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effects of interactive unplugged programming activities on computational thinking skills and student engagement in elementary education

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education and Information Technologies 2023年第9期28卷 12293-12318页

作者： Li, Qi Jiang, Qiang Liang, Jyh-Chong Xiong, Weiyan Liang, Yu Zhao, Wei School of Information Science and Technology Northeast Normal University No. 2555 Jingyue Street Jilin Changchun 130117 China Program of Learning Sciences and Institute for Research Excellence in Learning Sciences National Taiwan Normal University #162 Section 1 Heping East Road Taipei 10610 Taiwan Institute of Policy Studies School of Graduate Studies Lingnan University #8 Castle Peak Road Tuen Mun New Territories SAR Hong Kong

Different instructional strategies have been drawn to assist elementary school students in improving computational thinking (CT) skills and student engagement (Se) in unplugged programming activities. This paper aimed to explore how the interactive strategies of unplugged programming affect CT skills and Se. The study was conducted based on a quasi-experimental research method. The sample was composed of 104 sixth-grade students from northern China. The students in the experimental group learned with interactive unplugged programming, whereas those in the control group learned with non-interactive unplugged programming. Analysis of Covariance statistics and Partial Least Squares Structural equation Modeling were adopted for data analysis. Results showed that the performance of the experimental group in CT skills and Se was considerably better than that of the control group. Moreover, the predictive relationships were more complex between CT skills and Se in the experimental group. In general, these findings confirmed the teaching value of interactive unplugged programming, and further emphasized the important role of students’ CT skills in programming engagement. Therefore, through the application of interaction in instruction design, each student can be assigned a positive role to create a programming classroom that is more conducive to students. © 2023, The Author(s), under exclusive licence to Springer science+Business Media, LLC, part of Springer Nature.

关键词： Computational thinking skills Interactive unplugged programming Partial least squares structural equation modeling (PLS-SeM) Student engagement Unplugged programming

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Incorporating teacher intelligence into digital games: An expert system-guided self-regulated learning approach to promoting eFL students' performance in digital gaming contexts

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British Journal of educational technology 2023年第2期54卷 534-553页

作者： Chu, Shih-Ting Hwang, Gwo-Jen Chien, Shu-Yun Chang, Shao-Chen Graduate Institute of Applied Science and Technology National Taiwan University of Science and Technology Taipei Taiwan Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology Taipei Taiwan International Bachelor Program in Informatics Department of Information Communication Yuan Ze University Taoyuan Taiwan

In recent years, several studies have reported the potential of employing digital games in eFL (english as Foreign Language) courses to promote students' learning motivation. However, scholars have pointed out that students generally lack self-learning ability, which is the key to the success of learning a foreign language. Therefore, it is crucial to foster students' self-learning ability during the game-based learning process. In this study, an expert system was developed to facilitate self-regulated learning in digital game-based learning contexts. To evaluate the effectiveness of the proposed approach, a quasi-experimental design was employed in a university english course. The experimental group students learned with the self-regulated english vocabulary game (SR-eVG) approach, while the control group students learned with the conventional english vocabulary game (C-eVG) approach. The experimental results indicated that the use of the SR-eVG approach could improve learners' english vocabulary achievement and self-regulation compared with the C-eVG approach without increasing students' english learning anxiety. Moreover, through qualitative interviews, it was found that students who used the SR-eVG approach would focus on their learning due to goal-setting in the game and would pay more attention to the learning strategies they used. Practitioner notes: What is already known about this topic Digital game-based learning situates students in a realistic situational environment, enabling students to learn by experiencing and interacting with the situations. Without appropriate scaffolding during digital game-based learning, students may become overly focused on the game, or perform many non-learning behaviors Self-regulated learning refers to students’ ability to learn on their own via goal setting, strategic planning, self-monitoring, and self-adjustment. What this paper adds An expert system-guided self-regulated learning approach was proposed to facilitate eFL s

关键词： Students

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Integrating educational robot and low-cost self-made toys to enhance STeM learning performance for primary school students

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Behaviour and Information technology 2024年第8期43卷 1614-1635页

