A kinect-based motion-sensing game therapy to foster the learning of children with sensory integration dysfunction     

Tsung-Yen Chuang  Ming-Shiou Kuo  Ping-Lin Fan  Yen-Wei Hsu 《Educational technology research and development : ETR & D》2017,65(3):699-717

Sensory integration dysfunction (SID, also known as sensory processing disorder, SPD) is a condition that exists when a person’s multisensory integration fails to process and respond adequately to the demands of the environment. Children with SID (CwSID) are also learners with disabilities with regard to responding adequately to the demands made by a learning environment, and usually have performance difficulties in one or more areas of life, such as productivity, leisure and play, or activities of daily living, and this can reduce their learning motivation. This study tries to develop a motion-sensing digital game-based SID therapy to help such children become more engaged in physical training, with the hope that by improving their bodily-kinesthetic intelligence these children can be more confident of facing various learning challenges, like those associated with social participation. This research applied the Microsoft Kinect system and a specially designed motion-sensing game related to SID, and used interviews to collect responses from the children and their parents. The Chinese version of the sensory profile and clinical observation were applied to evaluate the effects of the therapy, and the triangulation method applied in the data analysis reveals the improvements of all participants in eight clinical observation items. The results imply that our approach was able to increase the learning motivation and actions of the CwSID who participated in this study, with better results than those obtained in our earlier work, which used the Nintendo Wii device and its commercially available games.  相似文献   

Integrating Asian Clients’ Filial Piety Beliefs into Solution-Focused Brief Therapy     

Wei-Su Hsu  Chiachih D. C. Wang 《International journal for the advancement of counseling》2011,33(4):322-334

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Celebrating science education from people for people: a tribute to Wolff-Michael Roth     

Yew-Jin Lee  Diego M. Ardenghi  Gholam-Reza Emad  Pei-Ling Hsu  Bruno de Oliveira Jayme  Mijung Kim  Michiel van Eijck  Jean Fran?ois Maheux  Lilian Pozzer-Ardenghi  Giuliano Reis 《Cultural Studies of Science Education》2010,5(4):787-805

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From a Sense of Stereotypically Foreign to Belonging in a Science Community: Ways of Experiential Descriptions About High School Students’ Science Internship     

Pei-Ling Hsu  Wolff-Michael Roth 《Research in Science Education》2010,40(3):291-311

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Variable‐Length Computerized Adaptive Testing Using the Higher Order DINA Model          下载免费PDF全文

Chia‐Ling Hsu  Wen‐Chung Wang 《Journal of Educational Measurement》2015,52(2):125-143

Cognitive diagnosis models provide profile information about a set of latent binary attributes, whereas item response models yield a summary report on a latent continuous trait. To utilize the advantages of both models, higher order cognitive diagnosis models were developed in which information about both latent binary attributes and latent continuous traits is available. To facilitate the utility of cognitive diagnosis models, corresponding computerized adaptive testing (CAT) algorithms were developed. Most of them adopt the fixed‐length rule to terminate CAT and are limited to ordinary cognitive diagnosis models. In this study, the higher order deterministic‐input, noisy‐and‐gate (DINA) model was used as an example, and three criteria based on the minimum‐precision termination rule were implemented: one for the latent class, one for the latent trait, and the other for both. The simulation results demonstrated that all of the termination criteria were successful when items were selected according to the Kullback‐Leibler information and the posterior‐weighted Kullback‐Leibler information, and the minimum‐precision rule outperformed the fixed‐length rule with a similar test length in recovering the latent attributes and the latent trait.  相似文献   

Benchmarking U.S. university patent value and commercialization efforts: A new approach     

David H. Hsu  Po-Hsuan Hsu  Tong Zhou  Arvids A. Ziedonis 《Research Policy》2021,50(1):104076

Despite the economic significance of patented university research, it is difficult to measure the economic value of academic patented inventions and observe the extent to which universities are able to capture such value through patent licensing. Moving beyond assessing commercialization performance by simple statistics, we propose a new approach to benchmarking university patents and commercialization performance based on comparative corporate patent value. Our procedure involves matching university patents to patents with similar patent characteristics granted to public corporations, then estimating the “potential value” of these university patents by stock market reactions to grants of the matched corporate patents. These estimated values of university patents can significantly explain the technology-level income from licensing by a leading US research university and the annual licensing income of the member universities of the Association of University Technology Managers’ (AUTM). We find that AUTM universities realize an average of 16% of the estimated value of matched corporate patents. We also investigate correlates of university‐level potential patent value and suggest avenues for future research.  相似文献   

DEVELOPMENT AND VALIDATION OF A TAIWANESE COMMUNICATION PROGRESSION IN SCIENCE EDUCATION     

Hsin  Ming-Chin  Chien  Sung-pei  Hsu  Yin-Shao  Lin  Chen-Yung  Yore  Larry D. 《International Journal of Science and Mathematics Education》2014,14(1):125-143

Common core standards, interdisciplinary education, and discipline-specific literacy are common international education reforms. The constructive–interpretative language arts pairs (speaking–listening, writing–reading, representing–viewing) and the communication, construction, and persuasion functions of language are central in these movements. This research developed and validated a communication progression in science education for elementary–secondary schooling in Taiwan. The framework for the communication progression was based on relevant literature, international curricula, and focus-group deliberations; it consisted of three dimensions: presentation, reaction, and negotiation. Delphi deliberations with questionnaires were applied to experts to evaluate the theoretical considerations and to experienced science teachers to evaluate the practical considerations. Results confirmed the importance of communications in science learning and the developmental nature of communications across elementary, middle, and secondary schools and validated the proposed framework and progression. The communication progression has application to other international education systems as they address common core standards and curricula in language and science.

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Enhancing concept comprehension in a web-based course using a framework integrating the learning cycle with variation theory     

Chih-Chao Hsu  Tzone-I Wang 《Asia Pacific Education Review》2014,15(2):211-222

Concept comprehension is an important foundation for more complex thoughts. To enhance concept comprehension, teachers of traditional classrooms have been using instructional strategies and specific course designs, which have been proven effective. It initiates a hypothesis that integrating instructional strategies in the course designs of an e-learning system would improve the effectiveness of concept comprehension. The purpose of this study is to propose a framework that integrates the learning cycle with variation theory in the course design of a web-based e-learning system to prove the hypothesis. A pretest and posttest quasi-experimental design is employed to test whether the framework is feasible. Two types of web-based courses are designed for the experiments: a course designed according to a science textbook and another course designed using the framework. The participants in this study were 120 fifth-grade students in Taiwan. The results of the experiments show that the average scores of the experimental group, using the course designed with the framework, are significantly higher than that of the control group, using the course designed without any instructional strategy, on comprehension of course concepts. This confirms that the coherent, explicit and systematic framework is feasible for designing web-based e-learning courses for effectively enhancing concept comprehension as well as the evidence to prove the hypothesis.  相似文献   

Strategies for Implementing Computer Testing Packages in Classrooms     

Tse-chi Hsu 《Educational Measurement》1990,9(2):2-2

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Software notes     

Fang-Ming Hsu  Paul Jen-Hwa Hu  Hsinchun Chen 《Archives and Museum Informatics》1995,9(3):336-337

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