Improving learning achievements,motivations and problem-solving skills through a peer assessment-based game development approach     

Gwo-Jen Hwang  Chun-Ming Hung  Nian-Shing Chen 《Educational technology research and development : ETR & D》2014,62(2):129-145

In this study, a peer assessment-based game development approach is proposed for improving students’ learning achievements, motivations and problem-solving skills. An experiment has been conducted to evaluate the effectiveness of the proposed approach in a science course at an elementary school. A total of 167 sixth graders participated in the experiment, 82 of whom were assigned to the experimental group and learned with the peer assessment-based game development approach, while 85 students were in the control group and learned with the conventional game development approach. From the empirical results, it was found that the proposed approach could effectively promote students’ learning achievement, learning motivation, problem-solving skills, as well as their perceptions of the use of educational computer games. Moreover, it was found from the open-ended questions that most of the students perceived peer assessment-based game development as an effective learning strategy that helped them improve their deep learning status in terms of “in-depth thinking,” “creativity,” and “motivation.”  相似文献   

Learning as Existential Engagement With/In Place: Departing from Vandenberg and the Reams     

Ruyu Hung 《Educational Philosophy and Theory》2013,45(10):1130-1142

This article takes Vandenberg’s critique of Ream and Ream’s view on the Deweyan learning environment as a departing point to explore the educational meaning of place. The divergence between Vandenberg and the Reams reminds us that the place is not merely a physical site for learners to be located in but also a horizon to be engaged with. Vandenberg and the Reams provide readers with inspirational understandings of Dewey in different aspects. Yet they both seem to give little attention to the point implied in Dewey’s view that learning is a process of existential—embodied and affective—engaging with the place. Drawing on the philosophy of Merleau-Ponty, this article aims to retrieve and to highlight the significance of existential engagement of place as an element in the Deweyan process of learning.  相似文献   

Expanding “within context” to “across contexts” learning: a case study of informal and formal activities     

Mi Song Kim  Wei Loong David Hung  Azilawati Bte Jamaludin  Seo Hong Lim 《Interactive Learning Environments》2013,21(6):704-720

Learning happens not only in schools, but also in every context that affords new experiences and opportunities for metacognition. We aim to maximize the different activity-milieux in which learners are engaged in developing their life-long learning dispositions to learn within and across contexts. This paper is a follow up of an earlier published paper in which a framework on interpreting learning as how the self interacts with phenomena and reifications was proposed. Grounded in this learning framework, our research seeks to expand the “within context” learning to “across contexts” learning with evidence from a case study examining a 10-year-old boy's learning process. Through the case study, we will describe the interplay between bowling and schooling and how strategies learned from one context is situated into another drawing upon Ito et al.'s (2010 Ito, M., Baumer, S., Bittanti, M, boyd, d., Cody, R., Herr-Stephenson, B., Horst, … Pascoe, C.J., Perkel, D., Robinson, L., Sims, C., Tripp, L. (2010). Hanging out, messing around, and geeking out: Kids living and learning with new media. Cambridge, MA: MIT Press [Google Scholar]) developmental trajectory of “hanging out-messing around-geeking out” perspectives. The findings show that for learning to be meaningful and authentic for the twenty-first century, it is essential for the learner(s) to be in constant dialectical interactions and relationship with oneself, others, and with the social-cultural artifacts that afford the learning. We conclude with practical implications derived from the study.  相似文献   

Finding two dimensions in MMPI‐2 depression     

Chih‐Hung Chang 《Structural equation modeling》2013,20(1):41-49

This study examined the underlying structure of the Depression scale of the revised Minnesota Multiphasic Personality Inventory using dichotomous Rasch model and factor analysis. Rasch methodology was used to identify and restructure the Depression scale, and factor analysis was used to confirm the structure established by the Rasch model. The item calibration and factor analysis were carried out on the full sample of 2,600 normative subjects. The results revealed that the Depression scale did not consist of one homogeneous set of items, even though the scale was developed to measure one dimension of depression. Rasch analysis, as well as factor analysis, recognized two distinct content‐homogeneous subscales, here labeled mental depression and physical depression. The Rasch methodology provided a basis for a better understanding of the underlying structure and furnished a useful solution to the scale refinement.  相似文献   

The impact of peer competition and collaboration on gamified learning performance in educational settings: a Meta-analytical study     

Ho  Jana Chi-San  Hung  Yu-Sheng  Kwan  Letty Y.-Y. 《Education and Information Technologies》2022,27(3):3833-3866

Education and Information Technologies - This study is a meta-analytical study that examines the effectiveness of gamification in learning performance in educational settings (n = 29;...  相似文献   

Problem-based learning in teacher education     

Min-Ling Hung  Chia-Wen Tsai 《高等教育研究与发展》2020,39(5):1070-1072

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Economic Essentials of Online Publishing with Associated Trends and Patterns     

Jay Hung 《Publishing Research Quarterly》2010,26(2):79-95

This article takes a look at the common types of revenues and expenses prevalent in the online publishing world, and examines the economic trends and contrasts of upstart entities vs. larger, more established organizations. Through the use of examples and case studies, we surface information that is useful in managing for economic value.  相似文献   

一体化虚拟学习环境的应用研究     

张媛  乔鸿 《新世纪图书馆》2010,(1):69-70,5

虽然目前国内虚拟学习环境和数字图书馆发展迅速,但在综合运用两种资源上还有很大发展空间。论文讨论了一体化虚拟学习环境的应用,重点探讨了一体化虚拟学习环境的应用要求和应用效果。最后提出了将来有待完善的问题。  相似文献   

The social practice of learning: a craft for the 21st century     

David Hung  Pak Tee Ng  Thiam Seng Koh  Seo Hong Lim 《Asia Pacific Education Review》2009,10(2):205-214

This article argues that the social practice of learning (SPL), involving life-long learning, meta-learning, deep reflection, and dialogue in a community, should be the distinguishing knowledge base of schools in the twenty-first century. This article also analyses the strategies and challenges of the recent education reforms in Singapore through the lens of an SPL education paradigm. Although the Singapore government has done much to train teachers, trim syllabi and introduce new ways of teaching and learning, such as project work, the real challenge is to go beyond the provision of structural changes to the substance of the epistemological reform.  相似文献   

Learning in 3-D multiuser virtual environments: Exploring the use of unique 3-D attributes for online problem-based learning   总被引：1，自引：0，他引：1  

Nicholas Omale  Wei-Chen Hung  Lara Luetkehans  Jessamine Cooke-Plagwitz 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(3):480-495

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