作者： Hu, Chih-Chien Yang, Yu-Fen Cheng, Ya-Wen Chen, Nian-Shing Department of Information Management Tatung University Taipei Taiwan Department of Applied Foreign Languages National Yunlin University of Science and Technology Douliou Taiwan Department of Early Childhood Education Asia University Taichung Taiwan Institute for Research Excellence in Learning Sciences and Program of Learning Sciences National Taiwan Normal University Taipei Taiwan

The application of STeM (science, technology, engineering, and Math) education in solving real-world problems is challenging. To tackle this challenge, a project-based learning approach that integrates robots with cost-effective self-made toys to problem-solving was adopted to assist rural primary school students to apply STeM skills. The purpose of this study was to evaluate the effects of the project-based learning approach which includes lecturing and hands-on activities on primary school students’ STeM learning outcomes and attitudes. An experiment was conducted with 25 primary school students who voluntarily participated in a STeM summer-camp programme. Students were asked to assemble a paper house equipped with an IoT control module and LeD light switches, and write and edit robot scripts to produce a robot-based storytelling narrative using the paper house they made as a context. The results show that the project-based learning approach was an effective approach for cultivating primary school students’ STeM knowledge and skills as evidenced from the post-written test. The relationships between the students’ STeM learning outcomes and attitudes were also confirmed by a clustering analysis. Students who had higher learning attitudes also achieved higher STeM learning outcomes;the findings are also supported by the feedback from the open-ended questionnaire items. This study suggests that integrating low-cost self-made toys and robots in project-based learning activities is an effective and practical approach to enhance primary school students’ learning outcomes and learning attitudes in STeM education. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

关键词： Toys

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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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A review of using multilevel modeling in e-learning research

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Computers and education 2023年 198卷

作者： Lin, Hung-Ming Wu, Jiun-Yu Liang, Jyh-Chong Lee, Yuan-Hsuan Huang, Pin-Chi Kwok, Oi-Man Tsai, Chin-Chung Minghsin University of Science and Technology Department of Business Administration Taiwan National Yang Ming Chiao Tung University Institute of Education Taiwan National Taiwan Normal University Program of Learning Sciences Taiwan National Taiwan Normal University Institute for Research Excellence in Learning Sciences Taiwan National Tsing Hua University Department of Education and Learning Technology Taiwan National Taiwan Normal University Office of Secretariat Taiwan Department of Educational Psychology Texas A&M University United States

Improving e-learning involves various levels of supports. Accordingly, researchers usually adopt complex research designs with a multilevel structure or repeated measurements to capture a heuristic view of learners’ perceptions, comprehension, and behavior in e-learning settings. A total of 76 studies with Hierarchical Linear Modeling (HLM) as a multilevel modeling technique in 13 major e-learning journals from January 2000 to September 2022, published in the Web of science, were reviewed. We assessed the applications of the following key criteria: reasons for using HLM, data characteristics, sample characteristics, model characteristics, variables used in the research, software use, and main technology used in the research. The results revealed that two-level models and random-intercept models are mostly used in multilevel model building. Moreover, most e-learning studies included two-level random intercept models with "students" as sampling units of analysis in Level 1, and "cognitive learning" (i.e., examination score, learning achievement) as the dependent variable in Level 1. Based on our review results, we provide suggestions and potential applications of using multilevel modeling in e-learning studies. © 2023 The Authors

关键词： learning systems

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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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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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Impact of a robot and tangible object (R&T) integrated learning system on elementary eFL learners’ english pronunciation and willingness to communicate

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Computer Assisted Language learning 2023年第4期38卷

作者： Hsieh, Wen-Min Yeh, Hui-Chin Chen, Nian-Shing Department of Applied Foreign Languages National Yunlin University of Science and Technology Douliu Taiwan Program of Learning Sciences & Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan

