29 results on '"Hwang, Gwo-Jen"'
Search Results
2. Research trends and applications of technology-supported peer assessment: a review of selected journal publications from 2007 to 2016
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Fu, Qing-Ke, Lin, Chi-Jen, and Hwang, Gwo-Jen
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- 2019
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3. An assistive environment for EAL academic writing using formulaic sequences classification.
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Abbas, Muhammad Azeem, Hammad, Shiza, Hwang, Gwo-Jen, Khan, Sharifullah, and Gilani, Syed Mushhad Mustuzhar
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ACADEMIC discourse ,ENGLISH as a foreign language ,MACHINE learning ,EDUCATIONAL technology ,SECOND language acquisition - Abstract
Writing an English research article for novice English as an additional language (EAL) writers is a challenging task that requires experience and training at both the sentence and meaning levels. One strategy that EAL writers employ when writing a research article is the use of formulaic sequences (FSs). However, available FS corpora are general purpose and are very limited in size. Previous studies have reported the effectiveness of FS usage in writing using a small set of FSs. The present work proposes an assistive environment for academic writing improvement through the use of domain-specific FSs. FSs are extracted from published articles and are classified under rhetoric categories using a machine learning technique. The user can then search for and add new FSs of his/her choice from any research article using proposed prototypes. The effectiveness of the proposed approach was evaluated in a real environment. The results show a positive impact of the proposal in terms of academic writing improvement. Novice writers who worked with the proposed prototype reported a significantly higher degree of perceived usefulness than those who worked with the traditional phrasebank approach. [ABSTRACT FROM AUTHOR]
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- 2023
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4. Effects of ASQ-based flipped learning on nurse practitioner learners' nursing skills, learning achievement and learning perceptions.
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Lin, Hui-Chen, Hwang, Gwo-Jen, and Hsu, Yaw-Don
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NURSE practitioners , *SELF-efficacy , *NURSING , *NURSE training , *SENSORY perception , *ABILITY - Abstract
Training and examining healthcare practitioners' nursing skills by situating them in a contextualized environment to interact with trained simulated patients and making required decisions based on the collected information is a widely adopted approach in nursing training. In a nursing skills course, the flipped learning method shifts the lecture time to the before-class time, allowing more time for teachers' guidance and skills practice in the class. However, if students do not have in-depth understanding in the individual learning space, their learning achievement is often not as expected. In this study, an ASQ (Annotation, Summarizing and Questioning)-based flipped learning strategy for nursing skills training is proposed to engage nurse practitioners (NPs) in deep and effective learning. Moreover, an experiment was conducted to evaluate the effects of the proposed approach on learners' learning achievement, nursing skills, self-efficacy, cognitive load, and critical thinking tendency. The experimental results showed that the approach not only improved NPs' nursing skills, but also significantly increased their self-efficacy and critical thinking tendency. • An ASQ-based flipped learning approach was proposed. • The approach helps students effectively identify key concepts before the class. • An experiment was conducted in a clinical nursing skills training course. • The approach improved the learners' nursing skills performance. • The approach improved the learners' self-efficacy and critical thinking tendency. [ABSTRACT FROM AUTHOR]
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- 2019
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5. A review of experimental mobile learning research in 2010–2016 based on the activity theory framework.
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Chung, Ching-Jung, Hwang, Gwo-Jen, and Lai, Chiu-Lin
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MOBILE learning , *CURRICULUM alignment , *TEACHERS , *EDUCATIONAL quality , *MEDIATION - Abstract
Abstract In this study, we systematically reviewed the experimental mobile learning studies published in 2010–2016. Moreover, the activity theory framework was adopted to investigate the insights and trends of mobile learning. That is, the dimensions of context, tools, control, communication, subjects and objectives were employed to analyze the studies. It was found that most experimental mobile learning studies engaged students in real-world contexts, and the activities were conducted based on the existing school curriculums. This means that researchers and school teachers noted the value of situating students in meaningful learning by helping them link what they had learned from the textbooks to real-world scenarios or daily life environments. In the meantime, the studies frequently involved the students in actively using mobile systems with communication facilities to acquire knowledge via interacting with peers, events, and specified real-world learning targets in the environment. On one hand, many researchers proposed to raise students' motivation; on the other hand, they expected to observe more of what the learners, particularly novices and low-achievement students, had done when observing their past interactions. Even so, it was found that mobile devices were considered a main way of allowing students to acquire self-learning materials rather than only mediation learning across contexts. As the current studies can be considered to contain blended rather than purely self-paced learning, there is still a large space for mobile learning progress and development. Highlights • A review on experimental m-learning was done based on the activity theory framework. • The studies published in 2010–2016 were investigated to find the trends of m-learning. • The context, tool, control, communication, subject and objective aspects were analyzed. • The phenomena of the m-learning activities conducted in the studies were reported. • Possible research issues of m-learning in the future were proposed. [ABSTRACT FROM AUTHOR]
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- 2019
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6. Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions.
