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Dr. Maiga Chang is a Full Professor in the School of Computing Information and Systems at Athabasca University, Canada. His researches mainly focus on game-based learning and assessment; learning behaviour analysis; learning analytics and academic analytics; health informatics; data mining and artificial intelligence; intelligent agent technology; mobile learning and ubiquitous learning; museum learning; and, healthcare systems. Dr. Chang is now Chair (2018~2021) of IEEE Technical Committee of Learning Technology (TCLT, https://tc.computer.org/tclt), Executive Committee member of Asia-Pacific Society for Computers in Education (APSCE, 2017~2020, https://www.apsce.net/) and Global Chinese Society for Computing in Education (2016~2021), Secretary and Treasurer (2019~) of International Association of Smart Learning Environments. Dr. Chang is also a Steering Committee member (2020~) for International Conference on Intelligent Tutoring Systems (ITS) and chair (2014~) of Digital Game and Intelligent Toy Enhanced Learning special interest group (DIGITEL SIG) for IEEE TCLT. Dr. Chang is editors-in-chief (2019~) of Journal of Educational Technology & Society (an Open Access journal included in Web of Science's SSCI), editor-in-chief (2014~) of International Journal of Distance Education Technologies (Web of Science's ESCI, SCOPUS, EI), and editor-in-chief (2020~) of Bulletin of Technical Committee on Learning Technology (an Open Access journal included in Web of Science's ESCI).
Project Goal: The system is designed specifically for assisting English learners to cultivate their speaking proficiency. Providing a non-threating environment with goal-oriented tasks, learners are invited to join a game with scaffold speaking tasks.
Current Stage: The Speaking-based Conversation Quest is online at https://conversation.megaworld.gameresearch.ca/. Teachers can (co-)create conversation trees for their students to practice. Students can self-practice their English speaking skill freely and earn in-game cards as educational rewards when their performance reach predefined levels designed by the teachers. See more details on https://vipresearch.ca/.
Project Goal: Generating personalized study guide for self-paced learning online based on learning beahviour patterns.
Current Stage: Have developed Behaviour Analytics Moodle plug-in (https://studyguide.athabascau.ca/networkgraph/download.php) that has been reviewed and approved by Moodle. We are developing LORD (learning Object Relation Discovery) Moodle plug-in (https://studyguide.athabascau.ca/networkgraph/access-lord.php) that can measure the similarity between two learning objects according to their content in English. We also have plan to support French and Hindi course content next year in 2021. See more details on https://vipresearch.ca/.
Project Goal: MEGA World (Multiplayer Educational Game for All) is a web-based massively multiplayer educational game platform which supports any languages and is capable of access any existing external resources (e.g., multimedia, materials, online meetings, etc.)(Chang & Kinshuk, 2010). Teachers can create their virtual worlds as well as create learning and assessment activities (i.e., quests in the game) for students. Students can learn specific knowledge and reach the learning goal by taking and solving those quests while playing (Kuo, Chang, Kinshuk, & Liu, 2010).
Current Stage: MEGA World is now v2.2 and can be accessed at https://megaworld.game-server.ca. It currently has eight types of quests include greeting, item collection and delivery, sorting, treasure hunting and digging, calculation, fill-in-the-blank, short answer quest type, and speaking based conversation quest. Teachers are also provided editors like map and quest editors so they can freely expand their game worlds and design quests in different levels for different subjects/topics according to their own teaching plan. Right now we are working on v3.0 that is not only more user friendly but also will enable the PvE feature. See more details on https://vipresearch.ca/.
Project Goal: The TCG is an open access trading card game which allows teachers to give any in-game card to students according to their performances in different learning activities (e.g., classroom participation, discussions, assignments, quiz, exams, etc.). Trading Card Game (TCG) is also called Collectible Card Game or Customizable Card Game, has hundreds of cards which is more than traditional card game such as poker's 56 cards and such characteristic is extremely important for teachers to use in-game cards as rewards - as students may lose their interest once they have seen and collected all cards. The research team developed a discipline independent trading card game for teachers to use in any of their courses (Chen, Kuo, Chang, & Heh, 2009). The results showed that the use of the in-game cards as educational rewards not only engages students to use the vocabulary learning system but also improves their learning outcome (Chen, Kuo, Chang, & Heh, 2017).
