检索结果-内蒙古大学图书馆

Learners’ positive and negative emotion, various cognitive processing, and cognitive effectiveness and efficiency in situated task-centered digital game-based learning with different scaffolds

引用

Interactive Learning Environments 2024年第9期32卷 5058-5077页

作者： Chang, Chi-Cheng Yang, Szu-Ting Department of Technology Application & Human Resource Development National Taiwan Normal University Taipei Taiwan

This study aimed to investigate the differences in learners' emotion, cognitive load, and cognitive performance among various scaffolding DGBLs, and the influences of emotion and cognitive load on cognitive performance when using DGBLs. Participants were 97 adult learners from some community college, randomly divided into the control group with 32 participants using non-scaffolding DGBL, the experimental group I with 34 participants using hard scaffolding DGBL, and the experimental group II with 31 participants using soft scaffolding DGBL. Results revealed: 1. positive emotion, germane cognitive load, and cognitive effectiveness and efficiency in scaffolding DGBL were significantly higher than those in non-scaffolding DGBL;negative emotion and extraneous cognitive load were significantly lower than those in non-scaffolding DGBL;2. positive emotion in soft scaffolding DGBL was better than that in hard scaffolding DGBL, whereas there were no significant differences in negative emotion between both scaffolding DGBLs;3. taking soft and hard scaffolding DGBLs together, positive emotion and germane cognitive load positively influenced cognitive effectiveness or efficiency;negative emotion, and intrinsic and extraneous cognitive load negatively influenced cognitive effectiveness or efficiency. Practical and theoretical suggestions were raised as references for researchers and teachers. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

关键词： cognitive efficiency Cognitive load digital game-based learning emotion scaffolding

来源：评论

学校读者我要写书评

暂无评论

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

引用

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

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

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

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

来源：评论

学校读者我要写书评

暂无评论

Effects of virtual reality on creativity performance and perceived immersion: A study of brain waves

引用

British Journal of Educational technology 2023年第2期54卷 581-602页

作者： Wang, Yen-Yin Weng, Tz-Han Tsai, I-Fan Kao, Jing-Yueh Chang, Yu-Shan Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan

The purpose of this study was to explore the effects of virtual reality (VR) application on creative performance and immersion, evaluated through electroencephalography brain wave data to achieve accurate and robust results. In this study, 72 middle school teachers were recruited as participants, and a non-randomized control-group pre-test–post-test design was employed. The experimental group received VR-based design instruction, and the control group received lecture-based design training. Our results revealed that VR significantly affects immersion, especially with regard to attention. Additionally, VR had a positive effect on the feasibility of the creative process, although its effects on variety and novelty were inconclusive. VR was significantly correlated with theta, beta, and gamma brain wave activity. VR also increased attention-related and meditation-related brain wave activity and desynchronized alpha waves. Practitioner notes: What is already known about this topic VR is used in many areas. VR in education is getting more important day after day. What this paper adds VR significantly affects immersion, especially with regard to attention. VR had a positive effect on the feasibility of the creative process, although its effects on variety and novelty were inconclusive. VR was significantly correlated with theta, beta, and gamma brain wave activity. VR also increased attention-related and meditation-related brain wave activity and desynchronized alpha waves. Implications for practice and/or policy User lack of familiarity with VR may also have influenced the results;more VR learning materials should be provided for learners. In addition to using a larger sample, future studies should focus on creative novelty when developing VR content to improve creative processes and outcomes. Familiarizing learners with the use of VR could effectively reduce the cognitive load, as well as contribute to the stimulation of creative brain waves. © 2022 British Educational

关键词： Virtual reality

来源：评论

学校读者我要写书评

暂无评论

Enhanced engineering design behaviour using chatbots with user experience

引用

Behaviour and Information technology 2023年第12期42卷 2030-2041页

作者： Chien, Yu-Hung Yao, Chun-Kai Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan

