教師著作

Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/37077

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Author: search.filters.author.Cho, C. W.

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Now showing 1 - 6 of 6
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    Passenger Search Problem and Solutions for Ride Sharing
    (2009-11-28) Chen, H. H.; Wu, Y. H.; Cho, C. W.; Chang, C. Y.
    Ride sharing is a way of energy saving and carbon footmark reduction. The current systems or websites still depend on manual ways to couple drivers with passengers. They do not make good use of prevailing map information to well organize the temporal and spatial information in user routes. The paper proposes a payment scheme that encourages people to join the carpool and provides a goal for coupling drivers with passengers. We define and research into the passenger search problem and propose an efficient method that can find good results based on the characteristic between passengers’ routes and the driver’s payments. We also design a method that guarantees to find the optimal solution. Experiment results show that our method can improve the efficiency in computation and make a tradeoff between the quality of answer and the execution time. Our result will help the construction of a more automatic carpool system.
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    Leveraging educational pathway to bridge in-school and out-of-school science learning: A comparison of different instructional designs
    (Lithuania:Scientia Socialis, 2012-09-01) Chang, C. Y.; Hagmann, J. G.; Chien, Y. T.; Cho, C. W.
    A short look on any science center or science museum website reveals that significant amounts of online educational resources have been developed in recent years. However, how can the non-formal online learning resources of science centers/museums support learning activities inside schools? This study leverages the educational pathway of energy resources, designed by the European Open Science Resources project and the Deutsches Museum, to develop in-school learning activities. This research explores the impact of different instructional approaches incorporating the educational pathway, including the Self-Guided Educational Pathway (SGEP) and Teacher-Guided Educational Pathway (TGEP), on Taiwanese high-school students’ science learning outcomes. The results indicate that the TGEP approach provides students significantly higher knowledge gains than the SGEP approach. Moreover, the TGEP approach significantly maintained students’ positive attitudes toward science learning, museum learning, and online museum learning than did the SGEP approach. The results are discussed in terms of both pedagogical designs and the social culture of Eastern Asia.
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    The searching effectiveness of social tagging in museum websites
    (International Forum of Educational Technology and Society, 2012-10-01) Cho, C. W.; Yeh, T. K.; Cheng, S. W.; Chang, C. Y.
    This paper explores the search effectiveness of social tagging which allows the public to freely tag resources, denoted as keywords, with any words as well as to share personal opinions on those resources. Social tagging potentially helps users to organize, manage, and retrieve resources. Efficient retrieval can help users put more of their focus on studying the resources rather than the retrieval process. This study was an investigation into the relations between social tags and user queries. Our findings were summarized into 4 main points: 1) 85% of the surveyed users agreed that social tags assisted them in searching for resources; 2) Over 40% of user queries searches, found their resources via the matching of social tags; 3) Social tags matched over 70% of user queries; 4) 14% of the social tags for a resource did not appear in the context of the resource. The experimental results demonstrated that social tags can improve users' efficiency in searching for resources.
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    Exploring the impact of prior knowledge and appropriate feedback on students' perceived cognitive load and learning outcomes: Animation based earthquakes instruction
    (Taylor & Francis (Routledge), 2012-01-01) Yeh, T. K.; Tseng K. Y.; Cho, C. W.; Barufaldi, J. P.; Lin, M. H.; Chang, C. Y.
    The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction; the report involved the assessment of prior knowledge and the appropriate feedback approach, for the purpose of reducing perceived cognitive load and improving learning. The curriculum was comprised of five subunits designed to teach the ‘Principles of Earthquakes.’ Each subunit consisted of three modules: evaluation of prior knowledge with/without in-time feedback; animation-based instruction; and evaluation of learning outcomes with feedback. The 153 participants consisted of 10th grade high-school students. Seventy-eight students participated in the animation-based instruction, involving assessment of prior knowledge and appropriate feedback mechanism (APA group). A total of 75 students participated in animation-based learning that did not take into account their prior knowledge (ANPA group). The effectiveness of the instruction was then evaluated by using a Science Conception Test (SCT), a self-rating cognitive load questionnaire (CLQ), as well as a structured interview. The results indicated that: (1) Students' perceived cognitive load was reduced effectively through improving their prior knowledge by providing appropriate feedback. (2) When students perceived lower levels of cognitive load, they showed better learning outcome. The result of this study revealed that students of the APA group showed better performance than those of the ANPA group in an open-ended question. Furthermore, students' perceived cognitive load was negatively associated with their learning outcomes.
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    A social tagging system for online learning objects
    (American Scientific Publishers, 2011-11-01) Cho, C. W.; Yeh, T. K.; Cheng, S. W.; Chang, C. Y.
    This paper introduces a social tagging platform, where social tagging allows the public to freely tag online resources, denoted as keywords, with any words as well as to share personal opinions on those resources. Social tagging potentially helps users to organize, manage, and retrieve learning resources, which can be regarded as a new kind of metadata. In this paper, we propose a social tagging platform, building on an online depository containing about 4000 learning resources. Specifically, in our system, users are encouraged to collaboratively mark miss-tagging or similar tags, such that the learning objects can be more easily described and more readily searched out. By adopting social tagging tools, the depository can be efficiently and effectively employed by large communities.