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Weighting Assessment of the effect of Chinese State-Changing Words on emotions

Journal of Psycholinguistic Research 2023年第6期52卷 2545-2566页

作者： Chang, Chia-Yueh Tsai, Meng-Ning Sung, Yao-Ting Cho, Shu-Ling Chen, Hsueh-Chih Department of Educational Psychology and Counseling National Taiwan Normal University Education College Building Room 612 No. 162 Sec. 1 Heping E. Rd. Da-an District Taipei City 10610 Taiwan Chinese Language and Technology Center National Taiwan Normal University Taipei Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan Department of Computer Science and Information Engineering National Kaohsiung University of Science and Technology Kaohsiung Taiwan Graduate Institute of Information and Computer Education National Taiwan Normal University Taipei Taiwan Department of Clinical Psychology Fu-Jen Catholic University Taipei Taiwan NSTC AI Biomedical Research Center Taipei Taiwan

Past studies of sentiment analysis have mainly applied algorithms based on vocabulary categories and emotional characteristics to detect the emotionality of text. However, the collocation of state-changing words and emotional vocabulary affects emotions. For example, adverbs of degree strengthen emotions, and negative adverbs reverse emotions. This study investigated the weighted effect of state-changing words on emotion. The research material comprised 73 state-changing words that were collocated with four emotions: happiness, sadness, fear, and anger. A total of 84 participants participated in the vocabulary assessment. The results revealed that state-changing words could be classified into four types: intensifying, weakening, neutralizing, and reversing. In a comparison of the weighting factors among emotions, the weighting effect of the same state-changing word in the positive emotion category was particularly evident. The results could serve as a reference for follow-up studies on detecting emotions in text. © 2023, The Author(s), under exclusive licence to Springer science+Business Media, LLC, part of Springer Nature.

关键词： emotion Language intensity Negativity effect Pollyanna principle State-changing word

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Parent-Child Interaction in Game-Based learning

Parent-Child Interaction in Game-Based Learning

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IIAI International Conference on Advanced Applied Informatics (IIAIAAI)

作者： Ming-Chaun Li Chin-Chung Tsai Huei-Tse Hou Graduate Institute of Library Information and Archival Studies National Chengchi University Taipei City Taiwan ROC Program of Learning Sciences and Institutions for Research Excellence in Learning Sciences National Taiwan Normal University Taipei City Taiwan ROC Graduate Institute of Applied Science and Technology National Taiwan University of Science and Technology Taipei City Taiwan ROC

ISBN: (数字)9798350377903

ISBN: (纸本)9798350377910

This study is aimed to explore parent-child interaction in a game-based learning activity. The participants were 10 parent-child dyads. The children were 10.4 years old in average and the parents were 45.4 years old. Parent-child interaction behaviors and discourses during gameplay were recorded by both digital video recorders and screen recording software. To explore the patterns of parent-child interactions, a quantitative content analysis was conducted. The parent-child interaction of the game success group and the game fail group were compared. According to the results of quantitative content analysis, the parents of the success group showed more observation and teaching behaviors, and the parents of the fail group mainly observed and gave feedbacks to their children.

关键词： education Collaboration Games Observers Software Recording Problem-solving Informatics

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Developing a design thinking engagement scale for early childhood teachers

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International Journal of technology and Design education 2023年第5期33卷 2045-2069页

作者： Chen, Nanxi Wu, Dandan Hong, Huang-Yao Chai, Ching Sing Liang, Jyh-Chong Center for Educational Science and Technology Beijing Normal University No.18 Jinfeng Road Tangjiawan Guangdong Province Zhuhai City519087 China Department of Early Childhood Education The Education University of Hong Kong Tai Po Hong Kong Department of Education National Cheng-Chi University Taipei City Taiwan Department of Curriculum and Instruction The Chinese University of Hong Kong Shatin Hong Kong Program of Learning Sciences and Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei City Taiwan

engaging in design thinking activities has been increasingly viewed as important for the craft of teaching for early childhood practitioners. However, reliable and valid measurements for this are lacking. As such, this research aims to develop and validate a design thinking engagement scale (DTeS) to assess teachers’ engagement in design thinking. A sample of 370 Chinese kindergarten teachers completed a questionnaire to test its reliability, validity and generality empirically. First, principal component analysis (PCA) and confirmatory factor analysis (CFA) both supported a five-factor structure of the DTeS, indicating satisfactory construct validity. The total variance explained in PCA was 85.48%. Second, the reliability analyses within each sub-dimension and for the total DTeS also showed an adequate internal consistency for the scale, ranging from.89 to.92 in PCA, and.84 to.94 in CFA. Besides, at CFA, the composite reliability (ρ) (.84 to.94) also indicated a good reliability. Moreover, both good convergent validity and discriminant validity were obtained through the method of average variance extracted (AVe) for each dimension (.64 to.80) and constraining the correlations between each pair of constructs respectively. Thus, the DTeS can be a promising tool for measuring design thinking engagement among early childhood teachers. © 2023, The Author(s), under exclusive licence to Springer Nature B.V.