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Chang, Shao-Chen and Hwang, Gwo-Jen
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LEARNING , *INSTRUCTIONAL films , *TEACHER-student communication , *EDUCATIONAL technology , *AUGMENTED reality - Abstract
In recent years, flipped learning has received increasing emphasis; it engages students in deriving basic knowledge through instructional videos before the class, and hence more time is available for practicing, applying knowledge, or student-teacher interaction in class. Many scholars have pointed out that, with such a learning approach, teachers can design more effective in-class activities by guiding students to have higher order thinking as well as interactions with peers and teachers. In the meantime, researchers have also indicated that employing proper educational technologies or learning strategies could further improve students’ performance. Therefore, in this study, an Augmented Reality (AR)-based learning guiding mode is proposed for developing a flipped learning system. To examine the effectiveness of the proposed approach, an experiment was conducted in a natural science learning activity of an elementary school using the developed system. The participants were four classes of 111 fifth graders. Two classes were assigned to the experimental group, while the others were the control group. Those learning in the experimental group used the AR-based flipped learning mode, while those in the control group learned with the conventional flipped learning mode. From the experimental results, it was found that the AR-based flipped learning guiding approach not only benefited the students in terms of promoting their project performance, but also improved their learning motivation, critical thinking tendency, and group self-efficacy. [ABSTRACT FROM AUTHOR]
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- 2018
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7. 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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Hwang, Gwo-Jen, Chen, Hui-Chueh, Hsu, Chung-Yuan, and Hwang, Gwo-Haur
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ACADEMIC achievement , *COURSEWARE , *EDUCATIONAL technology , *TEACHERS , *LEARNING - Abstract
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 GT-SVLE could better improve students' learning achievement than the CT-SVLE. Besides, according to behavioral analysis and interviews, the control group had significantly more learning behaviors of repeated reading of supplementary materials and repeated wrong answers, indicating that the proposed approach facilitated students' positive behaviors through observation and knowledge construction in SVLE, which helped them achieve the learning objectives. • A spherical video-based learning environments (SVLE) learning approach is proposed. • The approach advanced students' positive behaviors through observation and knowledge. • The approach was conducted with two-tier test strategy. • The study was conducted in the unit of the sixth graders' natural science course. • The study used concept map as a tool for researching. [ABSTRACT FROM AUTHOR]
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- 2023
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8. Trends in mobile technology-supported collaborative learning: A systematic review of journal publications from 2007 to 2016.
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Fu, Qing-Ke and Hwang, Gwo-Jen
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COLLABORATIVE learning , *EDUCATIONAL cooperation , *INTERACTIVE learning , *ACTIVE learning , *INTERACTIVE assessment (Education) - Abstract
This study reviewed the literature on mobile technology-supported collaborative learning from 2007 to 2016. Several issues, such as the distributions and research methods, learning devices and learning environments, participants, research issues, application domains, grouping methods and collaborative learning strategies, are addressed. In addition, the relationship between the learning strategies and measurement issues are investigated. The review found that the amount of research on mobile collaborative learning increased and the connection between new mobile technology and collaborative learning activities became tighter. College students received the greatest emphasis, but more focus should be put on junior and elementary school students. Few studies were conducted on teachers and adults. In the most recent five years, the research was focused on improving learners' performance in science, especially social science, and in natural scenarios outside of the classroom, but less emphasis was put on developing learners’ skills and higher order skills. There was little research focusing on different selection methods of group members and the teaching effects of grouping design. Most research adopted conceptualized collaborative learning strategies. Furthermore, some studies proposed that the collaborative learning activities conducted in mobile learning environments should be designed carefully to guide students to experience more effective collaborative constructivist learning. Based on the findings, in-depth discussion and suggestions for future studies are given. [ABSTRACT FROM AUTHOR]
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- 2018
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9. Experiencing the Analects of Confucius: An experiential game-based learning approach to promoting students' motivation and conception of learning.
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Sung, Han-Yu, Hwang, Gwo-Jen, Lin, Chi-Jen, and Hong, Ting-Wei
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PSYCHOLOGY of students , *MOTIVATION (Psychology) , *GAME theory , *EDUCATIONAL planning - Abstract
The Analects of Confucius is an important course in the curriculum of Asian Studies in the Chinese community and around the world. Students have to learn a collection of the thoughts of Confucius which have shaped world history and the soul of China. However, educators have indicated that most students fail to understand its abstract thoughts, or even realize its spirit in their daily life experience. Meanwhile, with the advancements of technology, learning with computer games is currently a rapidly developing area of interest for researchers, teachers, material writers and application developers in the educational field. Several studies have shown that by properly incorporating learning contents into game scenarios, an experiential game-based learning approach might foster students' motivation to learn through experience. In addition, the experiential game-based approach is a learning method with great potential for motivating students and stimulating their willingness to engage in continuous and constant learning. Thus, in this study, an experiential digital game has been developed and presented to a fifth grade class learning the Analects of Confucius at an elementary school in Taipei city. An experiment was conducted to evaluate the effectiveness of the proposed approach by situating the experimental group in an experiential game-based learning scenario, while the control group learned with a conventional technology-enhanced learning system. The experimental results showed that the proposed approach effectively enhanced the students' learning effects in terms of their learning motivation, deep learning strategy and acceptance of the technology. As a consequence, it is concluded that an experiential digital game-based learning approach can help students understand the conception and meaning of learning, which is important for them to become life-long learners with positive learning attitudes. [ABSTRACT FROM AUTHOR]
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- 2017
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10. Interaction of problem-based gaming and learning anxiety in language students' English listening performance and progressive behavioral patterns.