In recent years, both industrialists and scholars have come to believe that involving users in the design process is the basis for ensuring design innovation and successful product development. However, practical restrictions of time, budget, and location may inhibit users’ long-term participation at teaching sites. With the development of emergent chatbot technology, the aim of this study is to investigate the feasibility that students practice interacting with chatbots who incorporate multiple real-life users’ experiences with products and product-specific knowledge in the classroom for exempting from time and accessibility constraints. We conducted an experiment using a design workshop to compare the student groups with respect to their interactions with chatbots, with target customers, and with no users while they generated design concepts. The quality of the three student groups’ design concepts and the differences of their design behaviours were compared. The outcomes of this study indicate that the chatbot group exhibited more significant transitions of engineering design behaviours and better design concept score than that the target-user and no-user group did. Chatbots incorporate user experience may provide students with opportunities to practice extracting information from users with the aim of promoting the success of the design process. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

关键词： Students

来源：评论

学校读者我要写书评

暂无评论

The Artificial Intelligence Learning Anxiety and Self-Efficacy of In-Service Teachers Taking AI Training Courses

The Artificial Intelligence Learning Anxiety and Self-Effica...

引用

International Conference on Artificial Intelligence and Education (ICAIE)

作者： Ting-Chia Hsu Tai-Ping Hsu Yi-Ting Lin Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan

This research explored the degree of learning self-efficacy of machine learning experience (MLSE) and artificial intelligence learning anxiety (AILA) of elementary and junior high school teachers. The participants were in-service teachers in the technology domain. This research applied the AI2 Robot City, which is a computational thinking board game, to in-service teacher education. The learning content was image classification for AI application. Elementary and junior high school teachers operated the MIT App Inventor(MAI) and Personal Image Classifier(PIC) platform, and trained the model for practicing AI to implement supervised machine learning on the PIC platform. The learners then inserted the model they had trained into the block-based programming environment of MAI. They completed the smart phone app and used the app to recognize the board game cards so as to control the movement of the smart cars on the table map to meet the requirements of the task in the AI2 Robot City board game. In order to understand affective factors such as the self-efficacy and learning anxiety of the elementary and middle school teachers participating in the AI teacher training workshop, the MLSE and AILA scales were administered before and after the classes. A total of 28 samples were collected. The results showed that there was no significant difference between the MLSE of the elementary and junior high school teachers. However, the average AILA degree of the junior high school teachers was significantly higher than that of the elementary school teachers. It was found that AILA was significantly negatively correlated with MLSE. The elementary and junior high school teachers were confident that they could study AI-related courses. However, the AILA of the junior high school teachers was higher than that of the elementary school teachers. Therefore, more teacher training workshops on AI application can be conducted for junior high school teachers to generally improve their familiari

关键词：

来源：评论

学校读者我要写书评

暂无评论

Using AI Cognitive Diagnosis Embedded in a Game-Based Learning Environment

Using AI Cognitive Diagnosis Embedded in a Game-Based Learni...

引用

IEEE International Conference on Big Data

作者： Lin-Jung Wu Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan R.O.C

ISBN: (数字)9798350362480

ISBN: (纸本)9798350362497

The aim of this study was to develop a game-based environment with embedded AI cognitive diagnosis to deliver personalized instruction to learners. The system identified participants' possible misconceptions using a Bayesian network. Corresponding learning games based on their misconceptions were then provided to the learners. This research compared the effects of AI cognitive diagnosis in a game-based learning environment to those in a multimedia learning environment. A quasi-experimental design was used in the experiments, with fifty-six secondary school students as participants. The results showed that the accuracy of the concept diagnosis system was 90.8% (expert judgment). The personalized learning outcomes of students in the game-based learning environment were superior to those engaged in multimedia problem-solving tasks. The results implied that the game-based learning with cognitive diagnosis mechanism plays an important role in enhancing problem-solving skills, learning motivation, misconception correction, and flow experience.

