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22nd International Conference on Human-Computer Interaction with Mobile Devices and Services

作者： Ting-Wei Wu Yu-Ling Chien Yung-Ju Chang Department of Computer Science National Chiao Tung University Taiwan Degree Program of E-Learning National Chiao Tung University Taiwan

ISBN: (纸本)9781450380522

Researchers have developed systems estimating mobile users’ receptivity for instant messaging (IM) [4]. However, it remains unclear how users would like their estimated status to be presented to their IM contacts. We developed an Android application that estimated a user’s receptivity status and conducted a mixed-method study with 37 IM users to understand how they wanted their estimated status to be presented, including eSM and semi-structured interviews. We found that participants preferred a textual presentation to show their receptivity status over both numeric and graphical presentation. Also, participants more often modified the status from showing interruptibility to showing attentiveness and/or responsiveness than the other way. It was because participants wanted their status more informative of how fast they could read and respond to messages. Participants also more often decreased their receptivity level than increased it to show that they were busy, either real or fake.

关键词： Receptivity Presence Availability Presentation status eSM

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Relationship between digital game experience and problem-solving performance according to a PISA framework

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COMPUTeRS & eDUCATION 2022年 186卷

作者： Sun, Chuen-Tsai Chou, Kuan-Ting Yu, Hsiu Chen Natl Yang Ming Chiao Tung Univ Dept Comp Sci 1001 Univ Rd Hsinchu 300 Taiwan Natl Chengchi Univ Dept Sociol 64Sec 2ZhiNan Rd Taipei 11605 Taiwan Natl Yang Ming Chiao Tung Univ Coll Sci Degree Program E Learning 1001 Univ Rd Hsinchu 300 Taiwan

The authors recruited 267 Taiwanese elementary school students to play digital games in order to investigate the influence of prior game play experience on problem-solving performance, with specific focuses on self-regulated learning, problem-solving processes, problem contexts, and problem characteristics. Data were acquired using a self-regulated learning scale, a game experience questionnaire, a problem-solving process evaluation instrument based on the 2012 program for International Student Assessment, a computer-based survey focused on seven problem-solving scenarios, and four digital games. Our results indicate a positive and significant effect on problem-solving performance among study participants with seven or more years of game play experience, and positive feelings toward game learning as reflected in negatively skewed self-regulated learning scores. We also found that the "representation and formulation" stage served as a significant performance predictor, the "planning and execution" and "monitoring and reflection" stages were significant predictors of dynamic/technical problems, and the "exploring and understanding" stage was a predictor for static/non-technical problems. Our data indicate significant differences in problem-solving cognitive processes across ranges of contexts and characteristics. We believe our findings will be useful for researchers studying the potential use of digital game frameworks to measure specific learning mechanisms.

关键词： evaluation methodologies Games Information literacy Informal learning 21st century abilities

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Valuing Diversity and enacting Inclusion in engineering (VDeIe): Validity evidence for a New Scale

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INTeRNATIONAL JOURNAL OF eNGINeeRING eDUCATION 2021年第5期37卷 1382-1397页

作者： Rambo-Hernandez, Karen e. Atadero, Rebecca A. Paguyo, Christina H. Morris, Melissa Park, Seoyeon Casper, A. M. Aramati Pedersen, Blaine Austin Schwartz, Jeremy Hensel, Robin A. M. Texas A&M Univ Coll Educ & Human Dev Teaching Learning & Culture & Educ Psychol College Stn TX 77843 USA Colorado State Univ Dept Civil & Environm Engn 1372 Campus Delivery Ft Collins CO 80523 USA Univ Denver Off Teaching & Learning 303-871-60122251 E Evans Ave Denver CO 80210 USA Univ Nevada 4505 S Maryland Pkwy Las Vegas NV 89154 USA Texas A&M Univ Coll Educ & Human Dev Dept Teaching Learning & Culture Harrington Bldg540 Ross St College Stn TX 77843 USA Colorado State Univ Grad Degree Program Ecol 1372 Campus Delivery Ft Collins CO 80523 USA Texas A&M Univ Coll Educ & Human Dev Dept Educ Psychol Harrington Educ Ctr Off Tower4225 TAMU College Stn TX 77843 USA West Virginia Univ Dept Commun Sci & Disorders Morgantown WV 26505 USA West Virginia Univ Statler Coll Engn & Mineral Resources Fundamentals Engn Program 1306 Evansdale Dr Morgantown WV 26506 USA