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Hwang, Gwo-Jen, Hsu, Ting-Chia, Lai, Chiu-Lin, and Hsueh, Ching-Jung
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FOREIGN language education , *SCHOLARS , *STUDENTS' conduct of life , *EDUCATIONAL games , *ACADEMIC achievement - Abstract
Scholars have indicated the importance of considering anxiety in language learning. They have also pointed out the potential of integrating learning content into gaming contexts. However, few have explored in-depth the learning processes in game-based learning environments while also taking students' learning anxiety into account. To address this issue, a problem-based English listening game was developed, and 77 ninth graders took part in the study by playing the game. A quasi-experiment was conducted to evaluate students' learning achievement, learning motivation and English anxiety. In addition, progressive sequential analysis was employed to explore the learning behavioral patterns of students with different levels of English anxiety. According to the three learning phases, it was found that the gaming approach benefited the students' learning achievement and motivation. Moreover, the students with higher levels of English anxiety progressively performed more complex learning and gaming behaviors in the gaming context, and had better learning achievement than those with lower levels of anxiety. [ABSTRACT FROM AUTHOR]
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- 2017
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11. A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course.
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Lai, Chiu-Lin and Hwang, Gwo-Jen
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SELF regulation , *CLASSROOM environment , *FLIPPED classrooms , *ACADEMIC achievement , *MATHEMATICS education - Abstract
The flipped classroom is a well-recognized learning mode that enables effective practice and interactions among teachers and students in the class by switching the in-class instructional time and out-of-class practicing time. However, owing to their lack of self-regulated competence, most students might fail to browse and comprehend the instructional materials out of class by themselves. In this paper, a self-regulated flipped classroom approach is proposed to help students schedule their out-of-class time to effectively read and comprehend the learning content before class, such that they are capable of interacting with their peers and teachers in class for in-depth discussions. In order to evaluate the effectiveness of the proposed approach, a quasi-experimental design was employed in an elementary school Mathematics course. The experimental group students learned with the self-regulated flipped classroom approach, while the control group students learned with the conventional flipped classroom approach. The study was conducted using a quantitative approach. The instruments used were a performance test, and questionnaires of self-efficacy and self-regulation. The experimental results indicated that the post-test score of the experimental group was significantly higher than that of the control group. It was also found that the higher self-regulation students showed significantly different learning achievements when learning with different approaches, while there was no significant difference between lower self-regulation students with the different learning approaches. Moreover, the experimental group showed significantly higher self-efficacy than the control group. In addition, the learning log analysis results further showed that, conforming to the objective of the self-regulated strategy, the students would determine the goals for the next learning phase based on their current performance. To sum up, the findings of this study indicate that integrating the self-regulated strategy into flipped learning can improve students’ self-efficacy as well as their strategies of planning and using study time, and hence they can learn effectively and have better learning achievements. [ABSTRACT FROM AUTHOR]
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- 2016
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12. A prompt-based annotation approach to conducting mobile learning activities for architecture design courses.
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Sung, Han-Yu, Hwang, Gwo-Jen, Liu, Shih-Yu, and Chiu, I-hsu
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ARCHITECTURAL design education , *MOBILE learning , *EDUCATIONAL technology research , *TEACHING methods research , *ACADEMIC achievement research , *LEARNING - Abstract
Abstract: In this study, a prompt-based annotation approach is proposed for developing mobile learning systems for architecture design courses. To evaluate the effectiveness of the proposed approach, an experiment was conducted by assigning 56 freshmen randomly to an experimental group and a control group. The students in the experimental group adopted the mobile learning approach with a prompt-based annotation strategy, while those in the control group learned with the conventional in-field instruction and annotations. From the experimental results, it was found that the proposed prompt-based annotation strategy not only promoted the students' self-efficacy, but also improved their learning achievements. In the meantime, it is interesting to find that the experimental group students had medium cognitive load during the field trip, while the control group had rather low cognitive load. This implies that the prompt-based annotation approach engaged the students in mobile learning tasks with reasonable challenges and efforts. [Copyright &y& Elsevier]
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- 2014
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13. Effects of an integrated concept mapping and web-based problem-solving approach on students' learning achievements, perceptions and cognitive loads.
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Hwang, Gwo-Jen, Kuo, Fan-Ray, Chen, Nian-Shing, and Ho, Hsueh-Ju
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CONCEPT mapping , *PROBLEM solving , *ONLINE education , *ACADEMIC achievement , *LEARNING , *COGNITIVE ability , *COMPUTER network resources - Abstract
Although students could effectively search for web data with proper keywords and select web pages related to the studied core issue, however summarizing or organizing the retrieved information remains a difficult task for them. Concept mapping is known to be an effective knowledge construction tool for helping learners organize important concepts related to a core issue. To address the problem, an integrated concept mapping and web-based problem-solving environment, CM-Quest, has been developed; moreover, an experiment has been conducted to evaluate the effectiveness of the approach on students' learning performance, learning satisfaction and cognitive load in an elementary school social studies course. The results show that the concept map-integrated approach can significantly enhance the students' web-based problem-solving performance, although the students showed lower degrees of technology acceptance and learning satisfaction in comparison with the conventional web-based problem-solving approach. Moreover, it is found that the students in the concept mapping group revealed higher cognitive loads than those in the control group, which could be the factor contributing to the lower technology acceptance degree and learning satisfaction. As a consequence, it is concluded that the integrated concept mapping and web-based problem-solving approach is helpful to students in guiding them to learn in a more effective way. On the other hand, it remains an open issue to find a suitable way of integrating concept maps into the learning process without introducing too much extra cognitive load so as to promote students' acceptance degree of using technology for better learning. [Copyright &y& Elsevier]
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- 2014
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14. A concept map-embedded educational computer game for improving students' learning performance in natural science courses.
