Exploring the effects of integrating self-explanation into a multi-user game on the acquisition of scientific concepts     

Chung-Yuan Hsu  Chin-Chung Tsai  Hung-Yuan Wang 《Interactive Learning Environments》2016,24(4):844-858

The purpose of this study was to examine the impacts of embedding collaboration into a game with a self-explanation design for supporting the acquisition of light and shadow concepts. The participants were 184 fourth graders who were randomly assigned to three conditions: a solitary mode of the game with self-explanation, a collaborative mode with self-explanation, or the control condition of a single-user game without integrating self-explanation. Students' conceptual understanding was measured through an immediate posttest and a retention test with a three-week delay. Further, students' engagement in answering the prompts was also investigated. The findings showed that having students collaboratively play science-based games with a self-explanation design embedded was not sufficient to help them learn the science concepts. Rather, it was the level of engagement in responding to the self-explanation prompts that mattered.  相似文献   

The Role of Computer Simulation in an Inquiry-Based Learning Environment: Reconstructing Geological Events as Geologists     

Li-Fen Lin  Ying-Shao Hsu  Yi-Fen Yeh 《Journal of Science Education and Technology》2012,21(3):370-383

Several researchers have investigated the effects of computer simulations on students’ learning. However, few have focused on how simulations with authentic contexts influences students’ inquiry skills. Therefore, for the purposes of this study, we developed a computer simulation (FossilSim) embedded in an authentic inquiry lesson. FossilSim integrated data from real field investigations with geological laws for identifying the sequence of geological events. Data were collected from two experiments to examine ninth graders’ abilities for reconstructing a sequence of geological events with the aid of FossilSim. The sample groups in Experiments 1 and 2 were 58 and 11 ninth graders, respectively. The results indicated that the authentic inquiry lesson promoted the development of students’ inquiry skills. In addition, FossilSim played a key role in engaging students to apply geological laws, make multi-scale observations, and clarify their ideas about geological time.  相似文献   

Undergraduates’ intentions to take examinations for professional certification: examinations of four competing models     

Pi-Yueh Cheng  Ping-Kun Hsu  Wen-Bin Chiou 《Asia Pacific Education Review》2012,13(4):691-700

Previous research on professional certification has primarily focused on graduate certificates in intensive care nursing, writing certificates for practitioners, maintenance of certification in radiation oncology, and the certification of teachers and surgeons. Research on certification in the domain of business and management from an attitudinal?Cbehavioral approach has been lacking. Social psychological theories provide potentially useful tools for explaining how attitudes, intentions, and behaviors are changed. The current study compared four intention-based models??the theory of planned behavior, the theory of self-regulation (TSR), the revised TSR (in which desire is a partial mediator), and the other revised TSR (in which desire is a full mediator)??in terms of their ability to predict the intentions of business and management students to obtain certification in their fields. Participants were drawn from the southern, middle, and northern areas of Taiwan. A structural equation model applied to a sample of 273 undergraduates demonstrated that attitudes, subjective norms, perceived behavioral controls, desires, intentions, and behaviors were associated with certification in business and management domains. The explanatory power of the revised TSR in which desire was a full mediator was superior to that of the competing models. Implications and future directions are discussed.  相似文献   

Empowering educators with Google's Android App Inventor: An online workshop in mobile app design     

Yu‐Chang Hsu  Kerry Rice  Lisa Dawley 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(1):E1-E5

  相似文献   

Mobile computer‐supported collaborative learning: A review of experimental research     

Yu‐Chang Hsu  Yu‐Hui Ching 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):E111-E114

  相似文献   

Integrating a mobile augmented reality activity to contextualize student learning of a socioscientific issue     

Hsin‐Yi Chang  Hsin‐Kai Wu  Ying‐Shao Hsu 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(3):E95-E99

  相似文献   

An Example Implementation of Schank’s Goal-Based Scenarios     

Chung-Yuan Hsu  David Richard Moore 《TechTrends》2010,54(1):58-61

The Goal-based Scenario method is a design model for applying simulations to instruction. This portfolio item describes an implementation of Goal-based Scenarios for the teaching of statistics. The application demonstrates how simulations can be contextualized and how they can allow learners to engage in legitimate inquiry in the pursuit of their instructional goals.  相似文献   

Understanding creative cultural divergence: a Bakhtinian reflection from a culture-crossing scholar     

Pei-Ling Hsu 《Cultural Studies of Science Education》2012,7(1):103-110

I respond to Baron and Chen’s article on creative cultural divergence, which they describe as the novel pedagogy of diverging from culturally generated educational expectations. Their article provides an analysis on how an experienced Taiwanese teacher drew on different forms of creative cultural divergence to facilitate students’ critical thinking and science inquiry. To better understand the phenomenon of creative cultural divergence, I draw on Bakhtin’s concepts of outsideness, novelization, and internally persuasive discourse to analyze how these divergences are produced. These concepts not only help us to understand the phenomenon of creative cultural divergence, they also help me to reflect on my own culture-crossing experience. The implications of these concepts for culture and education are further discussed.  相似文献   

Output-feedback binary adaptive control of MIMO systems using monitoring function     

Renato Borba Teixeira  Tiago Roux Oliveira  Ramon Romankevicius Costa  Liu Hsu 《Journal of The Franklin Institute》2021,358(3):1715-1742

The problem of adaptive control design for multivariable linear time-invariant plants with unknown control direction is considered. A solution is proposed based on the SDU factorization of the high frequency gain matrix (HFG) and the monitoring function approach. The adaptation scheme is the binary model reference adaptive control (BMRAC) which utilizes parameter projection and sufficiently high adaptation gains. The signs of the leading principal minors of the HFG define the control directions, and the lack of knowledge of which is a major challenge in the multivariable framework. The role of the monitoring function is to monitor the output error transient and then provide the necessary changes of the adaptation gain signs to guarantee a stable adaptive control. In addition to proving the signal boundedness of the resulting closed-loop system, the output tracking error is shown to be asymptotically as well as exponentially practically stable, i.e., exponentially stable with respect to a small residual compact set of size inversely proportional to the BMRAC adaptation gain. The latter implies good transient properties of the output tracking error in contrast to conventional adaptive laws which only guarantee asymptotic stability but can lead to extremely slow error convergence. The extension of the proposed approach to matched disturbances is also briefly discussed following the classical paradigm of disturbance estimators. Numerical results with a visual servoing application illustrate the efficiency of the proposed method.  相似文献   

Fusing and refreshing the memory: Conserving a Chinese lacquered Buddhist sculpture in London,UK     

Hsinhui Hsu  Dean Sully 《文物保护研究》2014,59(5):S234-S235

  相似文献