教師著作
Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/37077
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Item Cloud Clickers: A cross-platform instant response system to increase classroom participation(2013-07-14) Chien, Y. T.; Li, T. Y.; Chang, C. Y.Item For whom is the use of animations better than static graphics to present science test questions(2013-09-07) Chien, Y. T.; Lo, W. S.; Chang, C. Y.Item Initiating a new model to prepare teachers in Mobile‐AssisteD‐teaching (MAD‐teaching)(2012-12-15) Chang, C. Y.; Chien, Y. T.; Lin, M. C.; Chang, Y. H.; Chen, C. L.Item Gender differences in earth science achievement testing: Does visualization modality matter?(2012-11-30) Chien, Y. T.; Wu, H. C.; Chang, C. Y.Item Exploring the feasibility of the MAGDAIRE model to assist pre-service science teachers in learning technology integration(2011-07-02) Chien, Y. T.; Chang, C. Y.Item An animation-based approach to clarify the meanings of questions in a technology-enhanced science learning environment preference questinnaire(2012-03-28) Chien, Y. T.; Chang, C. Y.Based on our previous work on investigating students’ preferences towards science learning environments, we found that students encountered great difficulties in understanding the meaning of questions which described how educational technologies would be used in a classroom setting. Therefore, this study used animations as visual aids to assist students in clarifying the meanings of questions in a technology-enhanced science learning environment preference questionnaire. The purpose of this study was to explore the impact of animation-based items on students’ responses and its association with students’ visual images. The results revealed that students’ responses to the Animation-Based Questionnaire (ABQ) were significantly different from their responses to the Text-Based Questionnaire (TBQ). Moreover, we found that the vividness of students’ visual images is a significant predictor in explaining the students’ response changes between ABQ and TBQ (p = .005). It suggests that the clearer the students’ visual images stimulated from the description of a survey question in TBQ, the more likely the students will change their responses more prominently to that question on ABQ. This finding confirms that students interpret a survey question not only based the verbal representations they form from the question descriptions but also visual images. The questionnaire design should more cautiously take this individual difference into accountItem Minimizing the extraneous cognitive load in learning: Integrating interactive functions into instructional animation(2010-06-15) Chien, Y. T.; Chang, C. Y.Item Leveraging on interactive animation to facilitate student science-process skill learning(2011-04-06) Chien, Y. T.; Chang, C. Y.In this study, a set of computer-based multimedia were designed to assist students in learning topographic measuring. Twenty-seven students were randomly assigned to different multimedia groups, including Static Graphics (SG), Simple Learner-Pacing Animation (SLPA), and Full Learner-Pacing Animation (FLPA). The interactive design of FLPA allowed learners to physically manipulate the virtual measuring mechanism, rather than passively observe dynamic or static images. The results of a one-way ANOVA analysis on students’ self-report cognitive load ratings, practical performance scores, and instructional time-spans revealed that there were statistically significant differences along with large effect sizes of cognitive load ratings and performance levels (f = 0.69 and f = 0.76, respectively) between groups, but there was no significant difference in instructional time-spans between groups (p = 0.637). The post-hoc tests indicated that FLPA imposed less cognitive load on students than did SG (p = 0.007), and FLPA fostered better learning outcomes than both SLPA and SG (p = 0.004 and p = 0.05, respectively). Overall, the media format of FLPA had the best efficiency for facilitating learning. It suggested that the interactive design of FLPA could serve as the aid to ease students’ cognitive load on constructing visual representations.Item The use of a gesture-based for teaching multiple intelligences: A pilot study(Wiley, 2013-09-01) Lin, M. C.; Tutwiler, M. S.; Chien, Y. T.; Chiang, C. Y.; Chang, C. Y.Item Tracking learners' visual attention during a multimedia presentation in a real classroom(Elsevier, 2013-03-01) Yang, F. Y.; Chang, C. Y.; Jien, W. R.; Chien, Y. T.; Tseng, Y. H.The purpose of the study was to investigate university learners' visual attention during a PowerPoint (PPT) presentation on the topic of “Dinosaurs” in a real classroom. The presentation, which lasted for about 12–15 min, consisted of 12 slides with various text and graphic formats. An instructor gave the presentation to 21students whose eye movements were recorded by the eye tracking system. Participants came from various science departments in a national university in Taiwan, of which ten were earth-science majors (ES) and the other 11 were assigned to the non-earth-science group (NES). Eye movement indicators, such as total time spent on the interest zone, fixation count, total fixation duration, percent time spent in zone, etc., were abstracted to indicate their visual attention. One-way ANOVA as well as t-test analysis was applied to find the associations between the eye movement data and the students' background as well as different formats of PPT slides. The results showed that the students attended significantly more to the text zones on the PPT slides and the narrations delivered by the instruction. Nevertheless, the average fixation duration, indicating the average information processing time, was longer on the picture zones. In general, the ES students displayed higher visual attention than the NES students to the text zones, but few differences were found for the picture zones. When the students viewed those slides containing scientific hypotheses, the difference in attention distributions between the text and pictures reduced. Further analyses of fixation densities and saccade paths showed that the ES students were better at information decoding and integration.