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Hwang, Gwo-Jen, Yang, Li-Hsueh, and Wang, Sheng-Yuan
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COMPUTERS in education , *EDUCATIONAL games , *CONCEPT mapping , *ACTIVITY programs in natural history education , *LEARNING assessment , *STUDENT attitudes - Abstract
Many recent studies have reported the benefits of educational computer games in promoting students' learning motivations. On the other hand, however, the effect of digital game-based learning in improving students' learning performance has been questioned. Several previous studies have reported that without properly integrating learning strategies into gaming scenarios, the effectiveness of educational computer games could be limited, or may be even worse than that of the conventional technology-enhanced learning approach. In this study, a concept map-embedded gaming approach is proposed for developing educational computer games by integrating concept mapping as part of the gaming scenarios to help students organize what they have learned during the game-based learning process. Moreover, a role-playing game has been developed for an elementary school natural science course based on the proposed approach. From the experimental results, it is found that the concept map-embedded gaming approach can significantly improve the students' learning achievement and decrease their cognitive load. Moreover, the students who learned with the proposed approach revealed a significantly higher degree of perceived usefulness than those who learned with the conventional game-based learning approach. [Copyright &y& Elsevier]
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- 2013
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15. A personalized recommendation-based mobile learning approach to improving the reading performance of EFL students
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Hsu, Ching-Kun, Hwang, Gwo-Jen, and Chang, Chih-Kai
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NOTETAKING , *MOBILE learning , *ENGLISH as a foreign language , *ANNOTATIONS , *ENGLISH literature education , *EDUCATIONAL technology , *COMPUTER software - Abstract
In this paper, a personalized recommendation-based mobile language learning approach is proposed. A mobile learning system has been developed based on the approach by providing a reading material recommendation mechanism for guiding EFL (English as Foreign Language) students to read articles that match their preferences and knowledge levels, and a reading annotation module that enables students to take notes of English vocabulary translations for the reading content in individual or shared annotation mode. To evaluate the effectiveness of the proposed approach, an experiment was conducted on a senior high school English course by assigning three classes of students to two experimental groups and a control group. One experimental group learned with the recommendation system with the individual annotation function, the other experimental group learned with the recommendation system with the shared annotation function, while the students in the control group learned with the individual annotation function, but without the recommendation system. The experimental results show that both experimental groups outperformed the control group, but there was no difference in learning outcome between the two experimental groups in terms of learning achievements. [Copyright &y& Elsevier]
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- 2013
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16. A cognitive component analysis approach for developing game-based spatial learning tools
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Hung, Pi-Hsia, Hwang, Gwo-Jen, Lee, Yueh-Hsun, and Su, I-Hsiang
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SPATIAL ability , *MATHEMATICAL ability , *PERFORMANCE tasks (Education) , *PROBLEM solving , *COGNITIVE analysis , *TEACHING methods , *MATHEMATICS education (Elementary) , *ACADEMIC achievement - Abstract
Spatial ability has been recognized as one of the most important factors affecting the mathematical performance of students. Previous studies on spatial learning have mainly focused on developing strategies to shorten the problem-solving time of learners for very specific learning tasks. Such an approach usually has limited effects on improving the mathematical performance of students. In this study, a cognitive analysis approach is proposed for developing spatial learning tools by taking game characteristics into consideration. Moreover, the validation of the cognitive components of the spatial sense test for constructing two different kinds of intervention is verified, and the effects of the interventions are compared. To evaluate the performance of the proposed approach, an experiment was conducted on the mathematics course of an elementary school. The experimental results show that the spatial learning tool promotes not only the learning achievement, but also the spatial sense of the students. [Copyright &y& Elsevier]
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- 2012
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17. A hybrid approach to promoting students’ web-based problem-solving competence and learning attitude
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Kuo, Fan-Ray, Hwang, Gwo-Jen, and Lee, Chun-Chia
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PROBLEM solving , *COGNITIVE apprenticeship , *COLLABORATIVE learning , *ONLINE education , *BLENDED learning , *CONVENTIONAL instruction , *COGNITIVE ability , *EFFECTIVE teaching - Abstract
Fostering problem-solving abilities has long been recognized as an important issue in education; however, past studies have shown that it is difficult and challenging to find effective learning strategies or tools for improving students’ problem-solving abilities. To cope with this problem, in this study, a hybrid approach that integrates the cognitive apprenticeship model with the collaborative learning strategy is proposed for conducting web-based problem-solving activities. Students’ problem-solving performance is examined in such a hybrid learning context. Furthermore, past studies indicate that cognitive load could affect learners’ performance; thus, the influence of cognitive load on students’ problem-solving effectiveness with this new approach is investigated in depth. The experimental results show that middle- and low-achievement students in the experimental group gained significant benefits from the hybrid approach in comparison with those who learned with the traditional approach. Accordingly, a discussion of how to accommodate the needs of different learning ability groups is provided. [Copyright &y& Elsevier]
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- 2012
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18. A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students
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Hwang, Gwo-Jen and Chang, Hsun-Fang
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MOBILE learning , *CURRICULUM planning , *FORMATIVE tests , *ACADEMIC achievement , *STUDENT attitudes , *TIME on task (Education) , *EDUCATION - Abstract
The advancement of mobile and wireless communication technologies has encouraged an increasing number of studies concerning mobile learning, in which students are able to learn via mobile devices without being limited by space and time; in particular, the students can be situated in a real-world scenario associated with the learning content. Although such an approach seems interesting to the students, researchers have emphasized the need for well-designed learning support in order to improve the students’ learning achievements. Therefore, it has become an important issue to develop methodologies or tools to assist the students to learn in a mobile learning environment. Based on this perspective, this study proposes a formative assessment-based approach for improving the learning achievements of students in a mobile learning environment. A mobile learning environment has been developed based on this approach, and an experiment on a local culture course has been conducted in southern Taiwan to evaluate its effectiveness. The experimental results show that the proposed approach not only promotes the students’ learning interest and attitude, but also improves their learning achievement. [Copyright &y& Elsevier]
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- 2011
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19. An auto-scoring mechanism for evaluating problem-solving ability in a web-based learning environment
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Chiou, Chuang-Kai, Hwang, Gwo-Jen, and Tseng, Judy C.R.
