The effects of social supports on changes in students’ perceived instrumentality of schoolwork for future goal attainment     

Jongho Shin  Eunjin Seo  Hyeyoung Hwang 《教育心理学》2016,36(5):1024-1043

Research on perceived instrumentality of students’ academic work for attaining life goals has shown to have positive effects on academic achievement and motivation The purpose of the study was to examine the changes in perceived instrumentality over time and to identify how significant others such as parents, teachers and peers affect changes in perceived instrumentality. The variables of gender, prior achievement levels, academic pressure and socioeconomic status, which had significant influences on perceived instrumentality according to previous research, were used as control variables. Longitudinal data were collected for four years of 6908 students and analysed using the Growth Curve Modelling technique. Parents’ and teachers’ academic expectations and their career guidance, and social support from peers were used as predictors for changes in perceived instrumentality. Our results revealed that perceived instrumentality increased over time but in a decelerated pattern. In addition, parents and peers had significant influences on perceived instrumentality and its change, but teachers did not. The results suggest that support from parents and peers helps students to understand and internalise why they have to study hard in school to achieve their future long-term life goals.  相似文献   

The learning analytics of model-based learning facilitated by a problem-solving simulation game     

Cai-Ting Wen  Chia-Jung Chang  Ming-Hua Chang  Shih-Hsun Fan Chiang  Chen-Chung Liu  Fu-Kwun Hwang  Chin-Chung Tsai 《Instructional Science》2018,46(6):847-867

This study investigated students’ modeling progress and strategies in a problem-solving simulation game through content analysis, and through supervised and unsupervised lag sequential analysis (LSA). Multiple data sources, including self-report models and activity logs, were collected from 25 senior high school students. The results of the content analysis found that the problem-solving simulation game helped most of the students to reflectively play with the science problem and build a workable model to solve it. By using the supervised LSA, it was found that the students who successful solved the game frequently linked the game contexts with the physics terminologies, while those who did not solve the problem simply relied on the intuitive knowledge provided in the reference materials. Furthermore, the unsupervised LSA identified four activity patterns that were not noticed in the supervised LSA: the fragmented, reference material centered, reference material aided modeling, and modeling centered patterns. Each pattern has certain associations with certain problem-solving outcomes. The results of this study also shed light on the use of different analytics techniques. While the supervised LSA is particularly helpful for depicting a contrast of activity patterns between two specific student groups, the unsupervised LSA is able to identify hidden significant patterns which were not clearly distinguished in the pre-defined student groups. Researchers may find these analytics techniques useful for analyzing students’ learning processes.  相似文献   

Facilitating knowledge construction in mobile learning contexts: A bi-directional peer-assessment approach     

Gwo-Jen Hwang  Shao-Chen Chang 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):337-357

With the advancements in technology networks, mobile learning has been extensively applied in teaching contexts, enabling closer interaction between students and authentic environments. Previous studies have indicated that, when learning in real-world contexts, students need to interact with real learning targets and peers as well as the digital learning content; thus, effective learning strategies or tools are generally required for helping them organize knowledge and for promoting peer interactions. As a result, the present study developed a bi-directional peer-assessment-based concept mapping system, which not only engages students in assessing peers’ concept maps, but also encourages them to evaluate or respond to peers’ ratings and comments. To explore the effectiveness of this learning system, the study conducted an experiment in elementary science classes. A total of 101 fifth graders from four classes were recruited to participate in the study. Two classes were assigned to the experimental group and two to the control group. The experimental group adopted the bi-directional peer-assessment approach, while the control group adopted the conventional peer assessment approach for concept mapping. The results reveal that the bi-directional peer-assessment-based concept mapping system can not only increase students’ learning achievement and the completeness of their concept mapping, but can also enhance their critical thinking tendency and the feedback quality of their peer assessment.  相似文献   

An embedded packet train and adaptive FEC scheme for effective video adaptation over wireless broadband networks     

HUANG Chih-wei  HWANG Jenq-neng 《浙江大学学报(A卷英文版)》2006,7(5):811-818

INTRODUCTION With the emergence of wireless technology, various multimedia services, e.g., audio and/or video, are reaching us today through portable devices any- time, anywhere and even more increasingly accessi- ble in the near future. High quality video streaming over wireless IP is one of the most attractive applica- tions by ongoing deployment of wireless local area network (WLAN) hotspots and even powerful Wi- MAX mobile coverage. However, the present Internet is not providing a…  相似文献   

Exploring the effects of project-based learning in secondary mathematics education     

Vicki-Lynn Holmes  Yooyeun Hwang 《The Journal of educational research》2016,109(5):449-463