Current Stage: The TCG is green software that is not required for installation and can be played immediately after downloaded. It is now v2.52 that supports English, Portuguese, Simplified Chinese and Traditional Chinese and can be downloaded at https://tcg.game-server.ca. We are working on v3.0 which is a browser-based game so students can directly play the game within the browsers at anytime and anywhere. In order to help teachers create and deliver the in-game cards as rewards easier and to allow students to redeem the rewards they received quicker, the research team further develops the ICER (In-game Card as Educational Reward) web-based system (Chen et al., 2017). See more details at https://vipresearch.ca.
With gamification flourishing in popularity in educational research, it is essential to synthesize the expanding literature on educational gamification. The current umbrella review aims to comprehensively canvas the disparate findings and conflicting conclusions by critically examining educational gamification reviews. We included 46 reviews of state-of-the-art gamification published between 2016 and 2020. The critical analysis of these studies resulted in extracting six fundamental gamification research areas in education, namely: (1) concept and theoretical knowledge, (2) design, (3) development, (4) impact, (5) personalization, and (6) higher education. It also revealed that systematic reviews were the predominant analysis type. Our umbrella review illustrates the ongoing need in educational research for carefully structured examinations and rigorous methods that validate gamification's instructional advantages.
Ahmed Hosny Saleh Metwally; Lennart E. Nacke; Maiga Chang; Yining Wang; Ahmed Mohamed Fahmy Yousef. Revealing the hotspots of educational gamification: An umbrella review. International Journal of Educational Research 2021, 109, 101832 .
AMA StyleAhmed Hosny Saleh Metwally, Lennart E. Nacke, Maiga Chang, Yining Wang, Ahmed Mohamed Fahmy Yousef. Revealing the hotspots of educational gamification: An umbrella review. International Journal of Educational Research. 2021; 109 ():101832.
Chicago/Turabian StyleAhmed Hosny Saleh Metwally; Lennart E. Nacke; Maiga Chang; Yining Wang; Ahmed Mohamed Fahmy Yousef. 2021. "Revealing the hotspots of educational gamification: An umbrella review." International Journal of Educational Research 109, no. : 101832.
With the widespread use of emerging computer technologies in teaching and learning, computer-supported collaboration as a beneficial teaching and learning strategy is now embraced in campus. Analyzing the influencing factors of individual participation is important to discover a more efficient group forming in terms of accomplishing collaborative learning tasks. Through the social network analysis approach on the collected data, this research has found that personality trait does affect a student’s activeness and the group’s mode. Three main group modes are discovered: Unipolar, Multi-Center, and Centerless-Flat mode. Multi-Center group mode is more stable and has higher average academic achievement than the other two modes. The research findings can be used to implement an intelligent tutoring system that can make recommendations for teachers on the better options of grouping students based on their personality traits.
Tao Wu; Maiga Chang. Three Common Group Formations in Online Collaborative Learning. Lecture Notes in Computer Science 2021, 357 -363.
AMA StyleTao Wu, Maiga Chang. Three Common Group Formations in Online Collaborative Learning. Lecture Notes in Computer Science. 2021; ():357-363.
Chicago/Turabian StyleTao Wu; Maiga Chang. 2021. "Three Common Group Formations in Online Collaborative Learning." Lecture Notes in Computer Science , no. : 357-363.
Learning Management System (LMS) is widely used in higher education. How to track students’ learning behaviours in a LMS like Moodle becomes an important issue. This research designs a Moodle plug-in that not only can visualize students’ learning behaviour patterns from the log but also can cluster students into different groups based on their behaviour patterns. Teachers can easily see how students went through one learning object to another; review the common learning pattern that students in the same group have; and, annotate the learning pattern a group or an individual student has based on his or her observations on the pattern’s details. The annotations made by the teacher can be a support for researchers to further analyse and design mechanism and algorithm to automatic recognize and identify a student’s characteristics and conditions like learning styles, preferences, at-risk, and potential required assistances via the features extracted from a learning pattern and notify the teacher or administrative staff automatically.
Rita Kuo; Ted Krahn; Maiga Chang. Behaviour Analytics - A Moodle Plug-in to Visualize Students’ Learning Patterns. Algorithms and Data Structures 2021, 232 -238.
AMA StyleRita Kuo, Ted Krahn, Maiga Chang. Behaviour Analytics - A Moodle Plug-in to Visualize Students’ Learning Patterns. Algorithms and Data Structures. 2021; ():232-238.
