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There are no salient word spaces in Mandarin Chinese. Thus, it is unclear whether word spacing information differentially affects the reading speed of children with and without reading difficulties (RD). In the present study, native Chinese-speaking children of differential reading abilities were tested with Chinese text in un-spaced versus spaced versions at different time points during training. The results indicated that spaced texts slow down reading speeds in children without RD. In contrast, spaced texts improved reading speeds in children with reading difficulties after some training took place. These findings suggest that the effect of word spacing information on Chinese reading might vary as a function of individual differences in reading abilities. We argue that children with RD can accommodate to the spaced text better than children without RD and that they can take advantage of using bottom-up spacing information to segment and recognize words in text. 相似文献
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The rise of software as a research object is mirrored by increasing interests in quantitative studies of scientific software. However, inconsistent citation practices have led most existing studies of this type to base their analysis of software impact on software name mentions, as identified in full-text publications. Despite its limitations, citation data exists in much greater quantities and covers a broader array of scientific fields than full-text data, and thus can support investigations with much wider scope. This paper aims to analyze the extent to which citation data can be used to reconstruct the impact of software. Specifically, we identify the variety of citable objects related to the lme4 R package and examine how the package’s impact is dispersed across these objects. Our results shed light on a little-discussed challenge of using citation data to measure software impact: even within the category of formal citation, the same software object might be cited in different forms. We consider the implications of this challenge and propose a method to reconstruct the impact of lme4 through its citations nonetheless. 相似文献
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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
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In traditional teacher-centered mathematics instruction, students might show low learning motivation owing to the lack of applied contexts. Game-based learning has been recognized as a potential approach to addressing this issue; however, without proper alignment between the gaming and math-applied contexts, the benefits of game-based learning could be limited. Therefore, this study aims to develop a microworld-based educational game, which provides simulated contexts encouraging students to explore, discover, and solve practical problems using the mathematics knowledge gained in the class. A quasi-experimental design was implemented in the learning activity of the “Speedy World” unit in an elementary school mathematics course to examine the effectiveness of the proposed approach. A total of 107 sixth graders participated in the experiment. The experimental results showed that the students who learned with the microworld-based gaming approach had better learning achievement and motivation in the mathematics course than those who learned with the conventional technology-enhanced learning approach. In addition, the students also showed that they highly accepted the microworld-based game for learning mathematics. The findings of this study provide good evidence for the importance and necessity of associating authentic applied contexts with gaming contexts in developing computer educational games for mathematics. 相似文献
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Gwo-Jen Hwang Shao-Chen Chang Pei-Ying Chen Xiang-Ya Chen 《Educational technology research and development : ETR & D》2018,66(2):451-474
Engaging students in real-world learning contexts has been identified by educators as being an important way of helping them learn to apply what they have learned from textbooks to practical problems. The advancements in mobile and image-processing technologies have enabled students to access learning resources and receive learning guidance in real-world contexts. However, when interacting with such a rich information environment that contains real-world and virtual-world learning resources, students might feel confused and frustrated owing to the lack of appropriate instructional design. Therefore, in this study, an image recognition-based mobile learning system with an active learning-promoting mechanism was developed for supporting field trips for local culture courses. An experiment was executed to examine the effects of the proposed approach on students’ learning achievement, learning motivation, and local culture identity. Moreover, the students’ learning behavioral patterns were probed. The experimental results showed that the proposed approach not only improved the students’ learning achievements as well as their learning motivation and local culture identity, but the students who learned with the proposed approach also demonstrated more active behavioral patterns than those who learned without the active learning-promoting mechanism. Based on the findings of this study, some recommendations for those who plan to develop effective learning strategies for conducting AR-based mobile learning activities are proposed. 相似文献
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Pei-Ying Huang Tao Hua Ouyang Shan L. Pan Tzu-Chuan Chou 《International Journal of Information Management》2012
Operational agility has increasingly become essential for survival and prosperity for contemporary organizations. Given its significant role in a turbulent business environment, this concept has garnered considerable research attention over the past ten years. However, due to the complex nature of operational agility, how to achieve this important organizaitonal capability is still not clearly understood. Thus the present study attempts to open this black box through examing a case study of Haier, the largest household appliances producer in China. The findings of this case highlight the significant role played by IT leveraging competence in achieving operational agility. It shows that IT leveraging competence helps enhance firm's ability to process information in a turbulent business environment, which results in information processing efficiency and information processing effectiveness. With the enhancement in the ability to process information, the focal firm is capable to sense and respond to market changes more readily. 相似文献
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Pei-Ying Chen 《Asia Pacific Journal of Education》2019,39(1):79-95
The main objective of this study was to examine the factors of individual characteristics (e.g., self-regulation in terms of metacognition and motivation) and learning environmental expectancy (e.g., performance expectancy, effort expectancy, and social influence) that influence students’ behavioural intention to continue online courses. The questionnaire data collected from 312 college students were analyzed using the structural equation modelling approach to examine the relationship between self-regulation and the Unified Theory of Acceptance and Use of Technology model. The experimental results revealed that self-regulation in terms of metacognition and motivation directly related to performance expectancy, effort expectancy and social influence. In addition, performance expectancy, effort expectancy and motivation significantly and directly influenced students’ intention to use online courses. However, this study found that metacognition and social influence did not positively directly relate to behavioural intention. The discussion of the present findings and practical implications for possible future research have also been analyzed and concluded. 相似文献
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高等师范院校化学实验教学改革的探讨 总被引：1，自引：0，他引：1
分析了高等师范院校化学实验教学中存在的问题,讨论了传统的化学实验教学模式在教学环节、实验内容和课程设置等方面的缺陷,提出了高师化学实验教学改革的措施及方法. 相似文献
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To identify teacher candidates' needs for training in inclusive classroom assessment, the present study investigated teacher candidates' beliefs about inclusive classroom assessments for all students educated in regular classrooms, including those with special needs and English language learners. An innovative theoretical assessment model, consisting of four concepts of assessment for, as, of learning as well as accommodations and modifications, was built to compare with questionnaire responses from a group of Canadian teacher candidates (n?=?295). Our data yielded five factors: (1) beliefs about accommodations and modifications for students with diverse needs (ACC), (2) assessment of learning, (3) assessment as learning, (4) misconceptions of inclusive assessment, and (5) negative beliefs about assessment for learning (NAFL). Contrary to expectations, assessment concepts are not fully interrelated with each other in teacher candidates' belief systems. In addition, participating teacher candidates may have some misconceptions about inclusive assessments given that they possessed positive beliefs towards them. The implications for teacher education programmes and professional development were also discussed in this study. 相似文献