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Using learning analytics with temporal modeling to uncover the interplay of before-class video viewing engagement, motivation, and performance in an active learning context

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Computers and Education 2024年 212卷

作者： Wu, Jiun-Yu Liao, Chen-Hsuan Tsai, Chin-Chung Kwok, Oi-Man Institute of Education National Yang Ming Chiao Tung University Taiwan Program of Learning Sciences National Taiwan Normal University Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taiwan Department of Educational Psychology Texas A&M University United States

Video learning is a crucial component in flipped learning related to learners' readiness to attend more complex face-to-face activities. However, instructors may not know students' preparedness and motivation for each class. This study intended to examine the underlying mechanism between students' before-class video-viewing engagement and performance. We investigated learners' motivation (i.e., autonomous and controlled motivation) based on self-determination theory and controlled for their gender, age, and prior performance. An integrated temporal model was built under the dynamic structural equation modeling framework. Participants were 118 Taiwanese graduate students (78 females and 40 males) with a mean age of 26.14 years old. Study findings showed that students engage with the video content in a consistent viewing pattern, which has a significant relationship with their motivation and academic performance from week to week. The frequency of skipping backward was negatively associated with controlled motivation, while the frequency of pauses was positively associated with autonomous and controlled motivation. A high frequency of skipping forward predicted lower learning performance. Besides, a higher ratio of skipping backward predicted higher controlled motivation. Male students, older students, and students with higher prior performance exhibited higher autonomous motivation, which was related to better learning performance. Understanding these relationships can help educators and instructional designers develop more effective strategies for fostering students’ preparedness, engagement and success in active learning contexts. The study findings were discussed considering theoretical advancement and practical implications for enhancing personalized and active learning in higher education to achieve educational equity. © 2024 The Authors

关键词： Students

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Developing student imagination and career interest through a STEM project using 3D printing with repetitive modeling

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Interactive learning Environments 2023年第5期31卷 2884-2898页

作者： Lin, Kuen-Yi Lu, Shao-Chuan Hsiao, Hsien-Hsien Kao, Chia-Pin Williams, P. John Department of Technology Application and Human Resource Development and Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei City Taiwan New Taipei Municipal Yonghe Junior High School New Taipei City Taiwan Department of Technology Application and Human Resource Development Chinese Language and Technology Center Institute for Research Excellence in Learning Sciences Higher Education Sprout Project Ministry of Education (MOE) National Taiwan Normal University Taipei City Taiwan Department of Child Care and Education Southern Taiwan University of Science and Technology Tainan City Taiwan Graduate Research in the School of Education Curtin University Perth Australia

Over the past few years, digital fabrication has been utilized in technology laboratories to emphasize hands-on learning processes in technology and engineering education. Recent studies indicate that hands-on activities can help students connect with science, technology, engineering, and mathematics (STEM) disciplines and develop key skills required in the 21st century. However, some argue that introducing 3D printing technology in schools could reduce pragmatic engagement and cause affective loss of hands-on interests. To explore the use of 3D printing machines in technology and engineering education, this research developed a STEM-based vibration isolator activity using a 3D printer and repetitive modeling. A nonequivalent control group design was employed in this research, and 192 Taiwanese high school students participated in this study. The conclusions are: (1) repetitive modeling in the STEM-based design activity enhanced student imagination;(2) repetitive modeling was effective in developing high school students’ interest in technology and engineering careers;and (3) repetitive modeling, engineering design, and “conceiving imagination” were significant predictors of the students’ final products. These results suggest a benefit to high school technology education of using 3D printers in a STEM-based vibration isolator design activity with repetitive modeling. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

关键词： 3D printing career interest imaginative capability repetitive modeling STEM

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High School and College Students’ Graph-Interpretation Competence in Scientific and Daily Contexts of Data Visualization

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Science & Education 2022年第3期33卷 1-23页

作者： Binali, Theerapong Chang, Ching-Hwa Chang, Yen-Jung Chang, Hsin-Yi Department of Computer Science and Information Engineering National Taiwan Normal University Taipei City Taiwan Program of Learning Sciences and Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei City Taiwan Department of Graphic Arts and Communications National Taiwan Normal University Taipei City Taiwan

This study surveyed 183 college and senior high school students’ graph-interpretation competence in scientific and daily contexts. Specifically, whether students’ graph interpretation in scientific and daily contexts differed across educational levels was investigated. Furthermore, the questions of whether students’ graph interpretation competence in scientific contexts might predict their graph interpretation in daily contexts were explored. Other factors including age and gender were also considered and examined to discern significant factor(s) predicting graph interpretation competence in daily contexts. Results indicated that there were statistically significant differences across educational levels in terms of graph interpretation competence in both scientific and daily contexts. Furthermore, the students’ graph interpretation competence was related between scientific and daily contexts. The important factors predicting students’ graph interpretation in daily contexts include age and graph-interpretation in scientific literacy. Implications are discussed.