Chicago/Turabian StyleRita Kuo; Ted Krahn; Maiga Chang. 2021. "Behaviour Analytics - A Moodle Plug-in to Visualize Students’ Learning Patterns." Algorithms and Data Structures , no. : 232-238.
There is a growing body of literature that recognizes the importance of applying gamification in educational settings. This research developed an application to gamify students’ homework to address the concern of the students’ inability to complete their homework. This research aims to investigate students’ performance in doing their homework, and reflections and perceptions of the gameful experience in gamified homework exercises. Based on the data gathered from experimental and control groups (N = 84) via learning analytics, survey, and interview, the results show a high level of satisfaction according to students’ feedback. The most noticeable finding to extract from the analysis is that students can take on a persona, earn points, and experience a deeper sense of achievement through doing the gamified homework. Moreover, the students, on the whole, are likely to be intrinsically motivated whenever the homework is attributed to factors under their own control, when they consider that they have the expertise to be successful learners to achieve their desired objectives, and when they are interested in dealing with the homework for learning, not just achieving high grades.
Ahmed Metwally; Maiga Chang; Yining Wang; Ahmed Yousef. Does Gamifying Homework Influence Performance and Perceived Gameful Experience? Sustainability 2021, 13, 4829 .
AMA StyleAhmed Metwally, Maiga Chang, Yining Wang, Ahmed Yousef. Does Gamifying Homework Influence Performance and Perceived Gameful Experience? Sustainability. 2021; 13 (9):4829.
Chicago/Turabian StyleAhmed Metwally; Maiga Chang; Yining Wang; Ahmed Yousef. 2021. "Does Gamifying Homework Influence Performance and Perceived Gameful Experience?" Sustainability 13, no. 9: 4829.
This research involved the design of a task-based dialogue system and evaluation of its learning effectiveness. Dialogue training still heavily depends on human communication with instant feedback or correction. However, it is not possible to provide a personal tutor for every English learner. With the rapid development of information technology, digitized learning and voice communication is a possible solution. The goal of this research was to develop an innovative model to refine the task-based dialogue system, including natural language understanding, disassembly intention, and dialogue state tracking. To enable the dialogue system to find the corresponding sentence accurately, the dialogue system was designed with machine learning algorithms to allow users to communicate in a task-based fashion. Past research has pointed out that computer-assisted instruction has achieved remarkable results in language reading, writing, and listening. Therefore, the direction of the discussion is to use the task-oriented dialogue system as a speaking teaching assistant. To train the speaking ability, the proposed system provides a simulation environment with goal-oriented characteristics, allowing learners to continuously improve their language fluency in terms of speaking ability by simulating conversational situational exercises. To evaluate the possibility of replacing the traditional English speaking practice with the proposed system, a small English speaking class experiment was carried out to validate the effectiveness of the proposed system. Data of 28 students with three assigned tasks were collected and analyzed. The promising results of the collected students’ feedback confirm the positive perceptions toward the system regarding user interface, learning style, and the system’s effectiveness.
Kuo-Chen Li; Maiga Chang; Kuan-Hsing Wu. Developing a Task-Based Dialogue System for English Language Learning. Education Sciences 2020, 10, 306 .
AMA StyleKuo-Chen Li, Maiga Chang, Kuan-Hsing Wu. Developing a Task-Based Dialogue System for English Language Learning. Education Sciences. 2020; 10 (11):306.
Chicago/Turabian StyleKuo-Chen Li; Maiga Chang; Kuan-Hsing Wu. 2020. "Developing a Task-Based Dialogue System for English Language Learning." Education Sciences 10, no. 11: 306.
Reducing costs and optimizing operations are major challenges in many large-scale organizations including healthcare authorities. Research shows that despite ongoing investments in healthcare information systems (IS), the promised benefits often are partially realized or not at all. Part of the solution is to ensure that evaluation methodologies are available to clearly identify the success of these initiatives and from here articulate and mitigate the deficiencies or move to an alternative technology. The literature asserts that few practitioners have implemented a standardized evaluation approach. Using an established model, namely Information System Impact (IS-impact) model, we proposed a modified evaluation model to assess and a visualization tool to visualize the success of an information systems from a healthcare perspective. The modified IS-Impact model includes six constructs – individual impact, organization impact, provincial alignment impact, system quality, information quality, and service quality. We applied the modified IS-impact model and the proposed visualization tool against an existing healthcare software solution. An empirical study was conducted at a healthcare authority, with responses from 150 participants who use the healthcare IS, which confirmed that the proposed model and the visualization tool are valid and reliable to measure healthcare systems success. The evaluation model and the visualization tool are found to be efficient to narrow down the scope of inquiry from the general to the specific and quickly identifying the gaps and successes within the established software solution for the healthcare authority. Healthcare or clinical informatics researchers will be benefited from this research in evaluating the ongoing or nearly established healthcare information systems.
