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Item Use of hierarchical hyper concept map in web-based courses(2001-11-15) Sung, Y. T.; Chiou, S. K.; Chang, K. E.Item Teachers' reflection and learning in digital teaching portfolios: An empirical evaluation(2004-04-16) Sung, Y. T.; Chang, K. E.; Chang, T. H.Item The effect of concept mapping to enhance text comprehension and summarizing abilities: A scaffold-fading approach(2000-04-28) Sung, Y. T.; Chen, I. D.; Chang, K. E.Item Design of web-based instructional design environment and the examination of its effects(2001-11-15) Sung, Y. T.; Hou, H. T.; Chang, K. E.Item CASTLE: A tutoring system with multiple strategies for reading comprehension(2002-12-11) Sung, Y. T.; Huang, J. S.; Chang, K. E.Item What makes collaborative early EFL reading effective? A mobile device-supported peer-assisted learning system(University of Hawaii Press, 2007-10-01) Lan, R. J.; Sung, Y. T.; Chang, K. E.Collaborative learning methods which emphasize peer interaction have been widely applied to increase the intensity and effectiveness of EFL reading programs. However, simply grouping students heterogeneously and assigning them group goals does not guarantee that effective collaborative learning will ensue. The present research includes two studies. In Study One, the weaknesses of collaborative learning in a traditional EFL setting were observed. Then, in Study Two, a mobile-device-supported peer-assisted learning (MPAL) system was developed for the purpose of addressing the identified weaknesses. Two classes of twenty-six third grade students participated in the present research to examine the unique contribution of MPAL to collaborative EFL reading activities. The collaborative behavior of elementary EFL learners was videotaped and analyzed. Detailed analysis of the videotaped behavior indicated that MPAL helped improve collaboration in elementary school level EFL learners and promotes their reading motivation.Item Evaluation of the feasibility of online readability application(2012-11-15) Tseng, H. C.; Chang, T. H.; Sung, Y. T.Readability refers to the extent to which a text can be understood. Reading materials of high readability can facilitate reading comprehension, learning, and information retention. With the development of Cloud computing, it has become important to assess the readability of online texts. However, previous readability research focuses only on the accuracy of text classification but fails to comprehensively take into account the formulae accuracy, time complexity, and feature diversity. Currently readability formulae used in evaluating online documents are time-consuming and low in accuracy. Therefore, to enhance the online utilization of readability formulae, we propose a standardized framework for evaluating the feasibility of online readability formulae, based on the three major factors: (a) user waiting time, (b) text classification accuracy, and (c) feature diversity. We also verified the feasibility of this framework by comparing several readability models under such framework.Item The Construction of Readability Formula for Chinese Text Using SVM: the Preliminary Study(2012-05-01) Chen, J. L.; Tseng,H. C; Cha,J. H.; Chang, T. H.; Sung, Y. T.Item Learning multiplication through computer-assisted activities(ELSEVIER, 2008-09-01) Chang, K. E.; Sung, Y. T.; Lin, S. Y.; Y. L. Chen; L. H. HuangThis study develops and implements a computer-assisted learning (CAL) program with both multiplicative facts practices and the instruction of meaning behind these facts. The effectiveness of CAL on the development of multiplication abilities is also explored. Eight CAL activities are developed to teach multiplication to second grade elementary school students. The CAL program is comprised of three stages of instruction that addressed in succession the basic concept of multiplication, the meaning and properties of multiplication and multiplication-related computation skills. Evaluation of the effects of the learning activities reveals that CAL activities are effective in improving comprehension of the concept of multiplication and the meaning and properties of multiplication for students who have lower prior knowledge of multiplication, but it does not significantly improve the development of multiplication-related computation skills. Nevertheless, CAL activities facilitate overall learning of multiplication.Item Learning optical concepts through simulations with different supports(2005-04-06) Sung, Y. T.; Chang, K. E.; Lin, H. Y.