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Development of the new media literacy scale for EFL learners in China: a validation study

Interactive learning Environments 2023年第1期31卷 244-257页

作者： Lin Luan Jyh-Chong Liang Ching Sing Chai Tzu-Bin Lin Yan Dong a Department of Foreign Languages Beijing University of Posts and Telecommunications Beijing People’s Republic of Chinab School of Educational Technology Beijing Normal University Beijing People’s Republic of China c Program of Learning Sciences National Taiwan Normal University Taipei Taiwand Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan e Faculty of Education The Chinese University of Hong Kong Shatin Hong Kong f Department of Education National Taiwan Normal University Taipei Taiwan b School of Educational Technology Beijing Normal University Beijing People’s Republic of China

ABSTRACTABSTRACTThe emergence of new media technologies has empowered individuals to not merely consume but also create, share and critique media contents. Such activities are dependent on new media literacy (NML) necessary for living and working in the participatory culture of the twenty-first century. Although a burgeoning body of research has focused on the conceptualization of NML, limited studies have explored English as a foreign language (EFL) learners’ new media literacy. Considering the importance of NML for EFL learning and teaching, this quantitative study aims to develop and validate a research instrument for assessing EFL learners’ new media literacy (ENML) in China. Confirmatory factor analysis was employed to further examine the relationships among the different indicators of ENML. The sample consisted of 974 EFL learners (669 males, 305 females) from a comprehensive university in China. A comparison of the five proposed models indicated that all of them were acceptable, including a first-order model and four second-order models. The first-order model includes 10 indicators: consuming skill, understanding, analysis, synthesis, evaluation, prosuming skill, distribution, production, participation, and feedback. The other four second-order models describe the relationships among the 10 indicators of ENML. These results along with their implications for further research are also elaborated.

关键词： New media literacy scale development English as a foreign language (EFL) higher education

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Teachers’ epistemic beliefs and reported practices in two cultural contexts

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Educational Studies 2024年第5期50卷 781页

作者： Heidi Lammassaari Lauri Hietajärvi Kirsti Lonka Sufen Chen Chin-Chung Tsai a Faculty of Educational Sciences University of Helsinki Helsinki Finland a Faculty of Educational Sciences University of Helsinki Helsinki Finlandb Optentia Research Focus Area North-West University Vanderbijlpark South Africa b Optentia Research Focus Area North-West University Vanderbijlpark South Africac Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology Taipei Taiwan d Program of Learning Sciences &Institute for Research Excellence in Learning Sciences Taipei Taiwan

ABSTRACTTeachers’ epistemic beliefs may have consequences for their pedagogical work. We used previously developed scales to assess epistemic beliefs that teachers hold about learning, knowledge and knowing, and how they report putting such ideas into practice. The scales consisted of self-reported Likert-type statements considering collaborative knowledge building, valuing metacognition, certainty of knowledge, and a surface approach to learning. The participants were 127 subject-matter teachers from Finland and 97 teachers from Taiwan. Based on previous research, we constructed a confirmatory factor analysis (CFA) model for the Finnish sample and replicated this with the Taiwanese sample. We confirmed two factors: 1) reflective-collaborative theory (consisting of collaborative knowledge building and valuing metacognition scales) and 2) knowledge transmission theory (consisting of certainty of knowledge and simple learning scales) in both samples. In conclusion, essential and corresponding aspects of teachers’ epistemic beliefs and their reported practices were found. However, the results showed some cross-cultural *** is important to look at teachers’ epistemic beliefs because they may have consequences for teachers’ pedagogical work. These beliefs are a part of epistemic cognition which in this context consists of epistemic beliefs (beliefs about knowledge and learning) and how teachers report to put them into practice (e.g.). The aim of this study is to identify and assess teachers’ core epistemic beliefs and how such beliefs are associated with their practical ideas on pedagogy in two diverse cultural contexts. We used previously developed scales to assess beliefs that teachers hold about learning, knowledge and knowing, and how they report putting such ideas into practice. The scales consisted of self-reported Likert-type statements considering collaborative knowledge building, valuing metacognition, emphasising certainty of knowledge, and a surface ap

关键词： Epistemic beliefs teachers teaching practices cultural contexts confirmatory factor analysis

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learning history by practicing abduction: Does doing offline practice first help with online practice?