Bruce Davidson; M. Ali Akber Dewan; Vivekanandan S. Kumar; Maiga Chang; Brenda Liggett. Visualizing Benefits: Evaluating Healthcare Information System Using IS-Impact Model. IEEE Access 2020, 8, 148052 -148065.
AMA StyleBruce Davidson, M. Ali Akber Dewan, Vivekanandan S. Kumar, Maiga Chang, Brenda Liggett. Visualizing Benefits: Evaluating Healthcare Information System Using IS-Impact Model. IEEE Access. 2020; 8 (99):148052-148065.
Chicago/Turabian StyleBruce Davidson; M. Ali Akber Dewan; Vivekanandan S. Kumar; Maiga Chang; Brenda Liggett. 2020. "Visualizing Benefits: Evaluating Healthcare Information System Using IS-Impact Model." IEEE Access 8, no. 99: 148052-148065.
This paper reports the results of the [email protected] project on the design, development and evaluation of an augmented reality application to support situated learning experiences in a smart city. The users of the application are primary school children and the case study refers to recognition of road signs as geometric shapes. The objective is to allow children to comprehend the meaning of road signs of a city and to guide them in the recognition of the geometric shapes and colors connected to these signs. The mobile application is based on the paradigm of games and uses a virtual character with the role of intelligent tutor. The results of the evaluation confirm the expected benefits related to the adoption of augmented reality and mobile technologies, mainly in terms of involvement, pleasantness and willingness to repeat the experience. The results show that the re-mediation of augmented reality and the intelligent tutoring system have influenced the memorization processes of figures and colors, as well as of the contents of most of the signals presented. The application has been also deployed on smart glasses and shown in the context of an international event for children and teenagers, the Giffoni Film Festival 1 1 https://www.giffonifilmfestival.it/. 2018.
Maiga Chang; Marta De Angelis; Angelo Gaeta; Francesco Orciuoli; Mimmo Parente. Designing situated learning experiences for smart cities: the [email protected] experience. Interactive Learning Environments 2020, 1 -18.
AMA StyleMaiga Chang, Marta De Angelis, Angelo Gaeta, Francesco Orciuoli, Mimmo Parente. Designing situated learning experiences for smart cities: the [email protected] experience. Interactive Learning Environments. 2020; ():1-18.
Chicago/Turabian StyleMaiga Chang; Marta De Angelis; Angelo Gaeta; Francesco Orciuoli; Mimmo Parente. 2020. "Designing situated learning experiences for smart cities: the [email protected] experience." Interactive Learning Environments , no. : 1-18.
Pedagogical (Tutor or Tutoring) Models are an important element of Intelligent Tutoring Systems (ITS) and they can be described by sets of (tutoring) rules. The implementation of a Tutoring Model includes both the formal representation of the aforementioned rules and a mechanism able to interpret such representation and execute the rules. One of the most suitable approaches to formally represent pedagogical rules is to construct semantic web ontologies that are highly interoperable and can be integrated with other models in an ITS like the subject domain and the student model. However, the main drawback of semantic web-based approaches is that they require a considerable human effort to prepare and build relevant ontologies. This paper proposes a novel approach to maintain the benefits of the semantic web-based approach in representing pedagogical rules for an ITS, while overcoming its main drawback by employing a data mining technique to automatically extract rules from real-world tutoring sessions and represent them by means of Web Ontology Language (OWL).
Maiga Chang; Giuseppe D'Aniello; Matteo Gaeta; Francesco Orciuoli; Demetrios Sampson; Carmine Simonelli. Building Ontology-Driven Tutoring Models for Intelligent Tutoring Systems Using Data Mining. IEEE Access 2020, 8, 48151 -48162.
