptual understanding and on younger students\' metacognition in online science inquiry learning environments. Furthermore, two emerging topics in the network were identified through an exploratory factor analysis as "non-technological metacognitive scaffolding media," and "behavior patterns & task analysis in technology-infused environments." Overall, the study provides an innovative review method of scholarly communication in the MSiSE literature.
The interaction of child-parent shared reading with an augmented reality (AR) picture book and parents\' conceptions of AR learning
(2016-01-01)
Cheng, Kun-Hung
;
Tsai, Chin-Chung
;
傳播與科技學系
;
Department of Communication and Technology
Following a previous study (Cheng & Tsai, 2014. Computers & Education.), this study aimed to probe the interaction of child-parent shared reading with the augmented reality (AR) picture book in more depth. A series of sequential analyses were thus conducted to infer the behavioral transition diagrams and visualize the continuity and paths of different learning behaviors. This study also explored the parents\' conceptions of AR learning so as to understand more precisely how the children and their parents behaved. The results show that the parents in the parent as dominator group mostly considered AR learning as obstructing paper book reading and seemed to continually dominate the reading process to prevent the excessive use of mobile devices by their children. Compared with the parents in the other three groups, the parents in the low communicative child-parent pair group likely considered AR books as being a substitute for them reading to their children and did not frequently interact with them. The parents in the communicative child-parent pair and children as dominator groups played a mediating role during the learning process and generally showed positive beliefs about AR learning, such as considering learning by AR as fostering motivation and attaining in-depth understandings. A framework for implementing child-parent shared AR book reading is proposed for pedagogical consideration.
The interaction of child-parent shared reading with an augmented reality (AR) picture book and parents\' conceptions of AR learning
(2016-01)
Cheng, Kun-Hung
;
Tsai, Chin-Chung
;
傳播與科技學系
;
Department of Communication and Technology
Following a previous study (Cheng & Tsai, 2014. Computers & Education.), this study aimed to probe the interaction of child-parent shared reading with the augmented reality (AR) picture book in more depth. A series of sequential analyses were thus conducted to infer the behavioral transition diagrams and visualize the continuity and paths of different learning behaviors. This study also explored the parents\' conceptions of AR learning so as to understand more precisely how the children and their parents behaved. The results show that the parents in the parent as dominator group mostly considered AR learning as obstructing paper book reading and seemed to continually dominate the reading process to prevent the excessive use of mobile devices by their children. Compared with the parents in the other three groups, the parents in the low communicative child-parent pair group likely considered AR books as being a substitute for them reading to their children and did not frequently interact with them. The parents in the communicative child-parent pair and children as dominator groups played a mediating role during the learning process and generally showed positive beliefs about AR learning, such as considering learning by AR as fostering motivation and attaining in-depth understandings. A framework for implementing child-parent shared AR book reading is proposed for pedagogical consideration.
The relationship between internet perceptions and preferences towards internet-based learning environment
(2007-01-01)
Tsai, Chin-Chung
;
教育研究所
;
Institute of Education