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Thinking Skills and Creativity 2023年 47卷

作者： Hong, Jon-Chao Hwang, Ming-Yueh Hsu, Yi-Hsin Tai, Kai-Hsin Institute for Research Excellence in Learning Sciences National Taiwan Normal University P. O. Box 7-513 Taipei 106308 Taiwan In-Service Master Program of Creativity Development National Taiwan Normal University Taipei 106308 Taiwan Global Program in Interdisciplinary Studies Soochow University No. 70 Linhsi Road Taipei 111002 Taiwan

To understand the effect of abduction practice, this study involved students in creating their own abductive items, which the teachers implemented in an application named Abduction-Genius for all other students to play. To understand the learning effect of abduction, this study explored the correlates between field-independent cognitive style (FI-CS), external cognitive load (ECL), the achievement of offline posing of abduction items (hereafter, posing achievement), attitude towards engaging in abduction (hereafter, attitude) and game performance of playing the abduction game (hereafter, game performance). The results revealed: participants’ FI-CS was negatively related to their ECL but positively related to their posing achievement;their posing achievement was negatively related to their ECL;their ECL was not significantly related to attitude, but their posing achievement was positively related to attitude;and attitude was positively related to game performance. © 2023

关键词： Abduction Cognitive load Cognitive style Game performance History learning Remote association

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Developing an instrument for metavisualization and investigating relationships among dimensions of metavisualization

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Journal of Advertising research 2024年第1期64卷 747页

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

ABSTRACTBackground and PurposeMetavisualization plays a key role in science and technological learning in which visualization is practiced. We conducted two sequential studies with the purposes to first develop an instrument that allows individuals to report or reflect on their metavisualization, and then validate the instrument and investigate the relationships among the dimensions of *** total of 320 university students participated in this *** exploratory factor analysis (EFA) in the first study and partial least squares – structural equation modeling (PLS-SEM) in the second study, the validity and reliability of the instrument measuring the four dimensions of metavisualization were reported, and a theoretical model delineating the relationships among the four variables was *** was found that metacognitive skills, rather than metacognitive knowledge, significantly contributed to the demonstration of epistemic knowledge and judgment criteria during visualization. Metacognitive knowledge may also play an indirect role in learners’ epistemic performance through its relation with metacognitive *** results provide insights to advance understanding of metavisualization and its relation to metacognition and epistemic practice. The validated instruments may be used for future quantitative or mixed research to advance understanding of the role metavisualization plays in various contexts of learning in science and technological education.

关键词： Metavisualization metacognition epistemic practice instrument development EFA PLS-SEM

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Co-regulation strategies and their associations with writing self-efficacy in a computer-mediated collaborative writing setting

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Journal of Second Language Writing 2023年 59卷

作者： You Su Jyh-Chong Liang Chunping Zheng Chin-Chung Tsai Center for Research on Technology‑Enhanced Language Education Beijing University of Posts and Telecommunications No.10 Xitucheng Road Haidian District Beijing 100876 China Program of Learning Sciences and Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan

This study examined the structural relationship between learners’ co-regulation strategies and writing self-efficacy in a computer-mediated collaborative writing setting. Two questionnaires about Co-Regulation Strategies (CRS) and English Writing Self-Efficacy (EWSE) were developed and administered to 219 college English language learners following six-week computer-mediated collaborative writing activities. The results of factor analysis indicated that learners’ co-regulation strategies consist of five factors: co-planning, co-monitoring, co-evaluation, effort regulation, and help-seeking, while writing self-efficacy involves learners’ confidence in writing ideation, writing conventions, and writing self-regulation. The path analysis revealed that students with better co-planning and co-evaluation strategies tended to be more confident in writing ideation and writing conventions. More interestingly, effort regulation and help-seeking acted as powerful predictors of self-efficacy for writing self-regulation. Learners’ self-efficacy for writing ideation and conventions could also positively explain their self-efficacy for writing self-regulation. Suggestions were given regarding how to improve students’ writing self-efficacy through promoting co-regulation in collaborative learning.