Research on how the use of social robots helps improve english as Foreign Language (eFL) young learners’ pronunciation and willingness to communicate (WTC) is understudied. This study developed a robot and tangible objects (R&T) learning system and examined its impact on elementary eFL learner’s english pronunciation and WTC. The R&T system consists of a robot, a tablet, a cellphone, and sets of tangible objects that enable students to physically interact with the system. A total of 29 elementary students were engaged in location-specific tasks with the R&T system 40 min a day for five days. Data were collected through pronunciation tests, willingness to communicate questionnaires, and video recordings of students’ interaction with the R&T system. Paired-samples t test showed students improved in both pronunciation and willingness to communicate after interacting with the R&T system. Video recordings found active engagement in the form of multiple tries and active help-seeking. Finally, a missed learning opportunity captured in the video data provided directions for future refinement in robot and task design. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

关键词： eFL pronunciation Robot-assisted language learning (RALL) tangible objects willingness to communicate (WTC)

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An evaluation of nursing students' learning self-efficacy: A multi-dimensional instrument development and structural validation

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Nurse education Today 2024年 135卷 106118页

作者： Yiin, Shuenn-Jiun Shen, Kuo-Ping Lai, Chiu-Lin Liang, Jyh-Chong Department of Nursing National Tainan Junior College of Nursing Tainan Taiwan Department of Veterinary Medicine National Pingtung University of Science and Technology Pingtung Taiwan Department of Education National Taipei University of Education Taipei Taiwan Program of Learning Sciences and Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan

Background: Nursing learning self-efficacy (NLSe) is essential in nursing students' learning, and since it is a task-dependent construct, accurate measurements require a multidimensional instrument. Objective: This research aimed to develop and validate a multidimensional NLSe instrument to measure taiwanese nursing students' views of nursing learning self-efficacy. Design: The cross-sectional study design was used for this investigation. Participants: The study included 1143 nursing students from a nursing junior college. Methods: To assess the validity and reliability of the instrument's factors, exploratory factor analysis (eFA) and confirmatory factor analysis (CFA) were utilized. Conceptual understanding, higher-order cognitive skills, practical work, everyday application, and nursing communication were identified as five factors. A comparison of five proposed models was also conducted. Results: The study found that the correlated and one-factor second-order models were acceptable and provided a simple structure for evaluating nursing students' perceptions of NLSe. Furthermore, a specific model with two second-order scales (Cognition and Application) and one first-order scale (nursing communication) was identified, highlighting the crucial role of nursing communication in nursing students' self-efficacy. Conclusions: evaluating nursing students' learning self-efficacy using a valid and reliable instrument is crucial for understanding their learning confidence. The creation of such a scale constitutes the primary contribution of this study. © 2024 The Authors

关键词： Instrument development learning self-efficacy Nursing communication Nursing students Structural validation

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Facilitating decision making in authentic contexts: an SVVR-based experiential flipped learning approach for professional training

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Interactive learning environments 2023年第8期31卷 5219-5235页

作者： Hsin Huang Gwo-Jen Hwang Shao-Chen Chang a Department of Nursing Tri-Service General Hospital National Defense Medical Center Taipei Taiwan b Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology Taipei Taiwan c International Bachelor Program in Informatics and the Department of Information Communication Yuan Ze University Chung-Li Taiwan

ABSTRACTFacilitating decision making in authentic contexts is an important educational objective of professional training. To enable learners to have more opportunities to practice in authentic contexts under the guidance of instructors, the flipped learning mode of shifting the lectures to be the pre-class activity with the presentation of digital media has gradually been receiving attention. However, the conventional flipped learning mostly uses videos to present teaching content. In such a learning environment with one-way information and lack of experience, it is not easy for most learners to experience the actual situation encountered in the nursing procedure, which affects their judgment and performance when dealing with actual scenarios. To solve this problem, the present study adopted spherical video-based virtual reality (SVVR) to provide an experiential learning mode in flipped learning. To verify the effects of this teaching mode, this study conducted an experiment in a blood transfusion safety training course. The experimental group used the SVVR-based experiential flipped learning (SVVR-eFL) mode, while the control group used the conventional flipped learning mode. The results showed that using the SVVR-eFL mode not only enhanced new nursing staff’s learning achievement, but also increased their decision-making performance, meta-cognition tendency, problem-solving tendency and classroom engagement.

关键词： Flipped learning virtual reality experiential learning decision making professional training

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