This mixed-method, longitudinal study investigated the benefits of project-based learning (PBL) on secondary-mathematics students' academic skill development and motivated strategies for learning (i.e., cognitive, social, and motivational). The focus of this study was academic skill development (algebra- and geometry-assessment scores) and other factors related to secondary mathematics learning, with comparable traditional high schoolers serving as the control group. In addition, the relationship between PBL and racially/ethnically and economically diverse secondary students was investigated. Results showed that at-risk and minority students benefited greatly from PBL in learning mathematics. The academic performance gap was present, but its width diminished significantly. Compared to their public school counterparts, PBL students were more intrinsically motivated, showed significantly higher critical thinking skills, and appreciated peer learning. Impact of socioeconomic status on the PBL approach needs further investigation.  相似文献   

Academic vocabulary and reading comprehension: exploring the relationships across measures of vocabulary knowledge     

Lawrence  Joshua Fahey  Hagen  Aste Mjelve  Hwang  Jin Kyoung  Lin  Grace  Lervåg  Arne 《Reading and writing》2019,32(2):285-306

Reading and Writing - This study examined the relationship between knowledge of academic vocabulary and reading comprehension in data contributed by 5855 middle school students. Each student...  相似文献   

Trends in the research design and application of mobile language learning: a review of 2007–2016 publications in selected SSCI journals     

Gwo-Jen Hwang 《Interactive Learning Environments》2019,27(4):567-581

This study reviewed the mobile technology-assisted language learning studies published from 2007 to 2016 in selected journals. Several critical issues were investigated, such as research methods, research issues, language and learner types, and learning outcomes. It was found that English as a foreign/second language was the most common target language; few studies have been conducted on native language learning. Early studies mainly focused on fostering learners’ individual language skills, while in the recent 5 years, researchers started to consider the issue of delivering multiple language skills in authentic learning environments. In addition, an increasing number of studies have involved mixed methods and longer treatment periods. Moreover, the effectiveness of mobile learning in terms of speaking, writing, vocabulary, and pronunciation was generally identified by most of the studies. On the other hand, more evidence is needed to further confirm its impacts on listening, reading, grammar, and integrated/whole language learning. Finally, some suggestions are provided to researchers or practitioners to facilitate their future work.  相似文献   

Postural tremor and control of the upper limb in air pistol shooters   总被引：2，自引：1，他引：1  

Tang WT  Zhang WY  Huang CC  Young MS  Hwang IS 《Journal of sports sciences》2008,26(14):1579-1587

A postural tremor appears whenever someone attempts to maintain a steady position against gravity. We examined the postural tremor that occurred while air pistol shooters were taking aim so as to compare the coordinative control of the shooters and to identify the features critical to successful shooting. Ten elite and ten pre-elite athletes participated in pistol shooting at 10 m, and the postural tremors in the pistol and upper limb were recorded with lightweight accelerometers. Exploratory analysis showed that the elite shooters had smaller tremor amplitudes than the pre-elite shooters in the pistol and distal arm segments. Compared with the pre-elite shooters, the elite shooters had a smaller tremor amplitude in the lateral direction relative to that in the vertical direction, together with weaker tremor coupling in the lateral direction and stronger vertical coupling of the pistol-hand complex. The resulting shot performance was inversely related to the amplitude of the tremor and to the 8-12 Hz spectral peak of the lateral tremor in the pistol-hand complex. We conclude that the postural tremors of air pistol shooters are associated with the skill of the shooters, and that the elite shooters could optimize the control of the pistol-hand complex, which strongly determined success in shooting.  相似文献   

Narrative Inquiry for Science Education: Teachers’ repertoire‐making in the case of environmental curriculum     

Seyoung Hwang 《International Journal of Science Education》2013,35(6):797-816

This paper considers how the school science curriculum can be conceptualised in order to address the contingent and complex nature of environmental and sustainability‐related knowledge and understanding. A special concern lies in the development of research perspectives and tools for investigating ways, in which teachers are faced with complex and various situations in the sense‐making of science‐related issues, and subsequent pedagogic issues. Based on an empirical examination of Korean teachers’ sense‐making of their curricular practice, the paper develops a narrative approach to teachers’ perspectives and knowledge by considering the value of stories as sense‐making tools for reflective questioning of what is worth teaching, how and why. By employing the idea of ‘repertoire’, the study regards teachers’ stories about their environment‐related personal and teaching experiences as offering angles with which to understand teachers’ motivation and reflection in curricular development and implementation. Furthermore, three empirical cases present ways in which the nature of knowledge and understanding is recognised and potentially integrated into pedagogies through teachers’ narratives. Finally, the paper argues for the need to reconsider the role of the science teacher in addressing environmental and sustainability‐related issues, in ways that facilitate teachers’ reflexive interpretation of meanings in cultural texts and the construction of pedagogic text.  相似文献   

A knowledge engineering approach to developing educational computer games for improving students' differentiating knowledge     

Gwo‐Jen Hwang  Han‐Yu Sung  Chun‐Ming Hung  Li‐Hsueh Yang  Iwen Huang 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(2):183-196

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