关键词： Co-regulation Self-efficacy Structural equation model Collaborative writing

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Effect of a single session of sensorimotor rhythm neurofeedback training on the putting performance of professional golfers

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Scandinavian Journal of Medicine and Science in Sports 2024年第1期34卷 e14540-e14540页

作者： Wu, Jia-Hao Chueh, Ting-Yu Yu, Chien-Lin Wang, Kuo-Pin Kao, Shih-Chun Gentili, Rodolphe J. Hatfield, Bradley D. Hung, Tsung-Min Department of Physical Education and Sport Sciences National Taiwan Normal University Taipei Taiwan Department of Kinesiology University of Maryland College Park MD United States Center of Excellence “Cognitive Interaction Technology” (CITEC) Bielefeld University Bielefeld Germany Neurocognition and Action – Biomechanics Research Group Faculty of Psychology and Sports Science Bielefeld University Bielefeld Germany Department of Health and Kinesiology Purdue University West Lafayette IN United States Program in Neuroscience and Cognitive Science University of Maryland College Park MD United States Institute for Research Excellence and Learning Sciences National Taiwan Normal University Taipei Taiwan

Sensorimotor rhythm (SMR) activity has been associated with automaticity and flow in motor execution. Studies have revealed that neurofeedback training (NFT) of the SMR can improve sports performance;however, few studies have adequately explored the effects of a single session of such NFT or examined the possible mechanisms underlying these effects on sports performance. This study recruited 44 professional golfers to address these gaps in the literature. A crossover design was employed to determine the order of the participation in the NFT and no-training control conditions. The participants were asked to perform 60 10-foot putts while electroencephalograms (EEGs) were recorded before and after the tasks. In pre-and post-tests, visual analog scales were used to assess the psychological states associated with SMR activities including the levels of attention engagement, conscious motor control, and physical relaxation. The results revealed that a single NFT session effectively increased SMR power and improved putting performance compared with the control condition. The subjective assessments also revealed that the participants reported lower attention engagement, less conscious control of the motor details and were more relaxed in the putting task, suggesting that SMR NFT promoted effortless and quiescent mental states during motor preparation for a putting task. This study aligns with theoretical hypotheses and extends current knowledge by revealing that a single session of SMR NFT can effectively enhance SMR power and improve putting performance in professional golfers. It also provides preliminary evidence of the possible underlying mechanisms that drive the effect of SMR NFT on putting performances. © 2023 The Authors. Scandinavian Journal of Medicine & Science In Sports published by John Wiley & Sons Ltd.

关键词： EEG neurofeedback training professional golf putting sensorimotor rhythm sports performance

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The relations among undergraduate students' sourcing, anxiety, and perceived trustworthiness of online information 27

The relations among undergraduate students' sourcing, anxiet...

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27th International Conference on Computers in Education, ICCE 2019

作者： Hou, Tai-Hsien Shen, Kuan-Ming Lee, Min-Hsien Program of Learning Sciences National Taiwan Normal University Taiwan Institute of Education National Sun Yat-sen University Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taiwan

ISBN: (纸本)9789869721448

The present study aimed to understand how undergraduates’ sourcing of online information related to their anxiety and perceived trustworthiness of online information. A total of 378 undergraduates participated in the present study that adapted three questionnaires to explore their sourcing, anxiety, and perceived trustworthiness of online information. Exploratory factor analysis and confirmatory factor analysis were employed to ensure the reliability and validity of these three instruments. The Structural Equational Modelling analysis was conducted to investigate the relationships among undergraduate students' sourcing, anxiety, and perceived trustworthiness of online information. The research findings indicated that sourcing online information by personal and multiple evaluation relates to metacognitive online searching strategies, and sourcing online information by authority evaluation relates to behavioral online searching strategy that relates to less anxiety and more perceived trustworthiness of online information. Based on the research findings, theoretical and practical suggestions for future research are provided. © ICCE 2019 - 27th International Conference on Computers in Education, Proceedings. All rights reserved.

