Browsing by Author "Yang, Che-Ching"

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A CROSS-TEXT ANNOTATION SHARING MECHANISM FOR ENHANCING STUDENTS' COMPREHENSION OF POETRY
(2012-10-01)
Yang, Che-Ching
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Tseng, Shian-Shyong
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Shih, Wen-Chung
;
Liang, Tyne
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資訊工程學系
Poems are usually expressed with elaborate rhetoric techniques, which make them hard to be understood. In this study, a cross-text annotation sharing mechanism is proposed to help students comprehend poetry by creating and sharing individual annotations. Furthermore, relevant annotations among various texts can be retrieved to stimulate and help students make connections while reading. A quasi-experiment has been conducted to evaluate the effectiveness of the proposed approach. The experimental results show that a cross-text annotation sharing approach is significantly more helpful to the students for poetry comprehension than a conventional annotation sharing approach in terms of learning achievements; moreover, the students highly accepted the developed learning system in terms of "ease of use" and "usefulness."
A Folksonomy-based Guidance Mechanism for Context-aware Ubiquitous Learning: A Case Study of Chinese Scenic Poetry Appreciation Activities
(2012-01-01)
Shih, Wen-Chung
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Tseng, Shian-Shyong
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Yang, Che-Ching
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Lin, Chih-Yu
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Liang, Tyne
In this work ubiquitous learning technologies are applied to Chinese scenic poetry appreciation. A folksonomy-based approach is proposed to accumulate knowledge about poems and their corresponding scenic spots. A user can use a "Tagging" operation by a smart phone to associate a concept (a word, a phrase or a sentence) with a scenic spot. These associations will be recorded in a folksonomy, which is then transformed into a Learning Guidance Tree to support personalized guidance in u-learning environments. The purpose of this work is to propose a folksonomy-based guidance mechanism. Also, we attempt to find students' and teachers' attitudes towards the innovative application through a case study. To show the effectiveness of the innovative approach, a ubiquitous learning system was developed to conduct Chinese scenic poetry appreciation activities for a fifth-grade Chinese course in Taiwan, in which forty-eight students participated. The survey results show that the system had a positive impact on students' learning, especially on the affective domain including participation, motivation and interaction.
An Evaluation of the Learning Effectiveness of Concept Map-Based Science Book Reading via Mobile Devices
(2013-07-01)
Yang, Che-Ching
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Hwang, Gwo-Jen
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Hung, Chun-Ming
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Tseng, Shian-Shyong
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資訊工程學系
Printed books have long been an important means for people to obtain knowledge; nevertheless, educators have pointed out problems of learning from some printed books, in particular, the lack of learning supports, such as supplementary materials and learning guiding tools. In this study, a concept map-oriented ubiquitous learning approach is proposed for supporting printed science book reading activities for children via mobile devices with QR-code facilities. A quasi-experiment has been conducted in an elementary school to evaluate the effectiveness of the proposed approach, in which 92 sixth graders participated. The experimental results show that the concept map-oriented ubiquitous learning approach is significantly more helpful to the students in reading printed books than traditional book reading and the conventional ubiquitous learning approach in terms of learning achievements; moreover, the students had a high level of acceptance of such a mobile technology-assisted learning system in terms of "ease of use", "usefulness" and "attitude and intention of future use."
Implementation of a Model-Tracing-Based Learning Diagnosis System to Promote Elementary Students' Learning in Mathematics
(2014-04-01)
Chu, Yian-Shu
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Yang, Haw-Ching
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Tseng, Shian-Shyong
;
Yang, Che-Ching
;
資訊工程學系
Of all teaching methods, one-to-one human tutoring is the most powerful method for promoting learning. To achieve this aim and reduce teaching load, researchers developed intelligent tutoring systems (ITSs) to employ one-to-one tutoring (Aleven, McLaren, & Sewall, 2009; Aleven, McLaren, Sewall, & Koedinger, 2009; Anderson, Corbett, Koedinger, & Pelletier, 1995; Anderson & Reiser, 1985; Blessing, Gilbert, Ourada, & Ritter, 2009; Mitrovic et al., 2009; Mitrovic & Ohlsson, 1999; Suraweera, Mitrovic, & Martin, 2007; VanLehn et al., 2005). However, most ITSs have restricted user interfaces, which confine reasoning strategies of students during problem solving, thus ignoring the fact that students could use dissimilar strategies to solve a given question. Furthermore, student learning problems could be diagnosed from the derivation of their answers. In order to interpret students' mathematical problem-solving behaviors, this study developed a Model-tracing Intelligent Tutor (MIT) to diagnose students' learning problems and provide learning feedback for individual students. A quasi-experiment was conducted in an elementary school to evaluate the effectiveness of the proposed approach, in which 124 fifth graders participated. The experimental results show that the model-tracing-based learning diagnosis system is significantly more helpful to the students in learning mathematics than the conventional web-based test in terms of learning achievements.
