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The Influence of Knowledge-Building-Based Collaborative Argumentation Instruction on High School Students' Online Collaborative Argumentation Performance and Behavioral Patterns Regarding Socio-Scientific Issues 16

The Influence of Knowledge-Building-Based Collaborative Argu...

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16th International Conference on Computer-Supported Collaborative learning, CSCL 2023

作者： Wang, Li-Jen Wu, Ying-Tien Language Teaching and Research Center National Yang Ming Chiao Tung University Taiwan Graduate Institute of Network Learning Technology National Central University Taiwan

ISBN: (纸本)9781737330684

Argumentation on socio-scientific issues (SSI) is challenging for high school students, this study attempted to adopt the knowledge-building (KB) pedagogy in SSI-based collaborative argumentation instruction design and further explored its effects on high school students' SSI-based online argumentation. This study revealed that the students in the experimental group benefited more from the KB-based instruction in their online SSI-based argumentation performance. Also, two groups of students revealed different online collaborative argumentation behavioral patterns after instructions. © 2023 International Society of the learning Sciences (ISLS). All rights reserved.

关键词： Students

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The Development of the Mobile Interactive Virtual Nuclear Educator With AR and RAG for learning Nuclear Energy in Indonesia 11

The Development of the Mobile Interactive Virtual Nuclear Ed...

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11th International Conference on Computer, Control, Informatics and its Applications, IC3INA 2024

作者： Nurtantyana, Rio Kencana Murni, Sahara Eka Hamadi, Halim Hwang, Wu-Yuin Telkom University Bandung Indonesia Electronic Instrumentation Polytechnic Institute of Nuclear Technology Yogyakarta Indonesia Faculty of Science and Engineering Graduate Institute of Network Learning Technology National Dong-Hwa University National Central University Hualien Taiwan

ISBN: (纸本)9798331542313

The conventional way to search the information on the internet usually uses search engines, however, the results only provide textual information. There has been a noticeable gap in student engagement, particularly among young generations like elementary to high school students, who prefer interactive learning methods. Specifically, there is a need to focus on disseminating information about nuclear energy, particularly its application in nuclear power plants in accordance with Indonesia's master plan about nuclear energy as it is essential for the younger generation to be informed. Therefore, we developed an Android mobile app namely AR-Deni with Augmented Reality (AR) technology that interactively provides information through touch and voice chat with an animated 3D virtual educator. To answer the question, it utilizes retrieval-augmented generation (RAG) technology with verified documents that could elevate students' curiosity and understanding about nuclear energy information while ensuring the accuracy and reliability of the information provided. Further, we used extreme programming (XP) as a development methodology to plan and test the app. We test the app with user acceptance testing (UAT) and performance testing with 12 scenarios to interact in Q&A. The results showed that the AR-Deni developed with the XP method and passed the 100% scenario in UAT. Regarding the performance, the RAG needed more response time to find the answer from specific questions rather than general questions. Hence, the AR-Deni could be used as an interactive virtual nuclear educator for learning media. © 2024 IEEE.

关键词： Acceptance tests

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Using GPT and authentic contextual recognition to generate math word problems with difficulty levels

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Education and Information Technologies 2024年第13期29卷 1-29页

作者： Hwang, Wu-Yuin Utami, Ika Qutsiati Graduate Institute of Network Learning Technology National Central University Taoyuan 320317 Taiwan Department of Computer Science and Information Engineering National Dong Hwa University Hualien 974301 Taiwan Data Science Technology Engineering Department Faculty of Advanced Technology and Multidiscipline Universitas Airlangga Surabaya 60115 Indonesia

Automatic generation of math word problems (MWPs) is a challenging task in Natural Language Processing (NLP), particularly connecting it to real-life problems because it can benefit students in developing a higher level of mathematical thinking. However, most of the MWPs are presented within a scholastic setting in a decontextualized way. This paper describes a prototype system that generates authentic math word problems (i.e., real-life problems) using authentic contextual recognition with controlled difficulty levels. Our innovative approach includes the acquisition of authentic contextual information through recognition technology, an instructional-based prompt generator for three different difficulty levels, and question generation through the Generative Pre-trained Transformer (GPT) model. We evaluated the performance of the system in terms of the quality of generated questions using automatic evaluation and human evaluation. Further, we assessed the usability of the system using heuristic evaluation. The automatic evaluation showed our generated MWPs were relevant for geometry topics and varied in sentence generation. The human evaluation found our system generated more realistic problems with satisfactory language quality and mathematical validity. Our system also produced more questions with higher difficulty levels based on human evaluation. Heuristic evaluation captured the usability of the system and highlighted the potential to be applied in a pedagogical context for mathematics learning. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.