关键词： Principal component analysis

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Decision-guided chatbots and cognitive styles in interdisciplinary learning

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Computers and education 2023年第1期201卷

作者： Iku-Silan, Aciang Hwang, Gwo-Jen Chen, Chih-Hung Graduate Institute of Applied Science and Technology National Taiwan University of Science and Technology Taiwan Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology Taiwan Yuan Ze University Taiwan Master Program of Professional Teacher National Taichung University of Education Taiwan

Research on chatbots has distinct interdisciplinary features and can be generalized to learning in various fields. However, related research is still fragmented across disciplines and applications. This study aimed to develop a decision-guided chatbot for interdisciplinary learning. To investigate the effects of this learning model on learning achievements, learning motivation, collective efficacy, classroom engagement, satisfaction with the learning approach, and cognitive load of learners with different cognitive styles, this study was conducted in an environment education course in a junior high school in northern taiwan. A total of 71 learners from two classes were recruited in this study;the experimental group, a class of 35 learners, adopted a decision-guided chatbot for learning, while the control group, a class of 36 learners, adopted conventional technology-assisted learning. The results showed that the experimental group significantly outperformed the control group on learning achievements, extrinsic motivation, collective efficacy, cognitive engagement, emotional engagement, and satisfaction with the learning approach. Moreover, the experimental group perceived lower mental efforts. In terms of cognitive styles, analytical learners had significantly higher learning achievements than intuitive learners. In the control group, the analytical learners had higher cognitive engagement than intuitive learners. In the experimental group, analytical learners had significantly lower mental load than intuitive learners. In addition, the analytical learners and intuitive learners in the experimental group respectively perceived higher mental load than those in the control group. © 2023 elsevier Ltd

关键词： Motivation

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The Syncretic effect of Dual-Source Data on Affective Computing in Online learning Contexts: A Perspective From Convolutional Neural Network With Attention Mechanism

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Journal of educational Computing Research 2023年第2期61卷 466-493页

作者： Zhai, Xuesong Xu, Jiaqi Chen, Nian-Shing Shen, Jun Li, Yan Wang, Yonggu Chu, Xiaoyan Zhu, Yumeng College of Education Zhejiang University Zhejiang Hangzhou China Anhui Xinhua University Anhui Hefei China Anhui Jianzhu University Anhui Hefei China Program of Learning Sciences National Taiwan Normal University Yünlin Taiwan School of Computing and Information Technology University of Wollongong Wollongong NSW Australia College of Educational Science and Technology Zhejiang University of Technology Zhejiang Hangzhou China

Affective computing (AC) has been regarded as a relevant approach to identifying online learners’ mental states and predicting their learning performance. Previous research mainly used one single-source data set, typically learners’ facial expression, to compute learners’ affection. However, a single facial expression may represent different affections in various head poses. This study proposed a dual-source data approach to solve the problem. Facial expression and head pose are two typical data sources that can be captured from online learning videos. The current study collected a dual-source data set of facial expressions and head poses from an online learning class in a middle school. A deep learning neural network using AlexNet with an attention mechanism was developed to verify the syncretic effect on affective computing of the proposed dual-source fusion strategy. The results show that the dual-source fusion approach significantly outperforms the single-source approach based on the AC recognition accuracy between the two approaches (dual-source approach using Attention-AlexNet model 80.96%;single-source approach, facial expression 76.65% and head pose 64.34%). This study contributes to the theoretical construction of the dual-source data fusion approach, and the empirical validation of the effect of the Attention-AlexNet neural network approach on affective computing in online learning contexts. © The Author(s) 2022.

关键词： affective computing attention mechanism dual-source data fusion method multimodal

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The interactive computer simulation and learning activity for facilitating students' conceptual understanding on the buoyant force through the CoSci learning platform 16

The interactive computer simulation and learning activity fo...