The purpose of this paper is to detail the initial validation of a scale to assess engineering students' attitudes toward the value of diversity in engineering and their intentions to enact inclusive behaviors. In study 1, we administered the scale four times. We subjected the first administration to exploratory factor analysis (eFA), and the remaining three administrations to both confirmatory factor analysis (CFA) and tests of longitudinal measurement invariance (LMI). All tests indicated strong evidence for the internal structure of the factor structure of the survey. The four factors were: engineers should value diversity to (a) fulfill a greater purpose and (b) serve customers better;and engineers should (c) challenge discriminatory behavior and (d) promote a healthy work environment. In study 2, we again assessed the structure of the data as described in study 1 and then used the scale to assess potential differences between undergraduate students who participated in activities designed to promote diversity, equity, and inclusion (DeI) (n = 116) and those who did not (n = 137). Students in the intervention classes demonstrated a small statistically significant increase in their intention to promote a healthy team environment in reference to the comparison classes. No differences were observed between the classes on the other factors. Future directions and implications are discussed.

关键词： measurement diversity engineering students survey instrument development

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Interprofessional education faculty development survey: Perspectives on IPe and collaborative practice and COVID-19

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Journal of Interprofessional education and Practice 2022年 29卷 100529-100529页

作者： Yorke, Amy M. Hoelscher, Diane C. Stalburg, Caren M. Daniels, Tazin Aebersold, Michelle Patterson, Vani Keune, Karen L. Capellari, emily C. Duffy, elizabeth A. Thiel, Meghan University of Michigan-Flint Physical Therapy Department 303 East Kearsley Street 2157 William S. White Flint 48502 MI United States University of Michigan School of Dentistry Clinical Assistant Professor of Dentistry Director of Innovation in Teaching and Learning Department of Cariology Restorative Sciences and Endodontics 1011 North University Ave. Ann Arbor 48109 MI United States Medical School University of Michigan Associate Professor of Obstetrics and Gynecology and Learning Health Sciences Director Health Infrastructures & Learning Systems Online Master of Science Degree 224 Victor Vaughan Building 1111 E. Catherine Street Ann Arbor 48109 MI United States Center for Research on Learning and Teaching Assistant Director 1071 Palmer Commons 100 Washtenaw Avenue Ann Arbor 48109 MI United States School of Nursing University of Michigan Clinical Professor School of Nursing 426 North Ingalls Room 4112 Ann Arbor 48109-5482 MI United States Center for Interprofesssional Education University of Michigan 428 Church Street Rm 2567 Ann Arbor 48109 MI United States Lourdes University Toledo OH United States Taubman Health Sciences Library University of Michigan Informationist 1135 Catherine St. Ann Arbor 48109 MI United States School of Nursing University of Michigan 426 North Ingalls Room 4134 Ann Arbor 48109 MI United States Department of Social Work Michigan Medicine Clinical Social Worker Adult Palliative Care Consult Service Social Work Education Lead Michigan Medicine Social Work Internship Program 1500 E. Medical Center Drive SPC 5233 Ann Arbor 48109-5233 MI United States

The cancellation of in-person classes in March 2020 due to COVID-19 caused a sudden shift in the educational experiences of health profession students enrolled at the University of Michigan (U-M). With the move to remote learning, educators engaging in interprofessional education (IPe) were faced with the challenge of preparing students for interprofessional collaboration from a distance. A survey was designed to investigate the impact of the pandemic on IPe practices and discover educator development needs. Faculty and staff from 10 health sciences schools within the U-M and Michigan Medicine were invited to complete a survey investigating their use of IPe competencies prior to, during, and after the pandemic;their development needs;and their ideas for future implementation of IPe and collaborative practice. Fifty-six percent of respondents reported their ability to teach IPe competencies was impacted by changes related to COVID. There was a significant (p ≤ 0.001) difference between self-report of incorporating IPe competencies prior to and during pandemic and during and into the future across all five competencies. Technology was reported as a challenge when teaching IPe, and a need for future faculty development. Leveraging virtual and case-based learning and increasing collaboration between schools were identified as ideas for future implementation. © 2022 elsevier Inc.