关键词： Authentic context Difficulty level Math word problems Natural language processing Primary school Question generation technology education

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

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

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IIAI International Conference on Advanced Applied Informatics (IIAIAAI)

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

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.

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

Contextualized and Personalized Math Word Problem Generation...

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Information and Education technology (ICIET), International Conference on

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

ISBN: (数字)9798350371772

ISBN: (纸本)9798350371789

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.

关键词： Geometry Image recognition Interactive systems Education Transformer cores Transformers Mathematical models

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The effect of real-time pose recognition on badminton learning performance

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Interactive learning Environments 2023年第8期31卷 4772-4786页

作者： Lin, Kuo-Chin Ko, Cheng-Wen Hung, Hui-Chun Chen, Nian-Shing Center for Physical and Health Education National Sun Yat-sen University Kaohsiung Taiwan Department of Computer Science and Engineering National Sun Yat-sen University Kaohsiung Taiwan Graduate Institute of Network Learning Technology National Central University Chung-Li Taiwan Institute for Research Excellence in Learning Sciences and Program of Learning Sciences National Taiwan Normal University Taipei Taiwan

Badminton is a very popular subject in Physical Education (PE). Many students enroll badminton courses in every semester which pose a tremendous teaching load to the instructors. The one-on-one guiding/feedback time provided by the instructor to each student is also greatly reduced. To overcome this challenge, some studies have tried to adopt pose recognition technique in teaching badminton. However, the lack of mobility and recognition accuracy problems hinder its applicability. To address this issue, a new pose recognition technique, OpenPose, was employed to develop a real-time pose recognition badminton teaching APP in this study. The APP was then installed on a mobile device to enhance badminton smash skill learning performance. The scores distribution of the experimental group shows majority of students achieved satisfactory performance, this implies the badminton teaching APP is helpful to all students no matter what their initial skill levels are. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

关键词： badminton teaching motor skill learning physical education Pose recognition real-time feedback

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Crafting Compelling Argumentative Writing for Undergraduates: Exploring the Nexus of Digital Annotations, Conversational Agents, and Collaborative Concept Maps

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Journal of Educational Computing Research 2024年第5期62卷 1327-1357页

作者： Sandra, Randi Proska Hwang, Wu-Yuin Zafirah, Afifah Hariyanti, Uun Engkizar, Engkizar Hadi, Ahmaddul Fauzan, Ahmad Universitas Negeri Padang West Sumatra Indonesia Graduate Institute of Network Learning Technology National Central University Taoyuan Taiwan College of Science and Engineering National Dong Hwa University Hualien Taiwan Department of Information System Faculty of Computer Science Universitas Brawijaya East Java Indonesia

Argumentative writing is a fundamental aspect of undergraduate students’ academic and scientific writing related to critical thinking and problem-solving skills. However, previous studies have shown that students face various difficulties with argumentative writing, such as unclear and illogical ideas, less-structured arguments, and unbalanced interpretation of issues, data, and evidence. This study aims to improve the argumentative writing skills of undergraduate students by integrating computer-supported argumentative writing tools, such as annotation, conversational agents (CAs), and collaborative concept maps, into an online learning management system. Since the study was conducted during the COVID-19 pandemic, these tools can support meaningful learning activities and investigation in argumentative writing. The researchers divided sixty participants into the experimental group (N = 30) and the control group (N = 30). The results showed that the experimental group’s writing achievements outperformed the control group, and the three tools effectively improved the five elements of argumentative writing, including claims, grounds, warrants, backings, and rebuttal. Furthermore, a deep analysis found that the number of annotations, valid CAs’ responses, and argument nodes on collaborative concept maps can significantly predict students’ argumentative writing development. Moreover, students perceived that the incorporated tools could effectively improve their argumentative writing skills. © The Author(s) 2024.