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Loss of the centrosomal protein Cenpj leads to dysfunction of the hypothalamus and obesity in mice

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Science China(Life sciences) 2021年第3期64卷 419-433页

作者： Wenyu Ding Changjiang Zhang Baisong Wang Xin Zhou Le Sun Suijuan Zhong Jing Liu Junjing Zhang Xiaoqun Wang Qian Wu State Key Laboratory of Cognitive Neuroscience and Learning Beijing Normal UniversityBeijing 100875China IDG/McGovern Institute for Brain Research Beijing Normal UniversityBeijing 100875China State Key Laboratory of Brain and Cognitive Science CAS Center for Excellence in Brain Science and Intelligence TechnologyInstitute of Brain-Intelligence Technology(Shanghai)Institute of BiophysicsChinese Academy of SciencesBeijing 100101China University of Chinese Academy of Sciences Beijing 100049China Institute for Stem Cell and Regeneration Chinese Academy of SciencesBeijing 100101China Advanced Innovation Center for Human Brain Protection Beijing Institute for Brain DisordersCapital Medical UniversityBeijing 100069China

Cenpj is a centrosomal protein located at the centrosomes and the base of cilia,it plays essential roles in regulating neurogenesis and cerebral cortex *** centrosomal and cilium dysfunction are one of the causes of obesity,insulin resistance,and type 2 diabetes,the role that Cenpj plays in the regulation of body weight remains ***,we deleted Cenpj by crossing Cenpjflox/flox mice with Nkx2.1-Cre *** of the centrosomal protein Cenpj in Nkx2.1-expressing cells causes morbid obesity in mice at approximately 4 months of age with expended brain ventricles but no change of brain *** found that hypothalamic cells exhibited reduced proliferation and increased apoptosis upon Cenpj depletion at the embryonic stages,resulting in a dramatic decrease in the number of Proopiomelanocortin(POMC)neurons and electrophysiological dysfunction of NPY neurons in the arcuate nucleus(ARC)in ***,depletion of Cenpj also reduced the neuronal projection from the ARC to the paraventricular nucleus(PVN),with decreased melanocortin-4 receptors(MC4R)expression in PVN *** study defines the roles that Cenpj plays in regulating hypothalamus development and body weight,providing a foundation for further understanding of the pathological mechanisms of related diseases.

关键词： arcuate nucleus centrosomal protein Cenpj Nkx2.1 hypothalamus paraventricular nucleus

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Integrative analysis of in vivo recording with single-cell RNA-seq data reveals molecular properties of light-sensitive neurons in mouse V1

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Protein & Cell 2020年第6期11卷 417-432页

作者： Jianwei Liu Mengdi Wang Le Sun Na Clara Pan Changjiang Zhang Junjing Zhang Zhentao Zuo Sheng He Qian Wu Xiaoqun Wang State Key Laboratory of Brain and Cognitive Science CAS Center for Excellence in Brain Science and Intelligence TechnologyInstitute of Brain-Intelligence Technology(Shanghai)Institute of BiophysicsChinese Academy of SciencesBeijing 100101China State Key Laboratory of Cognitive Neuroscience and Learning Beijing Normal UniversityBeijing 100875China University of Chinese Academy of Sciences Beijing 100049China Institute for Stem Cell and Regeneration Chinese Academy of SciencesBeijing 100101China IDG/McGovem Institute for Brain Research Beijing Normal UniversityBeijing 100875China Advanced Innovation Center for Human Brain Protection Beijing Institute for Brain DisordersCapital Medical UniversityBeijing 100069China

Vision formation is classically based on projections from retinal ganglion cells(RGC)to the lateral geniculate nucleus(LGN)and the primary visual cortex(V1).Neurons in the mouse V1 are tuned to light *** the cellular information of the retina and the LGN has been widely studied,the transcriptome profiles of single light-stimulated neuron in V1 remain *** our study,in vivo calcium imaging and whole-cell electrophysiological patch-clamp recording were utilized to identify 53 individual cells from layer 2/3 of V1 as lightsensitive(LS)or non-light-sensitive(NS)by single-cell light-evoked calcium evaluation and action potential *** contents of each cell after functional tests were aspirated in vivo through a patch-clamp pipette for mRNA ***,the three-dimensional(3-D)morphological characterizations of the neurons were reconstructed in a live mouse after the whole-cell *** sequencing results indicated that V1 neurons with a high expression of genes related to transmission regulation,such as Rtn4r and Rgs7,and genes involved in membrane transport,such as Na+/K+ATPase and NMDA-type glutamatergic receptors,preferentially responded to light ***,an antagonist that blocks Rtn4r signals could inactivate the neuronal responses to light stimulation in live *** conclusion,our findings of the vivo-seq analysis indicate the key role of the strength of synaptic transmission possesses neurons in V1 of light sensory.

关键词： light sensitivity vivo-seq patch-seq calcium imaging in vivo whole cell recording in vivo

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The Relationship between parent personalities and parenting styles toward use of 3C Products

The Relationship between parent personalities and parenting ...

