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Effects of Performance Goal Orientations on English Translation Techniques in Digital Game-Based learning

International Journal of Human-Computer Interaction 2025年第9期41卷 5575-5590页

作者： Hung, Hsiu-Ting Yang, Jie Chi Chung, Ching-Jung Department of English National Kaohsiung University of Science and Technology Kaohsiung Taiwan Graduate Institute of Network Learning Technology National Central University Taoyuan Taiwan Research Center for Science and Technology for Learning National Central University Taoyuan Taiwan

Despite a growing body of literature on performance goals and learning, limited studies have explored their influence on English translation education within the context of Digital Game-Based learning (DGBL). To address this gap, this study developed a DGBL system to assist students in learning English translation techniques, and compared the effects of students’ different performance goal orientations (performance-approach versus performance-avoidance goals) on their learning performance, in-game performance, self-efficacy, fear of failure, and learning perceptions. The participants were 56 university students, who were divided into a performance-approach group (PAPG) and a performance-avoidance group (PAVG). The study used quantitative analysis with data from English translation technique tests, log data from gaming sessions, and three questionnaires. It was found that the PAPG exhibited significant improvements in relatively difficult translation techniques (i.e., conversion), while the PAVG showed notable improvements in relatively simple translation techniques (i.e., polysemy). Furthermore, the PAPG outperformed the PAVG in in-game performance related to polysemy. This study enhances our understanding of the impact of performance goal orientations on both learning and in-game performance in English translation education, particularly within the context of DGBL. © 2024 Taylor & Francis Group, LLC.

关键词： Students

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Affordances and influences of multiple technologically-stimulated recognitions for EFL descriptive writing in authentic contextual learning

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Educational technology and Society 2024年第2期27卷 165-182页

作者： Hwang, Wu-Yuin Van Giap, Nguyen Chin, Chi-Chieh Graduate Institute of Network Learning Technology National Central University Taiwan University of Information and Communication Technology Viet Nam

Different recognitions become more mature and have been widely applied for EFL learning. Each recognition also has its specific features useful for EFL descriptive writing. The pictorial and verbal representations and current context found in image-to-text recognition (ITR), translated speech-to-text recognition (TSTR), and location-to-text recognition (LTR) respectively could be beneficial for EFL descriptive writing concerning enriching lexical language resources, developing writing ideas, and the others. This study investigated the influences of multiple recognitions and their affordances for EFL descriptive writing in authentic context learning via their generations and usages. An experiment had been conducted for twelve weeks in a vocational high school in Taiwan. Three tests, 1291 essays, and open-ended questionnaires were collected and analyzed. The results revealed that multiple recognitions in the context improve the reasoning, organization, communication, and convention aspects of EFL descriptive writing. Although the ITR affordance is less than TSTR, it significantly influences the appropriate vocabulary usage, the detailed content developments, and the various sentence elaboration of the writing. The TSTR affordance is better than the other recognitions because of its convenience for making more sentences;however, it does not immediately influence EFL descriptive writing. The LTR affordance is similar to ITR, and it can be useful for the usage of other recognitions concerning the direction of the general ideas, main subjects, and related objects addressed in the writing. Although the recognition accuracy needs to be improved, the integration of multiple recognitions has big potential and should be widely applied for EFL writing considering the affordances and significant influences. © (2024), (Educational technology and Society). All rights reserved.

关键词： Adaptive learning Authentic learning EFL descriptive writing Multimedia learning technology adaption

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Design and implement a achievement system for Enhancing students' interest and self-efficacy in mathematics 14

Design and implement a achievement system for Enhancing stud...

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14th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2023

作者： Yeh, Charles Y.C. Yang, Jerry C.Y. Chan, Tak-Wai National Central University Graduate Institute of Network Learning Technology Jongli Taiwan

ISBN: (纸本)9798350324228

Mathematics is an important subject that plays a crucial role at various stages of education, its profound implications for students' future development. However, according to the TIMSS 2019 reports, many students still dislike mathematics and lack interest and confidence in this subject. In a previous study, our research team developed a system which called 'Math Island' to help students in learning mathematics. Furthermore, in order to improve students' self-efficacy and interest, this study develops an achievement system which draws inspiration from gamified learning and the Octalysis framework as a sub-feature to the Math Island system. Students can reach achievement goals and earn achievements within the system, which in turn enhances their self-efficacy, sense of accomplishment, and interest in mathematics. © 2023 IEEE.

关键词： learning systems

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Contextualized and Personalized Math Word Problem Generation Using GPT and Authentic Contextual Recognition 12

Contextualized and Personalized Math Word Problem Generation...