AMA StyleMaiga Chang, Giuseppe D'Aniello, Matteo Gaeta, Francesco Orciuoli, Demetrios Sampson, Carmine Simonelli. Building Ontology-Driven Tutoring Models for Intelligent Tutoring Systems Using Data Mining. IEEE Access. 2020; 8 (99):48151-48162.
Chicago/Turabian StyleMaiga Chang; Giuseppe D'Aniello; Matteo Gaeta; Francesco Orciuoli; Demetrios Sampson; Carmine Simonelli. 2020. "Building Ontology-Driven Tutoring Models for Intelligent Tutoring Systems Using Data Mining." IEEE Access 8, no. 99: 48151-48162.
The goal of educational games is to allow players to learn unconsciously while playing. The more a player plays an educational game, the more their learning and their skills can increase. Just like in other games, players in educational games may encounter situations where they feel like they cannot make further progress like passing a level or completing a quest. If players are stuck in an educational game, then they may choose to quit playing the game, which also means that they quit learning. Especially if players quit early, the effect of the educational game will be limited and not last for too long. Therefore, providing players with information on how to improve their performance, such as when and how to play the game, which parts or skill improvement is needed to overcome a challenge and go further in the game, can help to encourage them to play the game more often and continuously. This chapter discusses how the research team integrated a learning analytics dashboard into an educational game so that the players can see their game play performance and habits, and find clues and strategies to improve their in-game performance. The proposed dashboard provides players with a variety of information that will allow them to see how their performance and skills change over time, what their weakness and strengths are and much more. This chapter talks about the design of learning analytics dashboards for educational games and explains the use of the proposed dashboard to help players improve their in-game performance through use cases with 3-month simulated gameplay data.
J. X. Seaton; Maiga Chang; Sabine Graf. Integrating a Learning Analytics Dashboard in an Online Educational Game. Smart Computing and Intelligence 2019, 127 -138.
AMA StyleJ. X. Seaton, Maiga Chang, Sabine Graf. Integrating a Learning Analytics Dashboard in an Online Educational Game. Smart Computing and Intelligence. 2019; ():127-138.
Chicago/Turabian StyleJ. X. Seaton; Maiga Chang; Sabine Graf. 2019. "Integrating a Learning Analytics Dashboard in an Online Educational Game." Smart Computing and Intelligence , no. : 127-138.
The research team has developed a web-based massively multiplayer educational game platform named MEGA World. It allows teachers to create their own virtual worlds and to design a series of learning and assessment activities (i.e., quests and quest chain in a commercial game) for their students. The platform is also a multilingual platform that supports any languages and makes teachers capable of accessing external resources (e.g., multimedia, materials, online meetings, etc.). Students can learn and reach the predefined learning goals by taking and solving the quests while playing. Seven types of quests have been provided for teachers, including greeting, item collection and delivery, sorting, treasure hunting and digging, calculation, fill-in-the-blank, and short answer quest types. The research team is further design and develop conversation quest activities for Foreign English Learners (EFLs) to practice their speaking skills. While people believe that learners’ communicating skills can be improved by using a language to interact with native speakers, in many cases to have a native speaker practicing with the learners is not an available or an affordable option for them. This paper mainly focuses on how the teachers can build a place that provide simulated conversation scenarios within a no-pressure environment via the creation of conversation quests and the use of MEGA World.
Maiga Chang; Cheng-Ting Chen; Kuan-Hsing Wu; Pei-Shan Yu. Conversation Quest in MEGA World (Multiplayer Educational Game for All). A Theory of Creative Thinking 2019, 77 -82.
AMA StyleMaiga Chang, Cheng-Ting Chen, Kuan-Hsing Wu, Pei-Shan Yu. Conversation Quest in MEGA World (Multiplayer Educational Game for All). A Theory of Creative Thinking. 2019; ():77-82.
Chicago/Turabian StyleMaiga Chang; Cheng-Ting Chen; Kuan-Hsing Wu; Pei-Shan Yu. 2019. "Conversation Quest in MEGA World (Multiplayer Educational Game for All)." A Theory of Creative Thinking , no. : 77-82.
Educational games aim to balance learning and playing. However, for people to benefit from an educational game, they must be encouraged to play the game often. Providing players with information about how to improve their performance could help in achieving this goal. This paper examines how a learning analytics dashboard can be incorporated into an educational game to encourage players to play more often and continuously. The proposed dashboard provides players with a variety of information such as how their performance and skills change over time. Such information allows players to see their performance and play habits, and find strategies on how to improve their performance, and therefore their learning, in the game.