关键词： COVID-19 Faculty development Interprofessional education Interprofessional education competencies Survey

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Customizing scaffolds for game-based learning in physics: Impacts on knowledge acquisition and game design creativity

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COMPUTeRS & eDUCATION 2017年第Oct.期113卷 294-312页

作者： Kao, Gloria Yi-Ming Chiang, Chieh-Han Sun, Chuen-Tsai Natl Taiwan Univ Sci & Technol Grad Inst Digital Learning & Educ 43 Keelung RdSec 4 Taipei 106 Taiwan Natl Chiao Tung Univ Coll Sci Degree Program E Learning Hsinchu 300 Taiwan Natl Chiao Tung Univ Dept Comp Sci Hsinchu 300 Taiwan

Scaffolds in games have the potential to facilitate learning effects in addition to assisting the gaming process. However, studies on game-based science learning usually only adopt questionnaires to evaluate scientific concepts, and use interviews or observations to assess problem solving ability, neglecting the importance of investigating game-making outcomes. We customized a digital game, "Crayon Physics Deluxe," with varied scaffolding designs to evaluate their effects on science learning. A total of 126 participants were divided into four groups: demonstration scaffolding, non-scaffolding, marking critical features scaffolding, and the no-game group. learning outcomes were examined in terms of physics knowledge acquisition (in the form of concept maps) and design creativity (in the form of game episode designs). Students were asked to transform their roles from problem solvers to problem designers, which might not only demonstrate their ability to solve scientific problems, but also develop their creativity potential in designing scientific puzzles. The results indicated that the marking critical features scaffolding group performed significantly better than the demonstration scaffolding group in both conceptual knowledge acquisition and the sensitivity dimension of design creativity, while the group with demonstration scaffolding scored higher in the flexibility dimension of design creativity. These findings suggest that proper scaffolds could be designed to function as learning scaffolds rather than just as gaming scaffolds, and different learning purposes require various scaffolding designs. The content of the scaffolds, as well as the timing of their provision should be carefully designed according to the game features to achieve specific instructional purposes. (C) 2017 elsevier Ltd. All rights reserved.

关键词： Applications in subject areas Improving classroom teaching Media in education Pedagogical issues Teaching/learning strategies

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Interactive Videos enhance learning about Socio-ecological Systems

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JOURNAL OF GeOGRAPHY 2018年第1期117卷 40-49页

作者： Smithwick, erica Baxter, emily Kim, Kyung edel-Malizia, Stephanie Rocco, Stevie Blackstock, Dean Penn State Univ Geog University Pk PA 16802 USA Penn State Univ Intercoll Grad Degree Program Ecol University Pk PA 16802 USA Penn States Coll Earth & Mineral Sci John A Dutton E Educ Inst University Pk PA USA Penn State Univ Coll Educ Learning Design & Technol University Pk PA 16802 USA Penn State Univ University Pk PA 16802 USA Penn States Coll Earth & Mineral Sci John A Dutton E Educ Inst Learning Design University Pk PA USA Penn State Outreach & Online Educ University Pk PA USA

Two forms of interactive video were assessed in an online course focused on conservation. The hypothesis was that interactive video enhances student perceptions about learning and improves mentalmodels of social-ecological systems. Results showed that students reported greater learning and attitudes toward the subject following interactive video. Moreover, metrics of network complexity applied to students' concept maps of socio-ecological systems increased longitudinally through the course highlighting greater awareness of socio-ecological linkages. We conclude that interactive video can increase awareness of interdisciplinary connections in socio-ecological systems and should be more widely employed in general education geography courses.

关键词： digital storytelling conservation networks concept maps mental map

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Lifestyles, innovation attributes, and teachers' adoption of game-based learning: Comparing non-adopters with early adopters, adopters and likely adopters in Taiwan

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COMPUTeRS & eDUCATION 2016年第May期96卷 29-41页

作者： Li, Shu-Chu Sarrina Huang, Wei-Chun Natl Chiao Tung Univ Inst Commun Studies 1001 Univ Rd Hsinchu Taiwan Natl Chiao Tung Univ Degree Program E Learning 1001 Univ Rd Hsinchu Taiwan

The purpose of this study was to understand the factors that affected teachers' adoption of game-based learning (GBL). In particular, this study paid special attention to the non-adopters who did not have any intentions to adopt GBL in the future and examined how these non-adopters differed from the early adopters, adopters and likely adopters. Based on Rogers' diffusion of innovation model, this study identified three factors lifestyles, perceived attributes of GBL, and demographics as significant predictors for adoption. Two methods were adopted by this study: First, this study conducted 15 intensive interviews to construct questions regarding the perceived attributes of GBL. Second, using a purposive sampling method, this study mailed 347 questionnaires to teachers in Taiwan's elementary schools and obtained 307 valid questionnaires. Two conclusions were drawn from the data analysis: (1) lifestyles and perceived attributes exerted a strong effect, whereas demographics only had a moderate effect in discriminating non-adopters from adopters and likely adopters;(2) the non-adopters in this study were more likely to be males instead of females, to have more teaching experience, to be older, to have no experience with video games, and to be better educated. (C) 2016 elsevier Ltd. All rights reserved.