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EXPERT systems , *EVALUATION methodology , *LEARNING strategies , *TEACHING methods , *PROBLEM solving , *ONLINE education - Abstract
The rapid development of computer and network technologies has attracted researchers to investigate strategies for and the effects of applying information technologies in learning activities; simultaneously, learning environments have been developed to record the learning portfolios of students seeking web information for problem-solving. Although previous research has demonstrated the benefits of applying information technologies to learning activities, the difficulties in doing so have also been revealed. One of the major difficulties is the lack of a mechanism to assist teachers in evaluating the problem-solving ability of the students, such that constructive suggestions can be given to the students, and tutoring strategies can be improved accordingly. To cope with this problem, in this paper, an auto-scoring mechanism is developed to analyze the various information searching abilities of individual students. Indicators of information searching ability (ISA) are proposed based on the famous Big6 model and are adopted in our auto-scoring mechanism. Moreover, two experiments have been conducted to demonstrate the effectiveness of this innovative approach. The experimental results show high correlation between the scores of the auto-scoring mechanism and the manual scoring. Moreover, the feedbacks from 158 teachers also show that the innovative approach is highly accepted by the teachers. [Copyright &y& Elsevier]
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- 2009
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20. Effects of a concept mapping-based two-tier test strategy on students' digital game-based learning performances and behavioral patterns.
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Li, Feng-Ying, Hwang, Gwo-Jen, Chen, Pei-Ying, and Lin, Yu-Jung
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CONCEPT mapping , *ACADEMIC achievement , *COGNITIVE load , *CONCEPT learning , *LEARNING strategies , *DIGITAL learning - Abstract
This study explored the effects of a Concept Mapping-based Two-tier Test Gaming (CM-TTG) approach on learning achievement. Specifically, the two-tier test was employed as a learning diagnosis tool, and concept maps were utilized as the learning strategies to improve the students' learning achievement. To investigate the effectiveness of the proposed approach, a quasi-experimental design was applied to compare the learning achievement, learning motivation, flow experience, and cognitive loads of ninth-grade students using the CM-TTG approach and those using the conventional two-tier test-based gaming approach; moreover, the behavioral patterns of the experimental group and the control group using the different approaches as well as low- and high-achievers in the CM-TTG were analyzed as well. The results of the study showed that the concept-mapping strategy used with the two-tier test digital game-based learning could significantly improve the students' learning achievement. There were no significant differences in the learning motivation, flow experience, or cognitive loads of the two groups. Besides, the average scores of the two groups' learning motivation and flow experience were above 3.0, and those of their cognitive load ratings were below 3.0. It is inferred that the CM-TTG approach did not have a significant impact on the students' cognitive load, learning motivation, or flow experience. However, an examination of the participants' learning behavior patterns in the experimental group revealed that there were distinct differences between high-achieving and low-achieving students, as the former would actively build connections between concept maps and learning tasks to help them achieve the learning goals, while the low-achieving students would feel lost in the game without enforced instructions. Finally, through interviews, we analyzed and synthesized key factors impacting the students' learning achievements with the CM-TTG approach to serve as a reference for future research. [Display omitted] • A Concept Mapping-based Two-tier Test Gaming approach was proposed. • A quasi-experimental design was applied to examine ninth-grade students. • Students' learning motivation, flow experience, and cognitive loads were probed. • The proposed approach significantly improved the students' learning achievement. • The students' learning behavior patterns were analyzed and compared. [ABSTRACT FROM AUTHOR]
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- 2021
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21. Facilitating critical thinking in decision making-based professional training: An online interactive peer-review approach in a flipped learning context.
