A motivational model-based virtual reality approach to prompting learners' sense of presence,learning achievements,and higher-order thinking in professional safety training     

Gwo-Jen Hwang  Chun-Chun Chang  Shu-Yun Chien 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1343-1360

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A question,observation, and organisation-based SVVR approach to enhancing students' presentation performance,classroom engagement,and technology acceptance in a cultural course     

Shu-Yun Chien  Gwo-Jen Hwang 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(2):229-247

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Film scenes in interdisciplinary education: teaching the Internet of Things*     

Young-mee Hwang  Kwang-sun Kim  Tami Im 《Educational Media International》2017,54(2):83-98

The Internet of Things (IoT) is gaining importance in education owing to its rapid development. This study addresses the importance of interdisciplinary education between technology and the humanities. The use of films as a teaching resource is suitable for interdisciplinary education because films represent creative forecasts and predictions on future human society, helping the public realize what could occur in the future. By utilizing films in instruction, students can be trained to understand the three key functions of IoT and acquire the ability to develop creative applications of IoT. An IoT teaching model using the films Minority Report (2002), Big Hero 6 (2014), Iron Man 3 (2013), Her (2013), and Transcendence (2014), all of which depict various applications of IoT that could be helpful in the teaching of the functions and concepts of IoT, is suggested; an interdisciplinary class is carried out for 15 weeks following the model. The effectiveness of the class is measured using quantitative analysis, qualitative analysis, and reflection journals. The findings show that students developed interdisciplinary capacity through education using films.  相似文献   

Investigation of Learning Behaviors and Achievement of Vocational High School Students Using an Ubiquitous Physics Tablet PC App     

Siska Wati Dewi Purba  Wu-Yuin Hwang 《Journal of Science Education and Technology》2017,26(3):322-331

In this study, we designed and developed an app called Ubiquitous-Physics (U-Physics) for mobile devices like tablet PC or smart phones to help students learn the principles behind a simple pendulum in Physics. The unique characteristic of U-Physics is the use of sensors on mobile devices to collect acceleration and velocity data during pendulum swings. The data collected are transformed to facilitate students’ understanding of the pendulum time period. U-Physics helped students understand the effects of pendulum mass, length, and angle in relation to its time period. In addition, U-Physics was equipped with an annotation function such as textual annotation to help students interpret and understand the concepts and phenomena of the simple pendulum. U-Physics also generated graphs automatically to demonstrate the time period during which the pendulum was swinging. Results showed a significant positive correlation between interpreting graphs and applying formula. This finding indicated that the ability to interpret graphs has an important role in scientific learning. Therefore, we strongly recommend that physics teachers use graphs to enrich students’ information content and understanding and negative correlation between pair coherence and interpreting graphs. It may be that most of the participants (vocational high school students) have limited skill or confidence in physics problem solving; so, they often seek help from teachers or their high-achieving peers. In addition, the findings also indicated that U-Physics can enhance students’ achievement during a 3-week time period. We hope that this app can be globally used to learn physics in the future.  相似文献   

Parameter identification of a class of time-varying systems via orthogonal shifted legendre polynomials     

Chyi Hwang  Tong-Yi Guo 《Journal of The Franklin Institute》1984,318(1):56-69

A method of using orthogonal shifted Legendre polynomials for identifying the parameters of a process whose behaviour can be modelled by a linear differential equation with time-varying coefficients in the form of finite-order polynomials is presented. It is based on the repeated integration of the differential equation and the representations of $\text{∫}\text{0}\text{t}$s(τ) dτ = Ps(t) and ts(t) = Rs(t), where P and R are constant matrices and s(t) is a shifted Legendre vector whose elements are shifted Legendre polynomials. The differential input-output equation is converted into a set of overdetermined linear algebraic equations for a least squares solution. The results of simulation studies are included to illustrate the applicability of the method.  相似文献   

A combined time and frequency domain method for model reduction of discrete systems     

Chyi Hwang  Yen-Ping Shih  Ruey-Yinn Hwang 《Journal of The Franklin Institute》1981,311(6):391-402