Implementation of a Model-Tracing-Based Learning Diagnosis System to Promote Elementary Students\' Learning in Mathematics
(2014-04-01)
Chu, Yian-Shu
;
Yang, Haw-Ching
;
Tseng, Shian-Shyong
;
Yang, Che-Ching
;
資訊工程學系
Of all teaching methods, one-to-one human tutoring is the most powerful method for promoting learning. To achieve this aim and reduce teaching load, researchers developed intelligent tutoring systems (ITSs) to employ one-to-one tutoring (Aleven, McLaren, & Sewall, 2009; Aleven, McLaren, Sewall, & Koedinger, 2009; Anderson, Corbett, Koedinger, & Pelletier, 1995; Anderson & Reiser, 1985; Blessing, Gilbert, Ourada, & Ritter, 2009; Mitrovic et al., 2009; Mitrovic & Ohlsson, 1999; Suraweera, Mitrovic, & Martin, 2007; VanLehn et al., 2005). However, most ITSs have restricted user interfaces, which confine reasoning strategies of students during problem solving, thus ignoring the fact that students could use dissimilar strategies to solve a given question. Furthermore, student learning problems could be diagnosed from the derivation of their answers. In order to interpret students\' mathematical problem-solving behaviors, this study developed a Model-tracing Intelligent Tutor (MIT) to diagnose students\' learning problems and provide learning feedback for individual students. A quasi-experiment was conducted in an elementary school to evaluate the effectiveness of the proposed approach, in which 124 fifth graders participated. The experimental results show that the model-tracing-based learning diagnosis system is significantly more helpful to the students in learning mathematics than the conventional web-based test in terms of learning achievements.
Interview-Based Photo Tagging for Expressing Course Concepts in Ubiquitous Chinese Poetry Learning
(2008)
Shih, Wen-Chung
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Tseng, Shian-Shyong
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Yang, Che-Ching
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Weng, Jui-Feng
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Liang, Tyne
Traditional Chinese poetry instruction mainly focuses on vocabulary explanation and recitation, through which it is not easy for students to catch the embedded meaning of the poems. Ubiquitous learning. emerging as a promising learning, paradigm. can provide an adaptive environment according to the learner's context. When the learner is situated in till environment similar to what the poem describes. it will be easier for the learner to understand what the poet meant, thus enhancing the learning performance. To support the poetry appreciation in U-Learning, environments. our idea is to provide an interview-based tool which can assist students to clearly express their intended concepts for a Chinese poem. We reduce the Course Concept Expression problem to the interview-based tagging problem. The interview-based methodology consists of several iterations to find the user's intended concept for a poem. A prototype has been implemented, which will be used to evaluate the effectiveness of the proposed approach in the near future.
Multimedia-Poetry Composition and Sharing on Ubiquitous Environment
(2009)
Tseng, Shian-Shyong
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Yang, Che-Ching
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Weng, Jui-Feng
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Liang, Tyne
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資訊工程學系
Deeply meanings of Chinese poems are hard to understand for novices. Motivating from the proverb "A picture is worth a thousand words", poetry composition together with relevant multimedia is proposed to assist people in understanding Chinese poems. Learning in this way, the format of poet?), and context of learning environment can be used to provide composition suggestions. Therefore, how to assist people in multimedia-poems composition and sharing on ubiquitous environment becomes a challenging issue. To retrieve context information, a context-based dialogue approach is proposed. Through progressively retrieving context information, composition suggestions can be offered based on rhyme scheme, tonal pattern and context information. Multimedia-poetry can be shared with each other. To evaluate the applicability of the proposed approach, experiments are conducted to understand user's satisfaction degree. The experiment results show that users are satisfied with the proposed system.
Situated Poetry Learning Using Multimedia Resource Sharing Approach
(2013-04-01)
Yang, Che-Ching
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Tseng, Shian-Shyong
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Liao, Anthony Y. H.
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Liang, Tyne
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資訊工程學系
Educators have emphasized the importance of situating students in an authentic learning environment. By using such approach, teachers can encourage students to learn Chinese poems by browsing content resources and relevant online multimedia resources by using handheld devices. Nevertheless, students in heterogeneous network environments may have different requirements for the resource subject, type, size, etc. The central issue of this study is how to locate appropriate resources to support situated learning based on user context. In an attempt to solve the primary concern, this study proposes a context-based dialogue approach with which students may interact to retrieve adequate poems and multimedia resources. The Poetry Multimedia Resource Index is the basis for the retrieval, which consists of outer lexical resources, multimedia resource information, and Chinese poems. A prototype system has been conducted to evaluate the effectiveness of the approach. The experimental group adopts the situated learning method by using this system, while those in the control group adopt the situated learning method by using textbooks. It is found that our approach can be significantly beneficial to promote students' learning achievements. The majority of students are satisfied with the proposed system and the teacher participant showed a positive attitude toward this system.
Time-Quality Tradeoff of Waiting Strategies for Tutors to Retrieve Relevant Teaching Methods
(2011-10-01)
Shih, Wen-Chung
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Tseng, Shian-Shyong
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Yang, Che-Ching
;
Liang, Tyne
;
資訊工程學系
As more and more undergraduate students act as voluntary tutors to rural pupils after school, there is a growing need for a supporting environment to facilitate adaptive instruction. Among others, a teaching method retrieval system is intended to help tutors find relevant teaching methods for teaching a particular concept. However, teaching methods demanded by tutors might not be in well-organized forms or even unwritten. Thus, the technology of conventional information retrieval cannot be simply applied to retrieve teaching methods. Therefore, we propose to invite experts (teachers) to join the support environment and provide ad hoc teaching methods. Nevertheless, it is difficult for tutors to decide how long they will wait for replies from remote teachers, which is called a due time setting problem. Furthermore, a trade-off inherent in the problem is that an early reply does not necessarily mean a good one. Our idea is to propose an interactive approach to deal with the uncertainty during retrieving teaching methods. In this study, we define this problem and evaluate several waiting strategies. A prototype has been designed and implemented, and experiments have been conducted to evaluate the performance of the four waiting strategies. The results show that waiting strategies have a significant impact on retrieval performance.