Browsing by Author "Yang, Tzu-Chi"

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Analysis of a ubiquitous performance support system for teachers
(2009)
Chen, Chao-Hsiu
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Hwang, Gwo-Jen
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Yang, Tzu-Chi
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Chen, Shih-Hsuan
;
Huang, Shen-Yu
This paper describes a Ubiquitous Performance Support System for Teachers (UPSST) and its implementation model. Personal Digital Assistants (PDAs) were used as the platform to support high-school teachers. Based on concepts of Electronic Performance Support Systems and design-based research, the authors conducted an iterative process of analysis, design, development, and evaluation. Besides the data collected from the two initial users during the iterative process, 12 teachers were recruited for evaluating the functions and interface design of the UPSST. The participants mostly reported positive attitudes toward the functions and interface, but some expressed concerns. Explanations of the concerns and suggestions for future studies are provided.
Investigating students' online learning behavior with a learning analytic approach: field dependence/independence vs. holism/serialism
(1970-01-01)
Yang, Tzu-Chi
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Chen, Sherry Y.
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教育研究所
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大數據研究中心
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Institute of Education
Individual differences exist among learners. Among various individual differences, cognitive styles can strongly predict learners' learning behavior. Therefore, cognitive styles are essential for the design of online learning. There are a variety of cognitive style dimensions and overlaps exist among these dimensions. In particular, Witkin's field dependence/independence and Pask's Holism/Serialism share some similarities. To this end, it is necessary to develop a framework to show overlapped behavior between these two cognitive style dimensions. To address this issue, this study used the Lag Sequential Analysis to examine the overlaps between these two cognitive style dimensions from the aspect of online learning behavior. The results from this study indicated that the overlaps mainly appear in comprehensive/local and dynamic/fixed approaches. Based on the findings of this study, we develop a framework that can support the improvement of instruction design so that the needs of different cognitive style groups can be accommodated. Accordingly, this study is an interdisciplinary work, which makes scientific contributions to three communities, i.e. human-computer interaction, digital learning and learning analytic.
The Effects of Background Music on Game-Based Learning: A Cognitive Style Approach
(2019-12-01)
Yang, Tzu-Chi
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Chen, Meng Chang
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Chen, Sherry Y.
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交大名義發表
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National Chiao Tung University
Game-based learning is popular with learners because it includes various game elements. Among various game elements, background music may have great effects, which may be associated with the preferences of information processing. On the other hand, cognitive styles pertain to the ways of information processing. In this vein, we conducted two empirical studies to investigate the influences of background music provided by game-based learning from a cognitive style perspective. The results from Study One revealed that background music might not be appreciated by Serialists while background music had no effects on Holists' information processing. However, the results from Study Two suggested that Holists could benefit from mismatching background music while matching/mismatching had no effects on Serialists' information processing. In other words, cognitive styles affect learners' reactions to background music. Based on the results of the aforementioned two studies, implications in theoretical and methodological aspects for further research are also discussed.