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Identifying university students’ online academic help-seeking patterns and their role in Internet self-efficacy

Internet and Higher Education 2023年 56卷

作者： Fan, Yang-Hsin Lin, Tzung-Jin School of Learning Informatics Graduate Institute of Information and Computer Education National Taiwan Normal University Taiwan School of Learning Informatics Program of Learning Sciences National Taiwan Normal University Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taiwan

The main purposes of this study were, first, to identify Taiwanese university students’ online academic help-seeking (OAHS) patterns and further to compare their Internet self-efficacy (ISE) among the identified patterns. A total of 366 Taiwanese university students were invited to fill out two questionnaires to understand their OAHS and ISE, respectively. The results revealed that three OAHS patterns, adaptive, self-reliant, and socially-affiliated, were characterized based on the cluster analysis. The differences in the students’ various ISE dimensions among the three patterns were then compared. The adaptive students, who commonly adopted all types of OAHS behaviors, tended to be the most efficacious in the seven measured ISE dimensions. The self-reliant students, highlighting that they mainly sought help by searching for relevant information online, showed higher confidence in the ISE dimensions of "Usage," "Application," and "learning" than did the socially-affiliated students (i.e., those who tended to use formal and informal queries to seek academic help online). The socially-affiliated students only showed higher confidence in sharing online information than the self-reliant students. However, in the "Communication," "Verifying," and "Metacognition" ISE dimensions, there were no significant differences between the socially-affiliated and self-reliant students. © 2022 Elsevier Inc.

关键词： Students

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Undergraduate Students’ Profiles of Cognitive Load in Augmented Reality–Assisted Science learning and Their Relation to Science learning Self-efficacy and Behavior Patterns

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International Journal of Science and Mathematics Education 2024年第2期22卷 419-445页

作者： Lin, Xiao-Fan Wong, Seng Yue Zhou, Wei Shen, Weipeng Li, Wenyi Tsai, Chin-Chung School of Education Information Technology Office 214 GuangDong Engineering Technology Research Center of Smart Learning South China Normal University 55 Zhongshan Dadao Xi Guangzhou 510631 China Guangdong Provincial Institute of Elementary Education and Information Technology Guangzhou China Guangdong Provincial Philosophy and Social Sciences Key Laboratory of Artificial Intelligence and Smart Education Institute for Artificial Intelligence Education Guangzhou China Centre for Internship Training and Academic enrichment (CITrA) University of Malaya Kuala Lumpur Malaysia Program of Learning Sciences National Taiwan Normal University Taipei Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan

Research evidence indicated that a specific type of augmented reality–assisted (AR-assisted) science learning design or support might not suit or be effective for all students because students’ cognitive load might differ according to their experiences and individual characteristics. Thus, this study aimed to identify undergraduate students’ profiles of cognitive load in AR-assisted science learning and to examine the role of their distinct profiles in self-efficacy together with associated behavior patterns in science learning. After ensuring the validity and reliability of each measure, a latent profile analysis confirmed that 365 Chinese undergraduates carried diverse dimensions of cognitive load simultaneously. The latent profile analysis findings revealed four fundamental profiles: Low Engagement, Immersive, Dabbling, and Organized, characterized as carrying various respective cognitive loads. The multivariate analysis of variance findings revealed different levels of the six AR science learning self-efficacy dimensions across profiles. Low Engagement students displayed the lowest self-efficacy among all dimensions. Organized students recorded better conceptual understanding and higher-order cognitive skills than Dabbling ones. Students with the Immersive profile had the highest science learning self-efficacy. The lag sequential analysis results showed significant differences in behavior patterns among profiles. Among them, profiles with social interaction, test, and reviewing feedback behavior had a significantly higher score for self-efficacy than those patterns mainly based on test learning and resource visits. This finding provides a unified consideration of students’ diverse profiles and can inform interventions for effective design of AR-assisted science learning to match appropriate strategies to facilitate the science learning effect. © 2023, National Science and Technology Council, Taiwan.

关键词： Augmented reality Behavior Cognitive load Science learning Self-efficacy

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High school students’ epistemic knowledge profiles and their multifaceted learning engagement in science

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Research in Science and Technological Education 2023年第3期41卷 1088-1100页

作者： Lin, Tzung-Jin School of Learning Informatics Program of Learning Sciences National Taiwan Normal University Taipei Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan

Background: The role of students’ epistemic understanding of science in mediating their engagement in learning activities and tasks has been highlighted in the literature. Although researchers recognize epistemic knowledge of science as a multi-faceted framework, the so-called person-centered approach that aims to generate meaningful and distinct profiles has not been widely adopted. Purpose: The purpose of this study was to explore Taiwanese high school students’ epistemic knowledge profiles and learning engagements in science. Sample: 631 high school students from six senior high schools in Taiwan were invited to participate in the study. There were 375 males and 256 females. The age of these students ranged from 15 to 18 years, with an average age of 16.84. Design and methods: The students’ epistemic knowledge profiles were surveyed and categorized in terms of three critical dimensions of epistemic understanding of scientific knowledge (Uncertainty of Knowledge, Development of Knowledge, and Purpose of Knowledge). Besides, five forms of science learning engagement (Cognitive, Behavioral, Emotional, Social, and Agentic engagement) were evaluated and then compared based on the classified epistemic knowledge profiles. Results: Three epistemic profiles, namely Highly uncertain yet low purpose, Informed yet highly certain, and Uninformed, were identified. Furthermore, the students of the Informed yet highly certain profile had the highest scores on all the five forms of engagement. Yet, the students in the Highly uncertain yet low purpose and Uninformed profiles did not show significant differences in terms of Behavioral, Agentic, Emotional, or Social engagement. Conclusion: The findings suggest that none of the students in any profiles demonstrated fully sophisticated epistemic understanding of scientific knowledge, and this had different effects on their multifaceted science learning engagement. Moreover, the students demonstrated highly uncertain orientation toward

关键词： epistemic knowledge high school students learning engagement

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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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Adaptive scaffolding and engagement in digital game-based learning

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Educational Technology Research and Development 2023年第4期71卷 1785-1798页

作者： Chen, Ching-Huei Law, Victor Huang, Kun Department of Industrial Education and Technology National Changhua University of Education No.1 Jin-De Road Changhua Taiwan Program of Organization Information and Learning Sciences University of New Mexico Albuquerque United States Department of Curriculum and Instruction University of Kentucky Lexington United States

Educational games are becoming increasingly prevalent. Recently, adaptive game-based learning to accommodate diverse learners has received considerable attention. The current study aims to explore the effect of adaptive scaffolding from a multidimensional engagement perspective. A total of 61 students from a Taiwan secondary school studied Newton’s laws in a computer-based interactive game environment. The students were assigned to either a fixed scaffolding group or an adaptive scaffolding group to test the effect of adaptive scaffolding. The findings suggest that adaptive scaffolding can have a significant effect on students’ learning performance and engagement. The study offers significant implications for the design and integration of adaptive scaffold to promote learning engagement in digital game-based learning. © 2023, Association for Educational Communications and Technology.

关键词： Adaptive scaffolding Digital games Engagement Game-based learning learning performance Science learning

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Student-created water quality sensors

Student-created water quality sensors

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119th ASEE Annual Conference and Exposition

作者： Hotaling, Liesl Lowes, Susan Lin, Peiyi Stolkin, Rustam Bonner, James S. Kirkey, William David Ojo, Temitope College of Marine Sciences University of South Florida United States Institute for Learning Technologies Program in Communication Computers Technology and Education Teachers College/Columbia University United States University of Birmingham United Kingdom Clarkson University United States

ISBN: (纸本)9780878232413

This paper describes efforts to enrich STEM education through the implementation of a classroom project in which students design, construct, program and test water quality sensors. This paper provides an overview of the educational modules and sensors, which are suitably simple for design and construction from first principles by high school students while being accurate enough for students to make meaningful environmental measurements. The sensor building activities can be tied to core curricula, enabling the modules to be utilized in standard classes by mathematics, science and pre-engineering teachers without disrupting the semester teaching goals. Furthermore, the paper presents the project evaluation results of the three year NSF SENSE IT project, during which 36 teachers have been equipped, trained on these materials, and have implemented the modules with over 1,700 middle and high school students. © 2012 American Society for Engineering Education.

关键词： Students

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The moderating effect of the DMN connectivity on the correlation between online creativity performances in single- and paired-player modes

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Intelligence 2023年 100卷

作者： Wu, Ching-Lin Program of Learning Sciences National Taiwan Normal University Taipei Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan

This study examined how brain structure influences creative performance during cooperation with others. This study employed graph theory to analyze the moderating effect of connectivity efficiency of a default mode network (DMN) on individuals' creative performance in interactive situations. The results showed that the global efficiencies of the DMN moderated the relationship between individuals' divergent thinking performance in the single- and paired-player modes. When the global efficiency in the DMN is high, an individual's originality performance in the single-player mode has high predictive power for performance in the paired-player mode. In addition, the global efficiency of the DMN can moderate the relationship between the flexibility scores in the single- and paired-player modes. In the case of high global efficiency, the flexibility performance in single-player mode has a higher predictive power in interactive situations. Furthermore, the nodal efficiency of the parahippocampal cortex can moderate the correlation between fluency (an index of divergent thinking) scores in the single- and paired-player modes, whereas the nodal efficiency of the anterior medial prefrontal cortex can moderate the relationship between the Chinese Radical Remote Associates Test performance in the single- and paired-player modes. © 2023 Elsevier Inc.