Jennifer Seaton; Sabine Graf; Maiga Chang; Arta Farhmand. Incorporating Learning Analytics in an Educational Game to Provide Players with Information about how to Improve Their Performance. 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT) 2018, 229 -230.
AMA StyleJennifer Seaton, Sabine Graf, Maiga Chang, Arta Farhmand. Incorporating Learning Analytics in an Educational Game to Provide Players with Information about how to Improve Their Performance. 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT). 2018; ():229-230.
Chicago/Turabian StyleJennifer Seaton; Sabine Graf; Maiga Chang; Arta Farhmand. 2018. "Incorporating Learning Analytics in an Educational Game to Provide Players with Information about how to Improve Their Performance." 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT) , no. : 229-230.
The main goal of this research is to design item generation algorithms which can be integrated into the Online Test System developed earlier by the authors. The algorithms will be capable of generating items belong to higher cognitive level based on Bloom Taxonomy from a knowledge map created by a teacher (or co-created by a group of teachers). With the help of such integrated system teachers can reduce the time and effort they spend to prepare tests for assessing students’ mastery and understanding level of what they taught in class. This paper discusses the proposed algorithms in details and explains the experiment design in the end.
Ebenezer Aggrey; Maiga Chang; Rita Kuo; Xiaokun Zhang. Higher Cognitive Items Generation Algorithms. A Theory of Creative Thinking 2018, 51 -60.
AMA StyleEbenezer Aggrey, Maiga Chang, Rita Kuo, Xiaokun Zhang. Higher Cognitive Items Generation Algorithms. A Theory of Creative Thinking. 2018; ():51-60.
Chicago/Turabian StyleEbenezer Aggrey; Maiga Chang; Rita Kuo; Xiaokun Zhang. 2018. "Higher Cognitive Items Generation Algorithms." A Theory of Creative Thinking , no. : 51-60.
The research team has developed a web-based multiplayer trading card game to allow teachers choosing cards as rewards for students who actively participate in discussions and classroom activities as well as perform well in terms of doing assignments and writing exams or quizzes. In order to verify the effectiveness of the use of in-game cards as rewards, the research team integrated the trading card game into a web-based English vocabulary learning system. Students can receive cards as rewards every time after they use the learning system. A 6-week experiment had been conducted at an elementary school with 172 fifth-grade students. The results showed that boys have higher intention of getting the in-game cards as rewards. The research also showed that the use of the in-game cards as educational rewards not only motivates students to use the vocabulary learning system but also improves their learning outcome. The research result supported the recommended process for teachers to adopt the trading card game in their courses.
Peayton Chen; Rita Kuo; Maiga Chang; Jia-Sheng Heh. The effectiveness of using in-game cards as reward. Research and Practice in Technology Enhanced Learning 2017, 12, 1 -23.
AMA StylePeayton Chen, Rita Kuo, Maiga Chang, Jia-Sheng Heh. The effectiveness of using in-game cards as reward. Research and Practice in Technology Enhanced Learning. 2017; 12 (1):1-23.
Chicago/Turabian StylePeayton Chen; Rita Kuo; Maiga Chang; Jia-Sheng Heh. 2017. "The effectiveness of using in-game cards as reward." Research and Practice in Technology Enhanced Learning 12, no. 1: 1-23.
Humanoid robots were introduced into the education sector as tools, tutors and companions for students to make learning more effective. This research does reliability and validity test for a proposed questionnaire which looks at various perceptions issues such as how students perceive gender and the role that humanoid robots have. Such a valid and reliable questionnaire could help the research team get the whole picture of students' preference, attitude, and level of interaction with humanoid robots for educational purpose. The research could help to determine what and how these issues will affect the acceptance and integration of humanoid robots into the education system.
Mojibola Abioye; Maiga Chang; Shi-Jer Lou; Ru-Chu Shih; Tzu-Chien Liu; Fuhua Lin. The Design of Questionnaire of Students' Perceived Gender and Role of Humanoid Robots in Education. 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) 2017, 168 -169.
AMA StyleMojibola Abioye, Maiga Chang, Shi-Jer Lou, Ru-Chu Shih, Tzu-Chien Liu, Fuhua Lin. The Design of Questionnaire of Students' Perceived Gender and Role of Humanoid Robots in Education. 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT). 2017; ():168-169.
