Browsing by Author "Yu, Pao-Ta"

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A Dynamic Subspace Method for Hyperspectral Image Classification
(2010-07-01)
Yang, Jinn-Min
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Kuo, Bor-Chen
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Yu, Pao-Ta
;
Chuang, Chun-Hsiang
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電控工程研究所
Many studies have demonstrated that multiple classifier systems, such as the random subspace method (RSM), obtain more outstanding and robust results than a single classifier on extensive pattern recognition issues. In this paper, we propose a novel subspace selection mechanism, named the dynamic subspace method (DSM), to improve RSM on automatically determining dimensionality and selecting component dimensions for diverse subspaces. Two importance distributions are proposed to impose on the process of constructing ensemble classifiers. One is the distribution of subspace dimensionality, and the other is the distribution of band weights. Based on the two distributions, DSM becomes an automatic, dynamic, and adaptive ensemble. The real data experimental results show that the proposed DSM obtains sound performances than RSM, and that the classification maps remarkably produce fewer speckles.
An Interactive Game Approach for Improving Students' Learning Performance in Multi-Touch Game-Based Learning
(2014-01-01)
Hung, Cheng-Yu
;
Kuo, Fang-O.
;
Sun, Jerry Chih-Yuan
;
Yu, Pao-Ta
;
教育研究所
This study, based on Taiwanese geographical concepts, develops a multi-touch interactive jigsaw puzzle (MIJP) to assist primary school students in solving geographical puzzles. The MIJP, which has multi-touch operating characteristics and provides two kinds of scaffolding tools, each with a different level of difficulty, can assist students in solving problems in the games and prevent them from feeling stuck and frustrated. In addition, it explores the influence of the interactive game approach (three levels of difficulty) on learning performance and satisfaction. The results indicated that the learning performance of each group, significantly improved after the experiment. In particular, moderate gaming difficulty led to the best learning performance for learners. A comparison of learners who did not use scaffolding to solve problems and those who did shows the level of the zone of proximal development (ZPD). Moreover, the analysis of satisfaction evaluations by learners with/without scaffolding showed there were statistically significant differences in the measures of learning satisfaction. Finally, this study revealed that the students tended to be over-reliant on the scaffolding tools during the game, which prevented them from internalizing knowledge through the interactive learning process.
An Interactive Game Approach for Improving Students\' Learning Performance in Multi-Touch Game-Based Learning
(2014-01-01)
Hung, Cheng-Yu
;
Kuo, Fang-O.
;
Sun, Jerry Chih-Yuan
;
Yu, Pao-Ta
;
教育研究所
This study, based on Taiwanese geographical concepts, develops a multi-touch interactive jigsaw puzzle (MIJP) to assist primary school students in solving geographical puzzles. The MIJP, which has multi-touch operating characteristics and provides two kinds of scaffolding tools, each with a different level of difficulty, can assist students in solving problems in the games and prevent them from feeling stuck and frustrated. In addition, it explores the influence of the interactive game approach (three levels of difficulty) on learning performance and satisfaction. The results indicated that the learning performance of each group, significantly improved after the experiment. In particular, moderate gaming difficulty led to the best learning performance for learners. A comparison of learners who did not use scaffolding to solve problems and those who did shows the level of the zone of proximal development (ZPD). Moreover, the analysis of satisfaction evaluations by learners with/without scaffolding showed there were statistically significant differences in the measures of learning satisfaction. Finally, this study revealed that the students tended to be over-reliant on the scaffolding tools during the game, which prevented them from internalizing knowledge through the interactive learning process.
The benefits of a challenge: student motivation and flow experience in tablet-PC-game-based learning
(2015-03-04)
Hung, Cheng-Yu
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Sun, Jerry Chih-Yuan
;
Yu, Pao-Ta
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教育研究所
;
Institute of Education
Advances in technology have led to continuous innovation in teaching and learning methods. For instance, the use of tablet PCs (TPCs) in classroom instruction has been shown to be effective in attracting and motivating students\' interest and increasing their desire to participate in learning activities. In this paper, we used a TPCs game - an iPad app called Motion Math: Hungry Fish - to help young students learn to theoretically understand and practically implement the mathematical concepts of addition and subtraction. Based on findings from a pilot study, we categorized the game\'s 18 levels of difficulty into "challenging" (experimental group) and "matching" (control group) games. We aimed to investigate whether challenging games were more able than matching games to improve the students\' motivation, flow experience, self-efficacy for technology, self-efficacy for science, feelings about the TPC game, and satisfaction with the learning approach. The findings showed that the students in the experimental group achieved better flow experience, learning performance, and satisfaction.
具有參數控制能力的模糊堆疊類神經網路
(1994)
游寶達
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Yu, Pao-Ta
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國立中正大學資訊工程研究所
利用模糊控制理論來強化堆疊類神經網路取用能力之研究
(1994)
游寶達
;
Yu, Pao-Ta
;
國立中正大學資訊工程研究所