关键词： Learning systems Accuracy Games Big Data Cognitive load Bayes methods Error correction Problem-solving

来源：评论

学校读者我要写书评

暂无评论

Building trust in automatic video interviews using various AI interfaces: Tangibility, immediacy, and transparency

引用

Computers in human Behavior 2023年 143卷

作者： Suen, Hung-Yue Hung, Kuo-En Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei City Taiwan

As the demand for automatic video interviews powered by artificial intelligence (AI) increases among employers in the postpandemic era, so do concerns over job applicants' trust in the technology. There are various forms of AI-based video interviews with and without the features of tangibility, immediacy, and transparency used for preemployment screening, and these features may distinctively influence applicants' trust in the technology and whether they engage in or disengage from the hiring process accordingly. This field study involved designing a test of the effect of various forms of AI-based video interviews on interviewees' cognitive and affective trust based on the self-reporting of 152 real job applicants. The study found that AI used in asynchronous video interviews (AI-AVI) increased applicants' cognitive trust from that in the non-AI condition. Moreover, when the AI-AVI had features of tangibility and transparency, the applicants’ cognitive and affective trust increased. However, the feature of immediacy did not have a statistically significant impact. Contrary to concern over the potential negative effects caused by AI and its features, no statistically significant impacts were found in this study. © 2023 Elsevier Ltd

关键词： User interfaces

来源：评论

学校读者我要写书评

暂无评论

Enhancing Phonetics Learning in Online Language Courses: A Counterbalanced Study on CLD and SCA Methods for Intermediate CFL Japanese Students 6th

Enhancing Phonetics Learning in Online Language Courses: A C...

引用

Proceedings of the 6th International Conference on Innovative Technologies and Learning, ICITL 2023

作者： Kao, I-Lin Chang, Chi-Cheng Yen, Wan-Hsuan Master’s and Doctor’s Program in Teaching Chinese as a Second Language National Chengchi University Taipei Taiwan Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan Department of Business Administration National Taichung University of Science and Technology Taichung Taiwan

ISBN: (纸本)9783031401121

After the outbreak of COVID-19, numerous language courses have embraced online learning. However, the shift of teaching environment also brought many technical and pedagogical challenges. Phonetics learning which requires mutual interaction, teacher’s clarification, and personal feedbacks so students can pronounce correctly is considered one of the most difficult subjects to teach in online context. Therefore, well designed studies are needed to understand the optimized teaching methods to improve student’s performance. This research adopted counterbalanced design to evaluate the effect of contrastive listening and discrimination (CLD) method and sound-character aggregation method (SCA) method in online context. Although both methods are suggested for phonetic learning in offline environment, the result show intermediate Chines-as-foreign-language (CFL) Japanese students had significant improvement after CLD method, but not after SCA method in an online context. However, although students did not have significant improvements after SCA method, its progress is not significantly different from CLD method. We further give some suggestions about teaching Japanese students about Chinese affricates in an online, one-on-one environment. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

关键词： Students

来源：评论

学校读者我要写书评

暂无评论

Student rating consistency in online peer assessment from the perspectives of individual and class

引用

Studies in Educational Evaluation 2023年 79卷

作者： Chang, Chi-Cheng Tseng, Ju-Shih Department of Technology Application & Human Resource Development National Taiwan Normal University Taipei Taiwan

Most of previous studies examined the consistency among two or three student raters giving scores to different peers (i.e. ratees), whereas few of them researched the consistency among more student raters giving scores to different peers (i.e. ratees). The present study aimed to see whether there is a consistency among student raters giving scores to peers in an online assessment activity. Participants of the study were 266 graduate students, with 137 males and 129 females, from 27 classes in a department at some university. Each student was required to give a presentation graded by the peers anonymously. From to the perspective of class, the result of the Kendall coefficient of concordance showed that a proportion of more than half-classes presented a significant correlation with a moderate or strong consistency among student raters giving scores to peers, and thus the number of raters or peers should be more for a higher reliability. The result of Chi-square test from the perspective of individual revealed that students held a consistent standard when giving scores to peers' presentations. Finally the implications for theories and practices are proposed. © 2023

关键词： Consistency Evaluation Peer assessment Peer grading Peer rating Peer scoring

来源：评论

学校读者我要写书评

暂无评论

Correction to: From academic achievement to career development: does self‐regulated learning matter?

引用

International Journal for Educational and Vocational Guidance 2024年 1-2页

作者： Hsu, Anna J. C. Chen, Mavis Yi-Ching Shin, Nai-Fang Department of Management The Chinese University of Hong Kong Shatin Hong Kong Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan Department of Management Huei Yeh Corporation Taipei Taiwan

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：