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16th Siam Physics Congress, SPC 2021

作者： Wongsuwan, Wachirawut Huntula, Jiradawan Liu, Chen-Chung Science Education Program Faculty of Education Khon Kaen University Khon Kaen40002 Thailand Graduate Institute of Network Learning Technology National Central University Taoyuan32001 Taiwan

learning science, especially in the physics field, there are many varieties of invisible and abstract phenomena that are hard and difficult for students to observe and learn. One of the tools that can help students to understand those phenomena in a better way is computer simulations. The computer simulations are usually used in both on-site classroom and on-line learning platforms. learning in the COVID-19 pandemic era at present, the computer simulations are very important for helping students to understand the physics concept. Interactive computer simulation can be considered as one of the effective methods of facilitating inquiry learning in science, as it allows students to experience the scientific inquiry process and facilitates students to understand an abstract conception and to understand the relationship between variables of invisible phenomena more clearly in reasonable ways. This study aimed to develop the interactive computer simulation and learning activity for enhancing students' conceptual understanding of the buoyant force on the CoSci learning platform. Totally eighteen participants were studied in the twelfth grade in science classrooms of a university-affiliated school project (SCiUS), Khon Kaen University, Thailand, in 2019. The learning activity was developed based on students' alternative concepts and used to facilitate students' conceptual understanding of the buoyant force. There were six basic concepts related to the buoyant force constructed based on the predict-observe-explain strategy (POe) with the interactive computer simulation (i.e., the CoSci learning platform) in the learning activity. The learning activity on the CoSci learning platform consisted of eight pie charts such as 1) main question pie chart, 2) density pie chart, 3) water level pie chart, 4) volume pie chart, 5) mass pie chart, 6) weight pie chart, 7) submerged depth pie chart, and 8) answer pie chart. There were six interactive computer simulations used in this researc

关键词： Students

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effects of a mobile-based progressive peer-feedback scaffolding strategy on students’ creative thinking performance, metacognitive awareness, and learning attitude

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Interactive learning environments 2023年第5期31卷 2986-3002页

作者： Yen-Fen Lee Chi-Jen Lin Gwo-Jen Hwang Qing-Ke Fu Weu-Hui Tseng a Graduate Institute of Applied Science and Technology National Taiwan University of Science and Technology Taipei Taiwan b College of Liberal Arts and Social Sciences National Taiwan University of Science and Technology Taipei Taiwan c Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology Taipei Taiwan d School of Teacher Education Huzhou University Huzhou People’s Republic of China e Taipei Municipal Jian-Kang Elementary School Taipei Taiwan

ABSTRACTOne main objective of art education is to foster students’ art evaluation as well as their creative thinking ability. engaging students in artwork sharing and peer feedback is a frequently adopted approach in school settings. However, most students have difficulties providing constructive comments during the peer-feedback process. To address this issue, a mobile-based progressive peer feedback approach was proposed to facilitate primary school students’ creative thinking performance, metacognitive awareness, and learning attitude. A quasi-experiment was implemented with two intact classes in a primary school in northern taiwan to investigate the effect of the proposed approach. One class was assigned to be the experimental group (n= 20) which learned with the proposed progressive peer-feedback scaffolding approach, and the other was the control group (n= 20) which learned with the conventional feedback approach. The findings indicated that the proposed progressive peer feedback approach had a positive effect on the primary school students’ creative art thinking. The experimental group students’ metacognitive awareness was also significantly enhanced. Besides, the students from the experimental group considered that the proposed progressive peer feedback approach was beneficial to helping them critically reflect on their drawings, and facilitated their understanding of how to improve the integrity of their drawings.

关键词： Progressive peer feedback digital art creative thinking metacognitive awareness mobile learning

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Supporting dyadic learning of english for tourism purposes with scenery-based virtual reality

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Computer Assisted Language learning 2023年第5-6期36卷 906-942页

作者： Vivien Lin Neil e. Barrett Gi-Zen Liu Nian-Shing Chen Morris Siu-Yung Jong a Graduate Institute of Children’s English National Changhua University of Education Changhua City Taiwan b English Language Center Southern Taiwan University of Science & Technology Tainan City Taiwan c Department of Foreign Languages & Literature National Cheng Kung University Tainan City Taiwan d Program of Learning Sciences Institute for Research Excellence in Learning Science National Taiwan Normal University Taipei City Taiwan e Centre for Learning Sciences and Technologies Department of Curriculum and Instruction Chinese University of Hong Kong Shatin Hong Kong

The field of language education has experienced a rise in using virtual reality (VR) to support interactive, contextualized, and collaborative language learning in recent years. The current study investigates the effects of auditory, visual, and textual input on speaking and writing in english for Tourism Purposes (eTP) through immersive, scenery-based virtual reality (SBVR) dyadic learning. Adopting a framework on eTP sociocultural, linguistic, and formulaic competence, the researchers designed relevant learning content using audios, images, and verbatim onscreen text oneduVenture VRto create an interactive, simulated tour. Thirty-eight english as a foreign language undergraduates participated in this single-group quasi-experiment. Various data sources included speaking and writing pre-, post- and delayed post-tests, a post-intervention survey, and reflections about the VR learning experience. The study reported significant speaking gains in language accuracy, destination promotion, knowledge retention, and replication of eTP language, as well as significant writing improvement in using sophisticated vocabulary, knowledge retention, and replication of eTP language. The study concludes that SBVR warrants positive impact on improving productive eTP skills. Possible factors, limitations, and pedagogical implications for using scenery-based VR in dyadic learning for eTP are discussed. Finally, the study suggests future research directions to combine technology-enhanced language learning theories with multimodal input and material design supported by immersive VR to enhance language production for specific purposes.