关键词： Co-creativity Default mode network (DMN) Divergent thinking Graph theory Remote associates test (RAT)

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Exploring learners’ learning performance, knowledge construction, and behavioral patterns in online asynchronous discussion using guidance scaffolding in visual imagery education

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Educational Technology and Society 2024年第1期27卷 1-17页

作者： Huang, Wen-Lung Li, Liang-Yi Liang, Jyh-Chong Department of Communication Fo Guang University Yilan Taiwan Program of Learning Sciences Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taiwan

The purposes of this study were to explore students’ learning performance, knowledge construction, and behavioral patterns in computer-supported collaborative learning (CSCL) online discussions with/without using Form+Theme+Context (FTC) model guidance scaffolding in visual imagery education. In the online learning activities, the control group did not use the FTC model guidance scaffolding, while the experimental group did. This study employed quantitative content analysis and sequential analysis to investigate the discussion content and behavioral patterns of 63 students from a private university in Taiwan during online discussion learning activities. Results showed that the learning performance of the students in the experimental group outperformed that of students in the control group. Moreover, the study revealed that the two groups of students were primarily sharing or comparing information during discussion. More behaviors of exploring opinions and concepts and communicating or constructing knowledge among group members were observed in the experimental group. Secondly, students in the experimental group participated more in knowledge construction than did students in the control group, and their behavioral patterns were more diverse. Accordingly, this study shows that incorporating the FTC model into learning with sufficient guidance from the instructor could be useful for improving students’ visual imagery analysis abilities. © (2024), (International Forum of Educational Technology and Society). All Rights Reserved.

关键词： Behavior analysis Computer-supported collaborative learning Knowledge construction

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Orientation to learning context modulates retrieval processing for unrecognized words

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Chinese Science Bulletin 2010年第26期55卷 2966-2973页

作者： GUO ChunYan CHEN WenJun TIAN Tian Ken A PALLER Joel L VOSS 'Learning & Cognition'Beijing Key Laboratory Department of Psychology Education Science College Capital Normal University Beijing 100048 China Department of Psychology and Interdepartmental Neuroscience Program Northwestern University Evanston Illinois USA Beckman Institute University of Illinois Urbana-Champaign Urbana Illinois USA Key Laboratory of Mental Health Chinese Academy of Sciences Beijing 100101 China

Explicit memory errors may occur when individuals fail to retrieve information about items previously studied (item memory) or about the learning context (source memory). We examined electrophysiological measures during recognition failure in order to determine the influence of retrieval orientation for item versus source information. Recognition failure was associated with brain potentials distinct from those associated with success. Furthermore, source-memory failures were associated with earlier-onset brain potentials with a more anterior distribution compared to item-memory failures. Neurocognitive processing was thus modulated by retrieval orientation so as to differentially influence neural correlates of successful versus unsuccessful retrieval.

关键词：学习环境检索环境调节词处理取向内存故障内存分配加工调制

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The relationships of taiwanese college students' conceptions, approaches, and self-efficacy to learning civil engineering in a flipped classroom 25

The relationships of taiwanese college students' conceptions...

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25th International Conference on Computers in Education: Technology and Innovation: Computer-Based Educational Systems for the 21st Century, ICCE 2017

作者： Shih, Meilun Huang, Yi-Nan Liang, Jyh-Chong Lee, Min-Hsien Lee, Silvia Wen-Yu Center for General Education National Taiwan University Taiwan Department of Civil Engineering National Taiwan University Taiwan Program of Learning Sciences National Taiwan Normal University Taiwan Graduate Institute of Science Education National Changhua University of Education Taiwan

ISBN: (纸本)9789869401227

This study examined the relationships among Taiwanese college students' conceptions of learning engineering, approaches to learning engineering, and self-efficacy of learning engineering. Three questionnaires: the Conceptions of learning Engineering questionnaire (COLE), the Approaches to learning Engineering questionnaire (ALE), and Self-efficacy of learning engineering (SELE) were used to gathered data from 111 college students majoring in Engineering in Taiwan. The analysis of correlational, stepwise regression, and multiple regression analysis results support that students with lower-level conceptions (LC) of learning engineering tend to display surface motive and surface approaches to learning engineering. Testing was the only significant COLE predictors explaining the surface motive, surface strategy of the ALE. While students' higher-level COLE (collaboration and engineering learning) positively related to their SELE, their SELE also foster students higher-level COLE. In addition, students' "Engineering" conception could significantly and positively predict their SELE, no matter they possess higher-level or lower level of COLE. © 2017 Asia-Pacific Society for Computers in Education. All rights reserved.

关键词： Students

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