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12th International Conference on Information and Education technology, ICIET 2024

作者： Hwang, Wu-Yuin Utami, Ika Qutsiati National Dong Hwa University Graduate Institute Of Network Learning Technology National Central University Department Of Computer Science And Information Engineering Taiwan Graduate Institute Of Network Learning Technology National Central University Taoyuan Taiwan Universitas Airlangga Faculty Of Advanced Technology And Multidiscipline Indonesia

ISBN: (纸本)9798350371772

This paper introduced an interactive system for generating contextualized and personalized mathematic word problems (MWP) from authentic contexts using the Generative Pre-trained Transformers (GPT). Our proposed Automatic Question Generation (AQG) system comprises (1) the authentic contextual information acquisition through image recognition by TensorFlow and augmented reality (AR) measurement through AR Core, (2) a personalized mechanism based on instructional prompts to generate three difficulty levels for learner's different needs, and (3) MWP generation through GPT with authentic contextual information and personalized needs. A quasi-experiment was conducted by recruiting 51 fifth-grade students to evaluate the effectiveness of the proposed AQG on their geometry learning performance. The results revealed that students who learned with the proposed AQG outperformed students who learned with a decontextualized way on geometry learning performances. Therefore, our proposed AQG is useful for promoting mathematic problem-solving activity in an authentic context. © 2024 IEEE.

关键词： Augmented reality

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Smart Geometry learning in Authentic Contexts with Personalization, Contextualization, and Socialization

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IEEE Transactions on learning Technologies 2023年 1-18页

作者： Hwang, Wu-Yuin Lin, Yi Jing Utami, Ika Qutsiati Nurtantyana, Rio Department of Computer Science and Information Engineering National Dong Hwa University Hualien Taiwan Graduate Institute of Network Learning Technology National Central University Taiwan

This study aimed to investigate the effectiveness of smart mechanisms (i.e., personalization, contextualization, and socialization) on geometry learning supported by Smart-UG, a mobile application with the integration of augmented reality (AR) to facilitate authentic learning and provide learners with some features in measuring and applying geometric concepts in a real-world environment. To investigate the impact of the technology with smart mechanisms on student learning achievements (i.e., geometry ability (GA) and problem-solving skill (PSS), we conducted a quasi-experiment with the participation of fifth-grade students (n = 52). They were divided into two groups (i.e., experimental and control group) and carried out two stages of learning activity with an independent experiment which is underpinned by a set of problem-solving activities. Stage 1 aimed to investigate the impact of personalization and contextualization mechanisms, while stage 2 focuses on assessing socialization's impact on geometry learning. The results showed that the experimental group students achieve good performance in geometry measurement and problem-solving compared to those in the control group. It implied that our proposed application with smart mechanisms can benefit learners to improve their geometry understanding and skill. A positive attitude and high intention by the students toward Smart-UG also signify system utilization in the future. Therefore, this study has the potential to be applied in more complex geometry learning with enhanced smart mechanisms. IEEE

关键词： Geometry

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An investigation of personalized entertaining three-tier tests: a prior knowledge perspective

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Interactive learning Environments 2023年第10期31卷 6260-6278页

作者： Chen, Sherry Y. Tseng, Chia-Yi Cheng, Chao-Yang Graduate Institute of Network Learning Technology National Central University Zhongli District Taiwan Department of E-learning Design and Management National Chiayi University Chiayi City Taiwan

This study proposed a three-tier test to help students learn English grammar. To reduce students' anxiety, game-based learning was incorporated into the three-tier test, where personalization was also implemented to accommodate students' different needs. More specifically, we developed a Personalized Entertaining Three-Tier Test (PET3), which consisted of the three-tier test, game-based learning and personalization. On the other hand, diversities exist among learners, especially prior knowledge. To this end, this study aimed to provide the complete understandings of the effects of prior knowledge in the PET3 context, in terms of test performance, task performance, learning behavior and gaming behavior. Regarding test performance, high prior knowledge learners (HPK) performed better than low prior knowledge learners (LPK). Regarding task performance, HPK was superior to LPK in two aspects, i.e., the reasons of the main questions and advanced questions, while LPK performed better than HPK in the aspect of the review questions. Regarding learning behavior, HPK and LPK favored to use different hints. Regarding gaming behavior, HPK tended to be a winner while LPK had a tendency to be looser. Based on these findings, we developed a framework, which could help designers and instructors to know the preferences of diverse learners. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

关键词： digital games prior knowledge Three-tier tests

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The influences of academic emotion and prior knowledge in the context of online tests

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Interactive learning Environments 2023年第5期31卷 3257-3272页

作者： Cheng, Chao-Yang Chen, Jim-Ming Chen, Sherry Y. Department of E-learning Design and Management National Chiayi University Chiayi City Taiwan Graduate Institute of Network Learning Technology National Central University Jhongli City Taiwan