关键词： english for tourism purposes virtual reality multimodal input dyadic learning speaking and writing

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effects of a graphic organizer-based two-tier test approach on students’ learning achievement and behaviors in spherical video-based virtual learning contexts

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Computers and education 2023年 198卷

作者： Hwang, Gwo-Jen Chen, Hui-Chueh Hsu, Chung-Yuan Hwang, Gwo-Haur Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology Taiwan Department of Child Care National Pingtung University of Science and Technology Taiwan Bachelor Program in Industrial Technology National Yunlin University of Science and Technology Taiwan Graduate Institute of Educational Information and Measurement National Taichung University of Education Taiwan Graduate School of Intelligent Data Science National Yunlin University of Science and Technology Taiwan

Situating learners in a context relevant to scientific phenomena enables them to acquire knowledge through experience, reflection, conceptualization, and practice, which is an important learning mode in science education. However, learners generally do not have opportunities to experience many scientific phenomena in the real world. Therefore, virtual learning environments (VLe) are becoming a frequently adopted technology to provide authentic learning contexts. In particular, spherical video-based learning environments (SVLe), which are a low-tech form of VLe, have attracted the attention of school teachers and educational technology researchers. Additionally, effective assessment methods, such as the two-tier-test, have been adopted to examine learners' performance during the virtual learning process. On the other hand, researchers have pointed out that lack of effective learning strategies may decrease the learning effects in a virtual learning context. Hence, this study integrated a graphic organizer into a two-tier test-based learning mode, in which the first-tier questions were declarative items with a short answer (e.g., the questions of where, what, and when), whereas the second-tier questions were more in-depth, deeper causal-type questions (e.g., the questions of why and how), in the contexts of SVLe. To verify the effectiveness of this learning approach, a graphic organizer-based two-tier test SVLe was developed;moreover, a quasi-experimental design was conducted in the "Mysteries of the earth" unit of the sixth graders' natural science course. A total of 41 sixth graders from two classes, with an average age of 12, were recruited in this experiment. One class was assigned to be the experimental group adopting the graphic organizer-based two-tier test SVLe (GT-SVLe), while the other was the control group adopting the conventional two-tier test-based SVLe (CT-SVLe). All of the students learned with the SVLe using tablet computers. Based on the results, the

关键词： Students

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Factors driving volunteers’ interest in science careers: self-efficacy, social support and satisfaction

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Current Psychology 2024年第1期43卷 223-233页

作者： Chang, Yu-Yu Kao, Chia-Pin Lin, Kuen-Yi Osborne, Michael Institute of International Management Cross College Elite Program National Cheng Kung University National Cheng Kung University No.1 University Road Tainan City 701 Taiwan Department of Child Care and Education Southern Taiwan University of Science and Technology No. 1 Nan-Tai Street Yungkang Dist Tainan City 710 Taiwan Dept. of Technology Application & Human Resource Development National Taiwan Normal University 162 Section 1 Heping E. Rd. 106 Taipei City Taiwan School of Education University of Glasgow 11 Eldon St GB Glasgow G3 6NH United Kingdom

Citizen science initiatives offer an informal way to encourage the general public to engage in science learning, and contributes to the development of a more stable supply of science professionals by arousing volunteers’ enthusiasm for a science career. This study aimed to identify the contribution that science service makes to volunteers’ experience and the influence it has on the relationship between their experience and beliefs, and on their eventual career orientation. This study tested the effect of social cognitive variables on volunteers’ career interests in science using Social Cognitive Career Theory (SCCT). The sample consisted of 241 volunteers taking part in a science volunteer project which is administered by the Ministry of science and technology in taiwan. We used structural equation modeling (SeM) and PROCeSS Macro 4.1 to test the structural relationships and mediating hypotheses proposed in this study. Building on the SCCT, our findings indicated that self-efficacy in science service, satisfaction with science service, and social support are contributing factors to the science volunteers’ career interest in a scientific profession. This study adds to the SCCT literature by clarifying how a volunteer-based citizen science initiative as an informal science learning platform may affect the participants’ career decisions. © The Author(s), under exclusive licence to Springer science+Business Media, LLC, part of Springer Nature 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s);author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

关键词： Self-efficacy Social cognitive career theory Social support Volunteerism

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