Browsing by Author "Wang, Dai-Yi"

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DIANA: A computer-supported heterogeneous grouping system for teachers to conduct successful small learning groups
(2007-07-01)
Wang, Dai-Yi
;
Lin, Sunny S. J.
;
Sun, Chuen-Tsai
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教育研究所
;
資訊工程學系
Teachers interested in small-group learning can benefit from using psychological factors to create heterogeneous groups. In this paper we describe a computer-supported grouping system named DIANA that uses genetic algorithms to achieve fairness, equity, flexibility, and easy implementation. Grouping was performed so as to avoid the creation of exceptionally weak groups. We tested DIANA with 66 undergraduate computer science students assigned to groups of three either randomly (10 groups) or using an algorithm reflecting [Sternberg, R. J. (1994). Thinking styles: theory and assessment at the interface between intelligence and personality. In R. J. Sterberg, & P. Ruzgis (Eds.), Personality and Intelligence (pp. 169-187). New York: Cambridge University Press.] three thinking styles (12 groups). The results indicate that: (a) the algorithm-determined groups were more capable of completing whatever they were "required to do" at a statistically significant level, (b) both groups were equally capable of solving approximately 80% of what they "chose to do," and (c) the algorithm-determined groups had smaller inter-group variation in performance. Levels of satisfaction with fellow group member attitudes, the cooperative process, and group outcomes were also higher among members of the algorithm-determined groups. Suggestions for applying computer-supported group composition systems are offered. (c) 2006 Elsevier Ltd. All rights reserved.
Effects of Thinking Style and Spatial Ability on Anchoring Behavior in Geographic Information Systems
(2013-07-01)
Wang, Dai-Yi
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Lee, Mei-Hsuan
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Sun, Chuen-Tsai
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資訊工程學系
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Department of Computer Science
The authors propose an instructional use for Google Earth (a GIS application) as an anchoring tool for knowledge integration. Google Earth can be used to support student explorations of world geography based on Wikipedia articles on earth science and history topics. We asked 66 Taiwanese high-school freshmen to make place marks with explanatory notes and summaries (known as anchors) to serve as geographic references; they used anchors that were predefined by their teacher for subsequent geographic searches. Our investigation focused on the processes used to create anchors, how the students used anchors to perform search tasks, and the roles of thinking style and spatial ability on learning processes and performance. The 671 generated anchors were categorized as direct, indirect, symbolic, temporal, spatial, and challenging. According to our results, students with legislative thinking style tendencies created the largest number of anchors but rarely used them for subsequent search tasks; executive-style students tended to make symbolic and temporal spatial geographic references and regularly used the teacher-created anchors and the anchors created by judicial-style students were evenly distributed across all categories. In addition, low-spatial ability students tended to create direct geographic references and to use predefined anchors for all problem types.
Effects of Thinking Style on Design Strategies: Using Bridge Construction Simulation Programs
(2013-01-01)
Sun, Chuen-Tsai
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Wang, Dai-Yi
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Chang, Yu-Yeh
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資訊工程學系
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Department of Computer Science
Computer simulation users can freely control operational factors and simulation results, repeat processes, make changes, and learn from simulation environment feedback. The focus of this paper is on simulation-based design tools and their effects on student learning processes in a group of 101 Taiwanese senior high school students. Participants identified as having executive, legislative, judicial, global or local thinking style tendencies were asked to design bridges using WPBD2007 computer simulation freeware. Design strategies and design tool usage were video recorded and analyzed. Results indicate a positive correlation between judicial thinking style and frequency of substantial change in structure and goal strategy; a negative correlation between local thinking style and frequency of component tool list usage; a negative correlation between use of top-down strategies and frequency of using two types of assistance tools; a positive correlation between the use of bottom-up strategies and frequency of using both tool types; a positive correlation between the use of a substantial change strategy and frequency of using the graphical interface only; and positive correlations between total construction costs and the frequencies of using the substantial change strategy and component list tool.
How digital scaffolds in games direct problem-solving behaviors
(2011-11-01)
Sun, Chuen-Tsai
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Wang, Dai-Yi
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Chan, Hui-Ling
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資訊工程學系
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Department of Computer Science
Digital systems offer computational power and instant feedback. Game designers are using these features to create scaffolding tools to reduce player frustration. However, researchers are finding some unexpected effects of scaffolding on strategy development and problem-solving behaviors. We used a digital Sudoku game named Professor Sudoku to classify built-in critical features, frustration control and demonstration scaffolds, and to investigate their effects on player/learner behaviors. Our data indicate that scaffolding support increased the level at which puzzles could be solved, and decreased frustration resulting from excessive numbers of retries. However, it also reduced the number of unassisted placements (i.e., independently filled cells), and increased reliance on scaffolding tools, both of which are considered disadvantageous for learning. Among the three scaffold types, frustration control reduced the potential for players to feel stuck at certain levels, but also reduced the frequency of use of critical feature-making tools, which are thought to have greater heuristic value. We conclude that the simultaneous provision of critical feature and frustration control scaffolds may increase player reliance on available support, thereby reducing learning opportunities. Providing players with critical features and demonstration scaffolds at the same time increases reliance on available support for some players, but for most it encourages the development of solving strategies. (C) 2011 Elsevier Ltd. All rights reserved.
Reading Subtitles and Taking Enotes While Learning Scientific Materials in a Multimedia Environment: Cognitive Load Perspectives on EFL
(2016-10)
Lin, John J. H.
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Lee, Yuan-Husan
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Wang, Dai-Yi
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Lin, Sunny S. J.
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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.
The Design of Social Agents That Introduce Self-reflection in a Simulation Environment
(2013-07-01)
Lei, Pei-Lan
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Lin, Sunny S. J.
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Wang, Dai-Yi
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Sun, Chuen-Tsai
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教育研究所
This study focuses on the design of several social agents that are intended to collect the self-reflections of learners while learners are immersed in simulation activities for knowledge building. The design of the agents follows 5W principles and seeks to encourage learners to expend mental effort upon multi-faceted learning and self-reflection. Using semantic networks, we developed dialogue lines for reflection-prompting agents. We analyzed the participants' answers using natural language processing technology to classify the sentences into positive and negative rankings. A preliminary field study with 117 high school students was conducted over three weeks to test the effects of agent-prompted self-reflection. The results demonstrated that 96% and 62% of participants separately completed the first and the second simulation activities (including the agent-prompted self-reflections respectively). Those who did not finish the activities were generally limited by time restrictions rather than a lack of motivation, as the participants typically considered the interactions with the agents to be interesting. The self-reflections elicited through the agent interviews were consistent with the reflections obtained from paper-pencil questionnaires and appeared to be stable over time. Future study, including investigations using a randomized experimental design with a control group, is needed to fully assess the effects of agent-prompted self-reflection.