Browsing by Author "Yu, Shih-Jou"

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A Votable Concept Mapping Approach to Promoting Students' Attentional Behavior: An Analysis of Sequential Behavioral Patterns and Brainwave Data
(2018-04-01)
Sun, Jerry Chih-Yuan
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Hwang, Gwo-Jen
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Lin, Yu-Yan
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Yu, Shih-Jou
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Pan, Liu-Cheng
This study explores the effects of integrated concept maps and classroom polling systems on students' learning performance, attentional behavior, and brainwaves associated with attention. Twenty-nine students from an Educational Research Methodology course were recruited as participants. For data collection, in-class quizzes, attentional behavior analysis, and a 20-minute structured interview were applied, and the attention-associated brainwaves of the participants were measured. In the first week, a group-polling method was introduced in class; in the second week, participants were asked to draw concept maps using pen and paper (PnP concept mapping); and in the third week, the polling system and concept maps were integrated (votable concept mapping) and applied. The results showed that the PnP concept mapping approach improved the quiz results of students with lower learning motivation prior to the course, while the votable concept mapping method was effective in stimulating students' attention during class. It was therefore suggested that instructors adopt methods integrating concept maps and polling tools to stimulate students' attention and thereby promote a positive cycle of attentional behavior in the classroom. For example, students' attentional behavior during an activity facilitated their attentional behavior after the activity, and this behavior continued until the next activity.
A Votable Concept Mapping Approach to Promoting Students' Attentional Behavior: Based on the Evidence of Mining Sequential Behavioral Patterns
(2017-01-01)
Sun, Jerry Chih-Yuan
;
Hwang, Gwo-Jen
;
Lin, Yu-Yan
;
Yu, Shih-Jou
;
Pan, Liu-Cheng
This study presented a votable concept mapping approach to promoting students' attentional behavior based on the evidence of mining sequential behavioral patterns. Twenty-nine students from an Educational Research Methodology course were recruited as participants. In the first week, a group-polling method was introduced in class; in the second week, participants were asked to draw concept maps using pen and paper (PnP concept mapping); and in the third week, the polling system and concept maps were integrated (votable concept mapping) and applied. The results showed that the votable concept mapping method was effective to stimulating students' attention during class. It was therefore suggested that teachers adopt methods integrating concept maps and polling tools to stimulate students' attention and thereby promote a positive cycle of attentional behavior in the classroom.
Effect of AR-based online wearable guides on university students' situational interest and learning performance
(2019-06-01)
Yu, Shih-Jou
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Sun, Jerry Chih-Yuan
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Chen, Oscal Tzyh-Chiang
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教育研究所
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Institute of Education
This study addresses whether augmented reality (AR)-based online wearable guides are better at improving learners' situational interest (with regard to the fields of novelty, challenge, attention demand, exploration intention, instant enjoyment, and total interest) and learning achievement (remembering, understanding, and analyzing) compared with audio guides. This study employed a museum as its research site and examined a total of 96 participants who were randomly divided into two groups: one group using AR-based online wearable guides and the other using audio guides. In the experiment, both groups were required to complete a prior knowledge quiz, a scale of situational interest, and a test of learning achievement, as well as contributing post-activity open-format feedback. The results of this study indicate that situational interest and the remembering dimension of learning achievement have a significant and positive correlation, and that, when compared with the audio guide, the AR-based online wearable guide increased the learners' situational interest and instant enjoyment, as well as the remembering dimension of learning performance. Therefore, the AR-based online wearable guide exhibits the ability to cultivate long-term interest in informal curricula. It is suggested that, when applying AR-based online wearable guides in informal curricula, content difficulty levels should be designed appropriately so that the learners' instant enjoyment, situational interest, and content remembering performance would not be undermined.
Effects of intelligent feedback on online learners? engagement and cognitive load: the case of research ethics education
(2019-11-26)
Sun, Jerry Chih-Yuan
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Yu, Shih-Jou
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Chao, Chih-Hsuan
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教育研究所
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Institute of Education
The current study developed an intelligent learning environment for online education of research ethics and investigated how encouragement and warning intelligent feedback influenced learners? engagement (behavioural, emotional, and cognitive) and cognitive load (mental load and mental effort). Participants included 191 graduate students in Taiwan who were randomly assigned into four groups: a non-feedback group, a warning feedback group, an encouragement feedback group, and an encouragement plus warning feedback group. The intelligent feedback was established on the basis of learning analytics from a database of prior learners? online learning of off- or on-task behaviours. The system detected students? sequential behavioural patterns and provided instant intelligent feedback. The results showed that encouragement plus warning feedback caused higher emotional and cognitive engagement, whereas warning feedback led to higher mental load. The study suggests that when designing intelligent learning environments, encouragement, and warning intelligent feedback should be used jointly to enhance the appeal of the learning journey and to boost emotional engagement, thereby increasing students? willingness to learn. It is important to avoid using only warning feedback to reduce interference in learning.