Chicago/Turabian StyleMojibola Abioye; Maiga Chang; Shi-Jer Lou; Ru-Chu Shih; Tzu-Chien Liu; Fuhua Lin. 2017. "The Design of Questionnaire of Students' Perceived Gender and Role of Humanoid Robots in Education." 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT) , no. : 168-169.
Miao-Han Chang; Rita Kuo; Fathi Essalmi; Maiga Chang; Vive Kumar; Hsu-Yang Kung. Usability Evaluation Plan for Online Annotation and Student Clustering System – A Tunisian University Case. DNA Computing 2017, 241 -254.
AMA StyleMiao-Han Chang, Rita Kuo, Fathi Essalmi, Maiga Chang, Vive Kumar, Hsu-Yang Kung. Usability Evaluation Plan for Online Annotation and Student Clustering System – A Tunisian University Case. DNA Computing. 2017; ():241-254.
Chicago/Turabian StyleMiao-Han Chang; Rita Kuo; Fathi Essalmi; Maiga Chang; Vive Kumar; Hsu-Yang Kung. 2017. "Usability Evaluation Plan for Online Annotation and Student Clustering System – A Tunisian University Case." DNA Computing , no. : 241-254.
Bilişim teknolojisinin okul eğitiminde kapsamlı bir şekilde kullanılmasıyla birlikte,TPAB (Teknolojik Pedagojik İçerik Bilgisi) kuramsal çerçevesi, öğretmenlerin bilişim teknolojisini ders öğretimine entegre etme yeteneklerini incelemek, değerlendirmek ve ilerletmek için giderek artan sayıda araştırmacı tarafından benimsenmektedir. Ancak, şu ana kadar özellikle Çin Anakarasındaki Coğrafya öğretmenlerinin TPAB yeterliliklerini değerlendirmek için tasarlanmış bir ölçüm aracı olmamıştır. Bu çalışmada, hâlihazırda elde bulunan TPAB ölçüm aracını temel alarak ve 7 faktörlü TPAB modelini izleyerek, Çin Anakarasındaki lise Coğrafya öğretmenleri için bir ölçüm ölçeği geliştirmeye çalışmaktayız. Hedef öğretmenlere davet e-postaları gönderilmiş ve 9 Anakara ilinden toplamda 869 geçerli yanıt alınmıştır. Ölçeğin ve ayrıca 7 faktörü TPAB modelinin yakınsak geçerlik ve ayırıcı geçerliğini doğrulamak için toplanan veriler üzerinde doğrulayıcı faktör analizi gerçekleştirilmiştir. Araştırma bulgularımızda da gösterildiği üzere, Çin Anakarasındaki lise Coğrafya öğretmenlerinin TPAB bilgi yapıları 7 faktörlü modelle uyum göstermektedir ve ölçülen 37 değişkenin faktör yüklemelerinin tamamı 0,57 ila 0,94 arasında dağılmakta ve her bir faktörün kompozit geçerlik değerleri de 0,87 ila 0,93 arasında dağılım göstermektedir. Bu da ölçeğin iyi bir yakınsak geçerliliğe sahip olduğunu göstermektedir. Yedi faktörün birbiriyle çiftlenmesi sonrasında, kısıtlı ve kısıtsız modeller arasındaki ki-kare değer farklarının tamamı anlamlı 0,05 düzeyine ulaşmaktadır ve bu da ölçeğin iyi ayırıcı geçerliliğe sahip olduğunu göstermektedir.
Xiaobing Su; Xiaorui Huang; Chun Zhou; Maiga Chang. A Technological Pedagogical Content Knowledge (TPACK) Scale for Geography Teachers in Senior High School. TED EĞİTİM VE BİLİM 2017, 42, 1 .
AMA StyleXiaobing Su, Xiaorui Huang, Chun Zhou, Maiga Chang. A Technological Pedagogical Content Knowledge (TPACK) Scale for Geography Teachers in Senior High School. TED EĞİTİM VE BİLİM. 2017; 42 (190):1.
Chicago/Turabian StyleXiaobing Su; Xiaorui Huang; Chun Zhou; Maiga Chang. 2017. "A Technological Pedagogical Content Knowledge (TPACK) Scale for Geography Teachers in Senior High School." TED EĞİTİM VE BİLİM 42, no. 190: 1.