关键词： Game-based learning Rogers' diffusion of innovations Non-adopters Lifestyles Innovation attributes

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Development of Instructions for Fair Use of Internet Resources for Fifth Graders: An Action Research

JOURNAL OF RESEARCH IN EDUCATION SCIENCES

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JOURNAL OF ReSeARCH IN eDUCATION SCIeNCeS 2016年第4期61卷 147-176页

作者： Wu, Pei-Fen Chou, Chien Natl Chiao Tung Univ Degree Program E Learning Coll Sci Hsinchu Taiwan Natl Chiao Tung Univ Inst Educ Hsinchu Taiwan

The current research investigated whether fifth-grade students of elementary schools possessed the cognition and a positive attitude toward "fair use of Internet resources" and developed instructional curriculum and strategies appropriate for the students. A two-tier test involving the fair use of Internet resources was conducted to examine whether the students knew how to reference online sources appropriately and if they had any misconceptions about proper citation and fair use. The first author performed two teaching trials as an action research practitioner, with the second trial being adjusted according to the students' performance in the first trial. The outcome of the experiment was evaluated using feedback from the students, the peer teachers' in-class observations, and the researchers' self-reflection. The results of this study have practical implications for future use in generating relevant teaching curricula.

关键词： action research elementary students fair use of Internet resources two-tier test

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Designing an educational Game with Customized Scaffolds for learning Physics 4

Designing an Educational Game with Customized Scaffolds for ...

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IIAI 4th International Congress on Advanced Applied Informatics (IIAI-AAI)

作者： Kao, Gloria Yi-Ming Chiang, Chieh-Han Sun, Chuen-Tsai Natl Taiwan Univ Sci & Teconol Graguate Inst Digital Learning & Educ Taipei Taiwan Natl Chiao Tung Univ Coll Sci Degree Program E Learning Taipei Taiwan Natl Chiao Tung Univ Dept Comp Sci Taipei Taiwan

ISBN: (纸本)9781479999583

Digital games have become a popular source of entertainment. The main reason that players continue to play video games is that the game designers use scaffolding to bridge the gap between a player's current skills and those needed to be successful at the next level. Several mainstream digital games have the flexibility to become promising game-based learning environments, in which scaffolding could play a crucial role to improve the learning experience. This study examines the effectiveness of providing instructors with the opportunity to tailor a digital game in order to meet their personal teaching goals. The built-in game features in Crayon Physics Deluxe are blended with instructor-designed scaffolding to see whether such features can assist learning without impeding creativity. A total of 126 participants were divided into four groups. In three of the groups, Crayon Physics Deluxe was used with varied scaffolding conditions: demonstration scaffolding, non-scaffolding, and marking critical features scaffolding. The fourth group did not play the game. learning outcomes were examined in terms of physics knowledge acquisition (in the form of concept maps) and creativity performance (in the form of game episode designs). The results show that the marking critical features scaffolding group performed significantly better than the demonstration scaffolding group in both conceptual knowledge acquisition and in the sensitivity dimension of design creativity. The group with demonstration scaffolding scored higher in the flexibility dimension of creativity when designing their own game episodes. These findings suggest that proper scaffolding does facilitate learning, and different learning purposes require various designs of scaffoldings.

关键词： applications in subject areas improving classroom teaching media in education pedagogical issues teaching/learning strategies

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Designing an educational Game with Customized Scaffolds for learning Physics

Designing an Educational Game with Customized Scaffolds for ...

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IIAI International Conference on Advanced Applied Informatics

作者： Gloria Yi-Ming Kao Chieh-Han Chiang Chuen-Tsai Sun Graguate Institute of Digital Learning and Education National Taiwan University of Science and Teconology Degree Program of E-Learning College of Science National Chiao Tung University Department of Computer Science National Chiao Tung University

ISBN: (纸本)9781479999590

关键词： Applications in subject areas Improving classroom teaching Media in education Pedagogical issues Teaching/learning strategies

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