Online tests offer many advantages but they still belong to assessment, which may make learners have anxiety. Thus, students may experience certain emotion. Academic emotion is a branch of emotion and has great effects on student learning. Such effects can be associated with individual differences, especially prior knowledge. To this end, this study examined the influences of academic emotion and prior knowledge in the context of an online test. The results indicated that the positive academic emotion of high prior knowledge learners (HPKs) and low prior knowledge learners (LPKs) was connected with their pre-test scores while no connection was found for their post-test scores. Additionally, HPKs had higher positive academic emotion and lower negative academic emotion than LPKs. On the other hand, HPKs got better pre-and post-test scores than LPKs whereas LPKs had higher gain scores. Furthermore, HPKs and LPKs exhibited different behavior sequences. More specifically, LPKs tended to acquire small-scaled information from the Chinese hint only while HPKs preferred to obtain both small-scaled information and large-scaled information from the Chinese hint and sentence hint, respectively. According to the findings of this study, we develop a framework, which can be applied to help understand the needs of HPKs and LPKs. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

关键词： academic emotion individual differences online assessment Online tests prior knowledge

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The integration of multiple recognition technologies and artificial intelligence to facilitate EFL writing in authentic contexts 6

The integration of multiple recognition technologies and art...

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6th International Conference on Information technology, InCIT 2022

作者： Hwang, Wu-Yuin Nurtantyana, Rio National Central University Graduate Institute of Network Learning Technology Zhongli Taiwan

ISBN: (纸本)9781665489126

English writing is a big challenge for the English as Foreign Language (EFL) learners due to the lack the lexical resources to inspire them for writing. However, we developed the mobile app, namely Smart UEnglish with the smart mechanisms by integrating multiple recognition technologies and artificial intelligence (AI) to help learners practice meaningful English writing in authentic contexts. Through the smart mechanisms like the integration of speech-to-text (STR), image-to-text recognition (ITR), and generative-AI, the learners could receive not only lexical resources but also sample sentences generated by AI (AI-GS) to inspire them to make meaningful writing. A total of 71 undergraduate students from two classes were assigned to two groups. The experimental group (EG) learns with Smart UEnglish including ITR, STR, and AI-GS. Meanwhile, the control group (CG) learns with ITR and STR only. The mix-method was used to analyze the study deeply. The results found that the EG outperformed the CG in the posttest. The ITR-generated texts as input for AI-GS could inspire the learners by giving the sample sentences before they write the essay. The use of ITR is the predictive variable in the post-test. In addition, the learners in EG have high positive perceptions towards Smart UEnglish. Hence, the integration of multiple recognition technologies and AI in the Smart UEnglish could facilitate EFL learners to learn meaningful writing in authentic contexts. © 2022 IEEE.

关键词： Artificial intelligence

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The Effects of Cognitive Apprenticeship and Co-Regulated learning on Improving Student Computer Problem-Solving Skills and learning Motivation: A Quasi-Experiment in an "Applied Information technology: Office Software" Course

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International Journal of technology and Human Interaction 2022年第1期18卷 1-16页

作者： Wu, Ying-Tien Shen, Pei-Di Lin, Chih-Hsien Graduate Institute of Network Learning Technology National Central University Taiwan Graduate School of Education Ming Chuan University Taiwan International Academic Publications Research Center Ming Chuan University Taiwan

This study makes use of online teaching in this environment and adopts it for use in a required computer skills course with cognitive apprenticeship (CA) and co-regulated learning (CRL) teaching methods to improve students’ computer skills, learning motivation, and experience of online learning. The subjects of this study are first-year students of a non-information-related department at a private university in Northern Taiwan. A total of four classes comprising 111 students participated in the research. The CRL and CA group (C1, n=24) concurrently received CRL and CA treatments, the non-CRL and CA group (C2, n=25) received only the CA teaching method, and the CRL and non-CA group (C3, n=40) received only the teaching method of CRL. The non-CRL and non-CA group (C4, n=22) served as the control group. The results show that the use of CA can significantly improve students’ computer skills;however, the expected effects of CRL were not found in this study. © 2022 IGI Global. All rights reserved.

关键词： Students

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Analyzing the Inquiry learning Abilities of Elementary School Students Using a Simulation System: A Preliminary Exploration

Analyzing the Inquiry Learning Abilities of Elementary Schoo...

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Pacific Neighborhood Consortium Annual Conference and Joint Meetings (PNC)

作者： Yu-Hao Lu Ju-Ling Shih Pin-Chen Chen Geng-De Hong Hsuan-Wen Chen Graduate Institute of Network Learning Technology National Central University Taoyuan Taiwan

ISBN: (纸本)9798350353082

This study explores elementary school students' inquiry abilities using an online simulation system focused on socioscientific issues in Taiwan. It examines changes in students' self-perceived inquiry abilities across five stages: problem hypothesis, observation, data collection, induction and interpretation, and discussion. The research utilizes a simulation on the survival crisis of Formosan leopard cats, engaging students in role-playing to foster socioscientific inquiry skills. Results indicate metacognitive improvement in analyzing abilities, while varied factors like system design limitations and interpersonal dynamics during discussions affect students’ performances. The study suggests enhancements to inquiry-based learning designs with more supportive scaffolds during the inquiry process.

关键词： Analytical models Uncertainty Conferences Data collection Search problems System analysis and design

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