Browsing by Author "Yeh, Katherine Pin-Chen"

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A comparison of individual and group polling strategies on students\' academic performance and attention level
(2015)
Sun, Jerry Chih-Yuan
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Chen, Ariel Yu-Zhen
;
Yeh, Katherine Pin-Chen
;
Cheng, Yu-Ting
;
Lin, Yu-Yan
The purpose of the study was to investigate the effect of polling technologies integrating with strategies on students\' academic performance and related brainwave signals. The participants were 34 students who registered in the educational research methodology course in a national university in Taiwan. The pre-class quiz, in-class quiz, brainwave of attention levels, open-ended questionnaires, and the 20-minute structured interview were used in this study. This study was conducted over a period of three weeks. Over the three weeks, the teacher conducted "three types of polling activities." Week 1 was devoted to individual clicker polling, Week 2 to group polling on tablets, and Week 3 to group polling on tablets with a competition game. The results showed that polling systems help promote learning outcomes, and if a team was given an opportunity to discuss a topic after it was announced, this would help to increase attention levels. This study suggests that future researchers could design team polling activities in which students can take turns acting as a group leader in order to help build a team consensus and to avoid passive group member participation.
Is Group Polling Better? An Investigation of the Effect of Individual and Group Polling Strategies on Students' Academic Performance, Anxiety, and Attention
(2018-01-01)
Sun, Jerry Chih-Yuan
;
Chen, Ariel Yu-Zhen
;
Yeh, Katherine Pin-Chen
;
Cheng, Yu-Ting
;
Lin, Yu-Yan
The purpose of this study was to investigate the effect of polling technologies (clickers or tablets) integrated with strategies (individual or group) on students' academic performance, anxiety, and attention. The participants were 34 students enrolled in an educational research methodology course. The anxiety scale, pre- and in-class quizzes, brainwaves of attention levels, open-ended questionnaires, and a 20-minute structured interview were used in this study. During the experiment period of three weeks, the instructor conducted three types of polling activities. The results showed that the instant polling strategy helped promote learning performance, and if a team was given an opportunity to discuss a topic after it was announced, this would help reduce students' feelings of anxiety and increase their attention levels. This study suggests that classroom activities can be designed to incorporate team polling for increased participation.
The effects of attention monitoring with EEG biofeedback on university students\' attention and self-efficacy: The case of anti-phishing instructional materials
(2017-03)
Sun, Jerry Chih-Yuan
;
Yeh, Katherine Pin-Chen
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教育研究所
;
Institute of Education
This study investigated the effects of attention monitoring with EEG biofeedback on university students\' attention and self-efficacy for learning. This study employed a quasi experimental design, collecting both qualitative and quantitative data. The instruments included an EEG sensor to collect learners\' attention levels, the self-efficacy scale from the MSLQ an anti-phishing achievement test, and an open-ended questionnaire. The participants were 80 university students. A stage-random grouping was adopted to divide the participants into a control group and an experimental group, with 40 participants in each group. The attention monitoring system was developed to monitor anti-phishing learners\' attention levels for both the control and the experimental group, and to provide EEG biofeedback for the experimental group when low attention was detected. The results showed no significant differences in learners\' self-efficacy and achievement between the two groups. However, there were significant effects on overall attention when EEG biofeedback was provided. This study found that the types (e.g., auditory or visual, positive or negative) of EEG biofeedback and the selection of the course topics may influence learner\'s attention, self-efficacy, and learning achievement. This study suggests that when conducting similar studies, it is important to consider the types of EEG biofeedback, the selection of the course topics, and integrating encouraging elements into negative feedback to increase learning outcomes using such a system. (C) 2016 Elsevier Ltd. All rights reserved.