A new combined time and frequency domain method for the model reduction of discrete systems in z-transfer function is presented. First, the z-transfer functions are transformed into the w-domain by the bilinear transformation, z = (1+w)/(1?w). Then, four model reduction methods—Routh approximation, Hurwitz polynomial approxima- tion, stability equation, and retaining dominant poles—are used respectively to reduce the order of the denominator polynomials in the w-domain. Least squares estimate is then used to find the optimal coefficients in the numerator polynomials of the reduced models so that the unit step response errors are reduced to a minimum. The advantages of the proposed method are that both frequency domain and time domain characteristics of the original systems can be preserved in the reduced models, and the reduced models are always stable provided the original models are stable.  相似文献   

A concept map approach to developing collaborative Mindtools for context‐aware ubiquitous learning     

Gwo‐Jen Hwang  Yen‐Ru Shi  Hui‐Chun Chu 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):778-789

Recent advances in mobile and wireless communication technologies have enabled various new learning approaches which situate students in environments that combine real‐world and digital‐world learning resources; moreover, students are allowed to share knowledge or experiences with others during the learning process. Although such an approach seems to be promising and innovative, researchers have indicated several problems when applying it to practical applications, in particular, the lack of proper strategies or tools to assist the students to learn collaboratively in such a learning scenario with abundant content. Students might feel interested when using the mobile devices to learn; however, without proper assistance or guidance, their learning achievements are usually disappointing. To cope with this problem, this study proposes a concept map‐oriented Mindtool for collaborative ubiquitous learning. Experimental results from a natural science course in an elementary school show that this approach not only enhances learning motivation but also improves the learning achievements of the students.  相似文献   

Effects of reviewing annotations and homework solutions on math learning achievement     

Wu‐Yuin Hwang  Nian‐Shing Chen  Rustam Shadiev  Jin‐Sing Li 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):1016-1028

Previous studies have demonstrated that making annotations can be a meaningful and useful learning method that promote metacognition and enhance learning achievement. A web‐based annotation system, Virtual Pen (VPEN), which provides for the creation and review of annotations and homework solutions, has been developed to foster learning process among students. In order to explore the effects of reviewing annotations and homework solutions on learning achievement, a quasi‐experiment was conducted with VPEN in a math class over a period of 4 months. It was found that reviewing own text annotations has a significant influence on learning achievement; while on the contrary, reviewing peers' text annotations has no significant influence on learning achievement. Our results show that students gain more from reviewing their own annotations than from reviewing the annotations made by peers, a contrast which reveals that annotations hold additional meaning for their creators. Further investigation revealed that only the quantity of text annotations among all other variables can significantly predict students' learning achievement. This finding may suggest that text annotations play more important roles to learning achievement than other variables, like homework. The reason is because text annotations are created by learners actively on voluntary base whereas homework is usually assigned by the teachers. Based on our findings, we suggest that teachers may consider incorporating learning activities that can foster metacognitive development into the learning process, like making annotations, solving homework and reviewing them, whereas peer learning should be encouraged only for reviewing the homework solutions of their peers with good learning achievement.  相似文献   

Impact of gender and prior knowledge on learning performance and motivation in a digital game-based learning biology course     

Yeo  Jun-Hui  Cho  I.-Hsuan  Hwang  Gwo-Haur  Yang  Hsi-Hsun 《Educational technology research and development : ETR & D》2022,70(3):989-1008

Educational technology research and development - Gender and prior knowledge may affect students' performance and motivation when simulations and games are used for learning. Accommodations...  相似文献   

Impacts of an AI-based chabot on college students’ after-class review,academic performance,self-efficacy,learning attitude,and motivation     

Lee  Yen-Fen  Hwang  Gwo-Jen  Chen  Pei-Ying 《Educational technology research and development : ETR & D》2022,70(5):1843-1865

Educational technology research and development - Review strategies after learning new knowledge are essential for students to consolidate the key points, understand the subject content, analyze...  相似文献