Browsing by Author "Ye, Shu-Hao"

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Effects of commercial video games on cognitive elaboration of physical concepts
(2015-10-01)
Sun, Chuen-Tsai
;
Ye, Shu-Hao
;
Wang, Yu-Ju
;
資訊工程學系
;
Department of Computer Science
The authors use physical concepts to investigate cognitive elaboration using a commercial game-based review teaching method versus a lecture-based method. Experiments involved two popular casual games: Cut the Rope (pendulum concept) and Angry Bird Space (circular motion), with concept maps and multiple-choice tests used as assessment tools. Our goal was to analyze concept reinforcement and reorganization via commercial games for a group of junior high school students. A total of 83 students (15-16 years old), were randomly assigned to an experimental group (review using commercial casual games) or a control group (lecture-based review). Our results suggest that (a) the games supported the elaboration potential of learned physical concepts as measured by concept maps, and (b) concept maps are more suitable than multiple-choice tests for estimating the effects of commercial games on cognitive elaboration. Three key design features of commercial games that can support cognitive elaboration of physical concepts are discussed. (C) 2015 Elsevier Ltd. All rights reserved.
Effects of student characteristics and question design on Internet search results usage in a Taiwanese classroom
(2014-08-01)
Sun, Chuen-Tsai
;
Ye, Shu-Hao
;
Hsieh, Hsi-Chien
;
資訊工程學系
;
Department of Computer Science
A large percentage of students who use Internet search engines accept the results they are given without challenge, which conflicts with many learning theories that emphasize exploration. Longer and more in-depth searches require critical analyses of results as part of a process that is thought to produce better learning outcomes. With the development of social media, social motivation is increasingly considered an important factor in learning. To boost motivation for knowledge exploration, many instructors are adding elements of high interest to students to their teaching materials and activities. Here we investigate the effects of social motivation-associated priming on learner behaviors involving search engine results, using differences in learner characteristics (peer relationships and math skills) and search question type (add-on and integrated) as the main distinguishing factors. Our sample consisted of 81 students between the ages of 14 and 15 in a junior high school located in northern Taiwan. All of the participants were experienced in using computers, the Web, and search engines. Our results indicate (a) no significant effects of peer relationships or prior math achievement on the use of search results in that subject area; (b) the use of add-on questions (i.e., presenting math questions after presenting interpersonal relationship questions) encourages the appropriate use of summary results; and (c) the use of integrated questions (i.e., learners read stories involving a mix of interpersonal relationship and math information before addressing search questions) encourages students to read more information from search results rather than focusing on finding single "correct" answers. We interpret the third finding as evidence of greater enjoyment of exploration. (C) 2014 Elsevier Ltd. All rights reserved.
Effects of student characteristics and question design on Internet search results usage in a Taiwanese classroom
(2014-08-01)
Sun, Chuen-Tsai
;
Ye, Shu-Hao
;
Hsieh, Hsi-Chien
;
資訊工程學系
;
Department of Computer Science
A large percentage of students who use Internet search engines accept the results they are given without challenge, which conflicts with many learning theories that emphasize exploration. Longer and more in-depth searches require critical analyses of results as part of a process that is thought to produce better learning outcomes. With the development of social media, social motivation is increasingly considered an important factor in learning. To boost motivation for knowledge exploration, many instructors are adding elements of high interest to students to their teaching materials and activities. Here we investigate the effects of social motivation-associated priming on learner behaviors involving search engine results, using differences in learner characteristics (peer relationships and math skills) and search question type (add-on and integrated) as the main distinguishing factors. Our sample consisted of 81 students between the ages of 14 and 15 in a junior high school located in northern Taiwan. All of the participants were experienced in using computers, the Web, and search engines. Our results indicate (a) no significant effects of peer relationships or prior math achievement on the use of search results in that subject area; (b) the use of add-on questions (i.e., presenting math questions after presenting interpersonal relationship questions) encourages the appropriate use of summary results; and (c) the use of integrated questions (i.e., learners read stories involving a mix of interpersonal relationship and math information before addressing search questions) encourages students to read more information from search results rather than focusing on finding single "correct" answers. We interpret the third finding as evidence of greater enjoyment of exploration. (C) 2014 Elsevier Ltd. All rights reserved.