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Lin, Hui-Chen, Hwang, Gwo-Jen, Chang, Shao-Chen, and Hsu, Yaw-Don
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CRITICAL thinking , *INTERACTIVE learning , *STUDENT health , *ONLINE education , *ACADEMIC achievement - Abstract
Designing activities for learners to deal with problems and cultivate their higher order thinking is critical in professional training. Peer review is to allow a group of learners with similar abilities and knowledge background to promote their higher order thinking and reflective thinking through mutual observation and comments. However, in the conventional peer-review approach, the interaction between assessors and assessees is one-way. That is, assessors cannot receive any responses from assessees, so they have no opportunity to reflect on their comments. The online interactive peer-review approach aims to enable assessees to express their points of view and to allow assessors to understand whether their ratings and comments are accurate or helpful to assessees. During the interaction, both assessors and assessees have the opportunity for reflection, which then promotes the quality of ratings and comments and facilitates their learning effectiveness and critical thinking. The present study developed an online interactive peer-review system and applied it to the health assessment learning course for nurse practitioners (NP). An experiment was designed to explore the effects of different online peer-review approaches on NP students' learning achievement and higher order thinking. Also, the study recorded the students' peer-review content and analyzed its effects on the quality of their peer review. The experimental group adopted the online interactive peer-review approach, while the control group adopted the conventional online peer-review approach in a flipped learning context. The results indicated that integrating the online interactive peer-review learning approach could not only strengthen the NP students' knowledge and clinical skills, but could also significantly improve their critical thinking tendency and reflective thinking. Moreover, based on the analytic findings of the peer-review content, students using the online interactive peer-review approach were better able to significantly address more specific suggestions to assist their peers in improving their health assessment performance than those using the conventional online peer-review approach. • An online interactive peer-review approach was proposed. • The approach aimed to promote students' performance in decision-making tasks. • An experiment was conducted in a health assessment skills training course. • The approach improved the performance of students' health assessment skills. • The approach improved the students' reflection and peer-assessment quality. [ABSTRACT FROM AUTHOR]
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- 2021
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22. Effects of a social regulation-based online learning framework on students' learning achievements and behaviors in mathematics.
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Hwang, Gwo-Jen, Wang, Sheng-Yuan, and Lai, Chiu-Lin
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ONLINE education , *CONTROL groups , *SOCIAL learning , *SELF-regulated learning , *GOAL (Psychology) , *WORD problems (Mathematics) - Abstract
Most university degrees often require students to demonstrate proficiency in mathematics, which is the basic requirement in many fields, such as science, engineering, or technology. Mathematical knowledge is so common as to be essential in higher education. Although mathematical skills are crucial to the success of study in many domains, a large number of students are not willing to study related courses. Anxiety and pressure triggered by previous failures in mathematic learning are considered as the reason. The online learning environment provides students with opportunities to exchange opinions with others and facilitate their self-regulated learning. Scholars believe that the learning performances of students can be enhanced if they make reference to other students' learning strategies during the study process. The practice of making references to other students' learning strategies and mutually monitoring each other during the study process is called social regulation. The study efficiency of social regulation in learning mathematics will need to be verified. This study has adopted a social regulation-based online learning approach for assisting students in achieving learning goals with peers' power. At the same time, this study conducted an experiment with an experimental group and a control group. The social regulation-based online learning approach was used by the experimental group while the conventional self-regulated learning approach was used by the control group. According to the results, the social regulation-based online learning approach enhances students' learning achievements and learning motivations in mathematics. Based on the results of the sequential pattern analysis for investigating the online learning behaviors of the two groups of students, students who use the social regulation-based online learning approach have more positive online learning behaviors, such as reading the supplementary materials regarding the wrongly answered questions and revising the notes. On the contrary, students who use the conventional self-regulated learning approach only pay attention to the results of tests and feedback provided by their teacher. They seldom have behaviors of looking at the supplementary materials, adding or deleting notes. With the above verification, the developed system of this study not only enhances students' learning performances, but also guides them to have more meaningful learning behaviors in mathematics. • A social regulation-based online learning approach is proposed. • An experiment was conducted to evaluated the performance of the learning approach. • The approach has been applied to a high school math course. • The approach improved the students' learning achievement and learning motivation. • The approach stimulated students to have more positive learning behaviors. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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23. Facilitating EFL students' English grammar learning performance and behaviors: A contextual gaming approach.
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Lin, Chi-Jen, Hwang, Gwo-Jen, Fu, Qing-Ke, and Cao, Ya-Han
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ENGLISH grammar , *CONTEXTUAL learning , *MOBILE learning , *COLLEGE freshmen , *ENGLISH as a foreign language , *INTERACTIVE learning - Abstract
The educational value of digital game-based language learning has aroused attention in the English language teaching field. Among all language-specific skills, grammar is seldom addressed in game-based language learning, despite the fact that learning grammar is one of the challenging tasks for English as a Foreign Language (EFL) students. Learners often lack the motivation and enthusiasm to learn and pursue goals for using target grammar in authentic contexts relevant to their lives. The contextual gaming approach could therefore be a potential strategy to provide a springboard for practice and personalization. Thus, to inspire learners and to provide a meaningful English learning context, a contextual game-based learning approach was proposed and presented to an EFL grammar course for first-year college students in a northern Taiwanese university. The treatment was conducted to evaluate the effectiveness and game learning behaviors of the proposed learning approach by situating the experimental group in a contextual game-based learning approach, while the control group learned with a conventional technology-assisted English learning approach. The results revealed that the experimental group's contextual error rate was significantly lower than that of the control group. Analysis of their game learning behaviors further showed differences in the high- and low-achievers' behavior patterns according to Halliday's functions of language development. Some guiding strategies are suggested for low-achievers in future game-based English grammar instruction and research. • A contextual game-based learning approach was proposed. • The experimental group' contextual grammar error rate was significantly decreased. • High-achievers usually tried to collect and apply information to resolve problems. • Low-achievers usually tended to use surface-layer strategies. • Several suggestions for this line of research are proposed. [ABSTRACT FROM AUTHOR]
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- 2020
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24. From design to reflection: Effects of peer-scoring and comments on students' behavioral patterns and learning outcomes in musical theater performance.