Engaging university students in a library guide through wearable spherical video-based virtual reality: effects on situational interest and cognitive load
(1970-01-01)
Lin, Hota Chia-Sheng
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Yu, Shih-Jou
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Sun, Jerry Chih-Yuan
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Jong, Morris Siu Yung
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教育研究所
This study aimed to investigate differences in students' situational interest (exploration intention, instant enjoyment, novelty, attention demand, challenge, and total interest) and cognitive load (intrinsic, extraneous, and germane) of VR-guide and map-guide groups in a university library. The VR-guide group used wearable spherical video-based virtual reality (SVVR) devices, while the map-guide group used tablets to learn the functions of the library. Both groups completed a prior knowledge test, field tasks, a situational interest scale, and a cognitive load scale. The results show that, in comparison with the use of the map-guide, the wearable VR-guide could yield a higher degree of "Novelty" and "Challenge" (in the situational interest dimension), as well as higher germane cognitive load. This study reveals that harnessing SVVR in learning and teaching has a positive impact on university students. The educational use of SVVR has good potential for transforming students' way of learning, improving traditional learning, and enhancing students' understanding of content and learning motivation.
Personalized Wearable Guides or Audio Guides: An Evaluation of Personalized Museum Guides for Improving Learning Achievement and Cognitive Load
(2019-03-16)
Sun, Jerry Chih-Yuan
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Yu, Shih-Jou
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教育研究所
;
Institute of Education
This study aimed to investigate the effects of incorporating personalized learning based on students' learning styles (visual or verbal) into wearable or audio museum guides. Personalized learning is achieved by matching participants' learning styles with either a wearable or an audio guide. The participants in this study consisted of 79 university students divided into four groups: audio guide-visual, audio guide-verbal, wearable guide-visual, and wearable guide-verbal. The students' cognitive load (intrinsic, extraneous, and germane) and learning achievement (remembering, understanding, and analyzing) were assessed and compared. In this study, it was found that personalized learning helps to reduce students' intrinsic cognitive load and extraneous cognitive load, while increasing their germane cognitive load and improving their ability to memorize. It is suggested that museum educators refer to our classification of learning styles, provide visitors with personalized devices, and incorporate wearable guide devices into their museums' learning processes, in order to improve visitors' learning achievement.
The mediating effect of anti-phishing self-efficacy between college students\' internet self-efficacy and anti-phishing behavior and gender difference
(2016-06)
Sun, Jerry Chih-Yuan
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Yu, Shih-Jou
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Lin, Sunny S. J.
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Tseng, Shian-Shyong
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教育研究所
This study investigates the mediating effect of college students\' anti-phishing self-efficacy between Internet self-efficacy and anti-phishing behavior. Also the gender effect on the researched variables are concerned. The participants in the study were 434 university students who had experience using the Internet. The Internet self-efficacy scale (translated and modified based on Kim & Glassman scale, 2013), the self-designed anti-phishing self-efficacy scale, and the self-designed anti-phishing behavior scale were used in this study. This study used convenience sampling to conduct the survey, which resulted in 411 valid responses. Confirmatory factor analysis and structural equation modeling are adopted to test the mediation effect. The results showed statistically significant differences in anti-phishing behavior and anti-phishing self-efficacy between female and male university students. The SEM analysis showed that Internet self-efficacy is a positive precedent to anti-phishing behavior, and anti-phishing self-efficacy significantly mediated the relation between Internet self-efficacy and anti-phishing behavior. This study suggests that educators could use strategies to improve Internet self-efficacy and anti-phishing self-efficacy in order to enhance learners\' motivation and experience with anti-phishing. The Internet self-efficacy scale and the anti-phishing self-efficacy scale may be used as a reference for adaptive teaching materials. (C) 2016 Elsevier Ltd. All rights reserved.