关键词： Factor analysis

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VR training program for fire escape: learning progress predicted by the perception of fire presence, VR operational frustration, and gameplay self-efficacy

Computers and Education: X Reality

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Computers and Education: X Reality 2023年 3卷

作者： Hong, Jon-Chao Chan, Hsun-Yu Teng, Yun-Hsuang Tai, Kai-Hsin Lin, Chang-Zhen Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taiwan Department of Industrial Education National Taiwan Normal University 162 Sec 2 Ho-Ping E Rd Taipei City 106 Taiwan Department of Industrial Education National Taiwan Normal University Taiwan Global Program in Interdisciplinary Studies Soochow University Taiwan New Taipei Municipal Taishan Senior High School Taiwan

Most VR fire escape training programs only task learners to observe the procedure of fire escape in different simulated fire scenes. To improve the effectiveness of such training programs for everyone, we tested a “fire escape virtual reality training program” which takes advantage of the feedback on the action to help individuals to learn the necessary and correct steps of fire escape. The virtual program emulates a real fire scene by providing realistic visual and auditory stimuli. A single-group quasi-experimental study was carried out to measure the effectiveness of the program, and a total of 173 seventh- and eighth-grade students from a high school in New Taipei City participated. The results of structural equation modeling showed that 1) gameplay self-efficacy was negatively predicted by frustration, 2) fire presence positively predicted gameplay self-efficacy, and 3) gameplay self-efficacy positively predicted learning progress. The findings suggested that critical life-saving skills such as fire escape skills can be readily acquired and trained through individual virtual reality training programs. © 2023 The Authors

关键词： Fire presence Fire safety Frustration Gameplay self-efficacy Virtual reality

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Practicing drum on VR to promote rhythm performance: Exploring the learning progress related to incremental belief of rhythm, gameplay anxiety, flow experience, and perceived learning value

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Entertainment Computing 2024年 48卷

作者： Tai, Kai-Hsin Hong, Jon-Chao Chen, Kuan-Fong Lin, Chan-Li Global Program in Interdisciplinary Studies Soochow University No. 70 Linhsi Road Taipei City111002 Taiwan Chinese Language and Technology Center National Taiwan Normal University No. 162 Section 1 Heping East Road Taipei106308 Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University No. 162 Section 1 Heping East Road Taipei106308 Taiwan Continuing Education Master's Program of Creativity Development National Taiwan Normal University No. 162 Section 1 Heping East Road Taipei106308 Taiwan Cultural and Creative Industries Management National Taipei University of Education No. 34 Section 2 Heping East Road Taipei106026 Taiwan

Virtual technology in teaching can enrich the content and bring more possibilities. The present study used a virtual reality system named "Jazz-Drum-VR" which embedded a function to analyze learners' performance of simulating jazz drumming. The system enabled learners to know their mistakes and correct them based on its spontaneous feedback to promote the effectiveness of their rhythm learning. To understand whether this game could effectively enhance students' rhythm performance, this study adopted the cognitive-affective theory of multimedia to explore the relationship between students' gameplay anxiety, flow experience, and learning effectiveness when playing "Jazz-Drum-VR." Using purposive sampling, students in a high school were invited to take part in a quasi-experimental single-group time serial study involving five sessions over a period of 4 weeks. A total of 67 useful data were collected after Jazz-Drum-VR practices, and confirmatory factor analysis and structural equation modeling analysis were performed. Results revealed that rhythm incremental beliefs can negatively predict gameplay anxiety and positively predict flow experience;flow experience can positively predict perceived learning value and learning effectiveness;and perceived learning value can positively predict learning progress. The results implied that practicing Jazz-Drum-VR could significantly promote rhythm accuracy. © 2023 Elsevier B.V.

关键词： Virtual reality

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Comparing the effect of cognitive style on learners’ engagement levels and learning performance by analyzing LMS logs 26

Comparing the effect of cognitive style on learners’ engage...

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26th International Conference on Computers in Education, ICCE 2018

作者： Li, Liang-Yi Program of Learning Sciences Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taiwan

ISBN: (纸本)9789869721424

Teachers can publish a variety of multimedia learning materials on learning management system. Students can freely access these materials for their self-regulated learning. Students with different verbalizer-visualizer cognitive style may have different engagement levels in accessing different kinds of online multimedia learning materials, and thus may affect their learning performance. Therefore, this study analyzed the system logs for understanding the effects of verbalizer-visualizer cognitive style on students’ engagement levels and learning performance. The results revealed that cognitive style did not affect the engagement level of the students. However, students learning performance was affected by cognitive style. These results were then discussed. © 2018 Asia-Pacific Society for Computers in Education..All Rights Reserved.

关键词： Students

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