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Chen, I-Ching, Hwang, Gwo-Jen, Lai, Chiu-Lin, and Wang, Wei-Chun
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PSYCHOLOGICAL feedback , *MUSICAL theater , *MUSICAL performance , *PEER review of students , *BEHAVIORAL assessment , *MUSICAL intervals & scales - Abstract
Peer assessment has been regarded as an effective strategy that encourages students to compare and make reflections by reviewing peers' work. Many studies have indicated that students' learning performance improved as a result of integrating the peer assessment mode. Some researchers have been interested in what students do and what they say during peer assessment, and others have also been concerned about the correlation between the qualitative content and students' learning performance. The aim of this study was to investigate students' peer assessment behaviors, and the relationship between their behaviors and their learning performance. Therefore, an online peer assessment learning platform was developed and integrated into a musical theater course in a university in Taiwan. There were three peer assessment modes, namely peer scoring, peer commenting, and peer scoring and commenting. Three classes of students each used one of the three different peer assessment modes. The experimental results showed that the students who learned with the peer scoring and commenting mode improved their musical theater performance; in addition, they provided more critical feedback and performed more behaviors of reading the rubrics, watching example videos, watching peers' work, and reading peers' feedback. Students who learned with the peer scoring mode performed more repeated behaviors of evaluating peers' works, but few behaviors related to viewing others' comments or reading the rubrics were found. Lastly, the students who learned with the peer commenting mode did not perform better compared with those who learned with the other two modes. However, their learning motivation was the highest, and they performed more behaviors of viewing peers' feedback and peers' works. This indicates that the students who learned with the peer commenting mode focused more on the feedback provided by their peers. To sum up, the integrated peer assessment mode that guided students to score and provide comments was an effective learning approach that improved their musical theater skills and led them to perform more complex behaviors than the other two peer assessment modes (i.e., peer scoring or peer commenting). The major contribution of the present study is to perceive peer assessment from the perspectives of both performance and behaviors. Moreover, the findings can be generalized to other courses that engage students in similar forms of assessment where they are viewing videos of each other's practical performance. • An online peer assessment platform was developed for a musical theater course. • The students' learning performance and peer assessment behaviors were investigated. • The peer scoring and commenting mode can improve students' musical theater skills. • Students who learned with peer scoring and commenting performed complex behaviors. • Students who learned with peer scoring and commenting gave more critical feedback. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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25. Effects of a multi-level concept mapping-based question-posing approach on students' ubiquitous learning performance and perceptions.
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Hwang, Gwo-Jen, Zou, Di, and Lin, Jiang
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CONCEPT mapping , *LEARNING , *COGNITIVE load , *KNOWLEDGE representation (Information theory) , *SENSORY perception , *LEARNING strategies - Abstract
The literature indicates that the use of mobile devices, wireless communication and sensing techniques can enhance students' learning in authentic environments and improve their learning effectiveness. Good learning strategy guides are essential for successful inquiry learning, and the question-posing strategy has been acknowledged as a type of high-level cognitive strategy that plays an important role in facilitating students' knowledge integration in the inquiry learning process. However, question posing seems challenging for many students and may lead to heavy cognitive load when appropriate scaffolding is not available. To solve this problem, the present research imported a concept mapping knowledge representation model as an auxiliary strategy for question-posing activities based on the research finding that visual knowledge representations are conducive to high-order thinking. It also developed a ubiquitous learning system which integrated multilevel concept mapping and question-posing strategy guidance to investigate the application effects of this learning model. A quasi-experimental design was applied, and an experiment was conducted to measure 5th graders' learning of a plant unit of the natural science curriculum. Students in the experimental group learned with the proposed ubiquitous learning system based on the multilevel concept mapping and question-posing approach, while those in the control group learned with the ubiquitous learning system based on the question-posing approach. The results showed that the students in the experimental group significantly outperformed those in the control group from the perspectives of learning achievement and question-posing performance, but no significance was found in their cognitive load, meta-cognitive awareness, and science learning strategies. • The concept mapping-based question-posing approach promotes effective learning. • The concept mapping-based question-posing approach lowers cognitive load. • The concept mapping-based question-posing approach motivates learning. • Scaffolding question posing with concept mapping increases question-posing quality. [ABSTRACT FROM AUTHOR]
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- 2020
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26. Impacts of a mind mapping-based contextual gaming approach on EFL students' writing performance, learning perceptions and generative uses in an English course.
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Fu, Qing-Ke, Lin, Chi-Jen, Hwang, Gwo-Jen, and Zhang, Lixin
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CONTEXTUAL learning , *SENSORY perception , *MIND & body , *SCHOOL schedules , *INTERACTIVE learning , *MOLECULAR biology - Abstract
To situate students in authentic English learning and practicing contexts so as to facilitate their writing performance, in this study, a mind mapping-based contextual gaming approach was proposed. A quasi-experiment was implemented by recruiting two English tourism classes of students from a university of science and technology in northern Taiwan. One class was scheduled to learn with the proposed approach, and the other was arranged to learn with the conventional contextual gaming approach. The students' writing performance, learning perceptions and generative uses were measured to evaluate the effectiveness of the proposed approach. It was found that, compared to the control group students; the experimental group students who learned with the proposed learning approach had better writing performance in the aspects of fluency and elaboration with a small effect size. Additionally, it was found that most students considered the game to be beneficial and interesting, and they were in favor of the mind mapping strategy. Moreover, it was also found that the proposed learning approach is more likely to help students produce positive thoughts and feelings, generate diverse ideas, create a sense of exoticism and express actions or intent of actions. Finally, the limitations of the study and some suggestions for improvement of this proposed gaming learning environment and approaches are provided. • A mind mapping-based contextual gaming approach was proposed. • An experiment was conducted to evaluate the performance of the proposed approach. • The approach has been applied to an English tourism course. • The approach improved the students' writing performance and language use. • Some suggestions for improvement of this proposed approach are provided. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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27. A scoping review of research on digital game-based language learning.