关键词： argumentative writing collaborative concept map conversational agents digital annotation undergraduate students

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Enhancing students' learning achievements, self-efficacy, and motivation using mobile augmented reality

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Journal of Computer Assisted learning 2024年第4期40卷 1823-1837页

作者： Aldeeb, Fatimah H. Sallabi, Omar M. Elaish, Monther M. Hwang, Gwo-Jen Computer Network College of Computer Technology Benghazi Libya Computer Science The Libyan Academy Benghazi Libya Software Engineering Information Technology Faculty University of Benghazi Benghazi Libya Computer Science Information Technology Faculty University of Benghazi Benghazi Libya Graduate Institute of Educational Information and Measurement National Taichung University of Education Taichung City Taiwan Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology Taipei City Taiwan Yuan Ze University Taoyuan City Taiwan

Background: This paper examines the use of augmented reality (AR) as a concept-association tool in schools, with the aim of enhancing primary school students' learning outcomes and engagement. Conflicting findings exist in previous studies regarding the cognitive load of AR-enriched learning, with some reporting reduced load and others indicating increased demand and poorer performance. Understanding these implications is essential for effectively leveraging AR in education. The study offers a fresh perspective on the potential of AR technology in improving educational experiences. Objectives: The primary goal of this research was to evaluate the effectiveness of an AR-assisted concept-association strategy for improving essential knowledge acquisition and skills outcomes, increasing cognitive load, and increasing self-efficacy and learning motivation among primary school students. Methods: A quasi-experimental design with a control group was employed to investigate the effectiveness of the intervention. Results and Conclusions: The results demonstrate that the implementation of the AR-assisted concept-association strategy effectively enhanced essential knowledge acquisition and skills outcomes, increased cognitive load, and increased self-efficacy and learning motivation among primary school students. These findings highlight the potential of AR technology to improve the learning experience and engagement of primary school students. The study contributes to the existing literature on the effectiveness of AR technology in education, suggesting future research directions. Ultimately, it offers a practical solution for improving the learning experience by presenting a new approach for teaching using AR technology. © 2024 John Wiley & Sons Ltd.

关键词： augmented reality biology education cognitive load learning motivation mobile learning self-efficacy

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Exploring Taiwan University Students’ Digital Humanities Literacy Using Visualization Interactive Data Analysis Dashboard

Exploring Taiwan University Students’ Digital Humanities Li...

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Pacific Neighborhood Consortium Annual Conference and Joint Meetings (PNC)

作者： Chia-Min Ho Ju-Ling Shih Ching-Yi Lin Chia-Chun Tseng Graduate Institute of Network Learning Technology National Central University Taoyuan Taiwan Department of Information and Technology Education Ministry of Education Taipei Taiwan

ISBN: (纸本)9798350353082

This study aims to investigate the current status of students’ digital humanities literacy and interdisciplinary learning at 16 universities in Taiwan, collecting a total of 819 valid questionnaires in two terms in a year. Digital humanities literacy was categorized into five dimensions: archive, presentation, analysis, creation, and circulation. A Visualization Interactive Data Analysis Dashboard was developed to analyze the multifactorial correlations between student backgrounds and digital humanities aspects. The research findings indicate a gradual improvement in students' digital humanities literacy, showingbetter performance in Skills than Cognition. However, there is still room for improvement in the Cognitive aspect, highlighting the need for enhancing students' humanistic awareness in future digital humanities education.

关键词： Training Surveys Humanities Data analysis Correlation Conferences Data visualization Cognition Sustainable development

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Investigating students’ online learning behavior with a learning analytic approach: field dependence/independence vs. holism/serialism

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Interactive learning Environments 2023年第2期31卷 1041-1059页

作者： Yang, Tzu-Chi Chen, Sherry Y. Big Data Research Center & Institute of Education National Chiao Tung University Hsinchu Taiwan Department of Mathematics and Information Education National Taipei University of Education Taipei Taiwan Graduate Institute of Network Learning Technology National Central University JhongLi Taiwan

Individual differences exist among learners. Among various individual differences, cognitive styles can strongly predict learners’ learning behavior. Therefore, cognitive styles are essential for the design of online learning. There are a variety of cognitive style dimensions and overlaps exist among these dimensions. In particular, Witkin’s field dependence/independence and Pask’s Holism/Serialism share some similarities. To this end, it is necessary to develop a framework to show overlapped behavior between these two cognitive style dimensions. To address this issue, this study used the Lag Sequential Analysis to examine the overlaps between these two cognitive style dimensions from the aspect of online learning behavior. The results from this study indicated that the overlaps mainly appear in comprehensive/local and dynamic/fixed approaches. Based on the findings of this study, we develop a framework that can support the improvement of instruction design so that the needs of different cognitive style groups can be accommodated. Accordingly, this study is an interdisciplinary work, which makes scientific contributions to three communities, i.e. human–computer interaction, digital learning and learning analytic. © 2020 Informa UK Limited, trading as Taylor & Francis Group.

关键词： cognitive style learning analytics learning behavior self-regulated learning

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