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第23屆全球华人计算机教育应用大会(GCCCE 2019)

作者： Jon-Chao Hong Jo-An Lin Jian-Hong Ye Department of Industrial Education Taiwan Normal University Institute for Research Excellence in Learning Sciences Taiwan Normal University

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The entity belief of concentration ability predicts cognitive load, failure-attribution, and flow experience when using a virtual reality device

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Interactive learning Environments 2024年第1期32卷 34-51页

作者： Hong, Jon-Chao Ye, Jhen-Ni Ye, Jian-Hong Kung, Ling-Wen Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan Department of Industrial Education National Taiwan Normal University Taipei Taiwan Graduate Institute of Technological & Vocational Education National Taipei University of Technology Taipei Taiwan Faculty of Education Beijing Normal University Beijing China

Attentional control theory indicates that concentration is considered an important variable that contributes to learning. There are some devices for players to practice their concentration, but there are few virtual reality (VR) designs which can increase the level of difficulty for students to discipline their mental concentration with incongruent hands-on movement. To address this gap, a VR system named Tracking Fun was designed, which requires hand-eye coordination to move a ball to a target hole. To explore the effect of playing Tracking-fun on players’ concentration performance, the study explored the relationship among entity beliefs of concentration ability (EBCA), intrinsic cognitive load (ICL), failure attribution of VR operation (FAVRO), flow experience, and gameplay performance. Students from a skills-based senior high school took part in this experimental research, and 259 valid questionnaires were returned. The research results showed that: EBCA can positively predict cognitive load;EBCA can positively predict FAVRO;ICL and flow have a negative correlation;FAVRO can negatively predict flow experience when interacting with VR;and flow can negatively predict gameplay performance. Based on the results, enriching the opportunity and difficulty level of Tracking-fun can enhance players’ concentration. Follow-up research suggestions are proposed. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

关键词： Concentration concentration ability entity beliefs flow experience learning effectiveness virtual reality

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Developing a Course-Specific Chatbot Powered by Generative AI for Assisting Students’ learning in a programming Course

Developing a Course-Specific Chatbot Powered by Generative A...

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International Conference on Advanced learning Technologies (ICALT)

作者： Yueh-Hui Vanessa Chiang Yu-Chen Lin Nian-Shing Chen Life Education M.A. Program Dharma Drum Institute of Liberal Arts New Taipei City Taiwan Department of Computer Science National Chengchi University Taipei Taiwan Institute for Research Excellence in Learning Sciences and Program of Learning Sciences National Taiwan Normal University Taipei Taiwan

ISBN: (数字)9798350362053

ISBN: (纸本)9798350362060

This paper details the development of an educational chatbot designed to assist non-IT undergraduate students in a computer programming course. The chatbot, accessible through a LINE Bot interface, focuses conversations on course materials and activities, providing students with relevant learning support. Utilizing OpenAI’s API, the chatbot generates human-like conversational content. The paper includes preliminary evaluation results, emphasizing the chatbot’s ability to respond accurately to course-related student queries. This study highlights the potential of chatbots in enhancing educational experiences in specialized subjects.

关键词： Generative AI Oral communication Chatbots programming profession

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Immersive virtual reality for science learning: Design, implementation, and evaluation

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Studies in Science Education 2023年第2期59卷 205-244页

作者： Henry Matovu Dewi Ayu Kencana Ungu Mihye Won Chin-Chung Tsai David F. Treagust Mauro Mocerino Roy Tasker a School of Education Curtin University Perth Australia b Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwanc Program of Learning Sciences National Taiwan Normal University Taipei Taiwan d School of Molecular and Life Sciences Curtin University Perth Australia e Department of Chemistry Western Sydney University Penrith Australia

ABSTRACTThe advanced visualisation and interactive capabilities make immersive virtual reality (IVR) attractive for educators to investigate its educational benefits. This research reviewed 64 studies published in 2016–2020 to understand how science educators designed, implemented, and evaluated IVR-based learning. The immersive design features (sensory, actional, narrative, and social) originally suggested by Dede provided the framework for the analysis of IVR designs. Educators commonly adopted IVR to better aid visualisation of abstract concepts and enhance learning experience. IVR applications tended to have sensory and actional features, leaving out narrative and social features. learning theories did not appear to play a strong role in the design, implementation, and evaluation of IVR-based learning. Participants generally reported their IVR experiences as positive on engagement and motivation but the learning outcomes were mixed. No particular immersive design features were identified to result in better learning outcomes. Careful consideration of the immersive design features in alignment with the rationales for adopting IVR and evaluation methods may contribute to more productive investigations of the educational benefits of IVR to improve science teaching and learning.

关键词： Immersive virtual reality science education technology-enhanced learning human-computer interaction Chemistry education

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A study on students' self-directed learning and learning anxiety in learning English conversation on YouTube

A study on students' self-directed learning and learning anx...

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第23屆全球华人计算机教育应用大会(GCCCE 2019)

作者： Jon-Chao Hong Jhen-Ni Ye Jian-Hong Ye Department of Industrial Education Taiwan Normal University Institute for Research Excellence in Learning Sciences Taiwan University Normal University

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