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Hung, Hsiu-Ting, Yang, Jie Chi, Hwang, Gwo-Jen, Chu, Hui-Chun, and Wang, Chun-Chieh
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EDUCATIONAL technology , *FOREIGN language education , *COLLEGE students , *LANGUAGE acquisition , *PSYCHOLOGICAL tests - Abstract
The continuing attention to the educational value of digital games highlights the need for more focused literature reviews in order to identify critical gaps and opportunities in domain-specific areas. The current study thus set out to provide a scoping overview of empirical evidence on the use and impacts of digital games in language education from 2007 to 2016, as a means to advance the emerging research on digital game-based language learning (DGBLL). A total of 50 selected studies were systematically analyzed, revealing the following findings: (1) Most of the selected DGBLL studies adopted mixed methods to examine the educational use of digital games; (2) Immersive games, notably massively multiplayer online role-playing games, were the most common genre in the current DGBLL literature; (3) Most of the games for language learning were custom-built by DGBLL researchers; (4) Personal computers were the most common platforms for playing games to support language learning; (5) Most of the DGBLL studies adopted games to facilitate the learning of English as a second or foreign language; (6) Most of the research on DGBLL investigated learners with mixed levels of language proficiency; (7) University students were the most frequently selected samples in the existing DGBLL literature; and (8) The majority of DGBLL studies featured positive outcomes in regard to student learning, with the most frequently reported ones being related to affective or psychological states, closely followed by language acquisition. Taken as a whole, these findings reflect the diverse nature of this field and suggest the overall feasibility of using digital games for promoting the language and literacy learning of both native and non-native speakers in various aspects. Several promising but under-researched areas were also identified in this review, along with discussions on their implications for future investigations. [ABSTRACT FROM AUTHOR]
- Published
- 2018
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28. Trends and research issues of mobile learning studies in nursing education: A review of academic publications from 1971 to 2016.
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Chang, Ching-Yi, Lai, Chiu-Lin, and Hwang, Gwo-Jen
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NURSING education , *MOBILE learning , *EDUCATION periodicals , *PERIODICAL publishing , *EDUCATION policy - Abstract
In the past decades, the issues related to mobile learning have been widely discussed around the globe; however, the development and trends of applying mobile technologies in nursing education still lack systematic analysis. In this study, a meta review of the studies published in academic journals from 1971 to 2016 was conducted to analyze the application domains, subjects, adopted learning strategies, investigated research issues and findings of mobile technology-supported nursing education. From the review results, it was found that the use of mobile technologies in nursing education and training have made great progress in the past decades. In addition to the changes in mobile technologies and the increasing number of mobile learning studies in nursing education, the subjects and research issues have also become more diverse in recent years. It was also found that mobile learning has mainly been applied to the training of basic nursing concepts and skills as well as to long-term care and obstetrics and gynecology, while few or even no studies are related to other nursing education domains. In addition, several widely adopted mobile learning strategies, such as inquiry-based learning, contextual mobile learning, snychronous sharing, Mindtools, project-based learning and peer assessment, have seldom been adopted in mobile nursing education. This also reflects the fact that most of these studies focused on skills training and basic knowledge comprehension, while few were conducted in the domains aimed at fostering learners' higher order thinking competences, such as problem solving or critical thinking. On the other hand, it was found that the number of studies using an experimental design has increased in recent years; moreover, most studies reported the learners’ cognitive performance and perceptions, while their learning behaviors were seldom analyzed. Accordingly, the research trends and potential research issues of mobile nursing education are proposed as a reference for researchers, instructors and policy makers. [ABSTRACT FROM AUTHOR]
- Published
- 2018
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29. Developing multi-dimensional evaluation criteria for English learning websites with university students and professors
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Liu, Gi-Zen, Liu, Zih-Hui, and Hwang, Gwo-Jen
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ENGLISH language education , *ONLINE education , *COMPUTER assisted English language instruction , *DISTANCE education , *INTERNET in education , *EDUCATIONAL evaluation - Abstract
Many English learning websites have been developed worldwide, but little research has been conducted concerning the development of comprehensive evaluation criteria. The main purpose of this study is thus to construct a multi-dimensional set of criteria to help learners and teachers evaluate the quality of English learning websites. These evaluation guidelines are based on web usability, learning materials, functionality of assisting language learning, technology integration, and learner preferences. In order to achieve this goal, the researchers used a rigorous four-phase procedure and utilized both qualitative and quantitative research methods with university students and professors in Design-based Research to construct and refine the evaluation criteria in 2008–2009. Fifty-eight evaluation criteria were refined and finalized. In addition, to cope with the difficulties in applying the derived criteria and explaining what the results indicate, this study presents a practical application by evaluating an English learning website. [Copyright &y& Elsevier]
- Published
- 2011
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