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To echo the United Nations formulated Sustainable Development Goals (SDGs), SDG 4 is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Furthermore, high-quality education is the base on which human lives can be improved and sustainable development can be accomplished. Therefore, the affective emotional tutoring system established in this study enables learning via mobile devices, which are indispensable in daily life. The real-time interactive agent in the system guides learners to turn negative emotions into positive ones. We explored the usability of and user satisfaction with the affective emotional tutoring system. Sixty-two students participated in the study which used a quantitative research design to explore a learning situation. The overall usability of the system was evaluated with the System Usability Scale (SUS), and the Questionnaire for User Interaction Satisfaction (QUIS) was used to evaluate user satisfaction with the different elements of the system. The results showed that both the usability of and satisfaction with the affective emotional tutoring system were high. The emotional feedback mechanism of the system can help learners turn negative emotions into positive ones.
Tao-Hua Wang; Hao-Chiang Lin; Hong-Ren Chen; Yueh-Min Huang; Wei-Ting Yeh; Cheng-Tsung Li. Usability of an Affective Emotional Learning Tutoring System for Mobile Devices. Sustainability 2021, 13, 7890 .
AMA StyleTao-Hua Wang, Hao-Chiang Lin, Hong-Ren Chen, Yueh-Min Huang, Wei-Ting Yeh, Cheng-Tsung Li. Usability of an Affective Emotional Learning Tutoring System for Mobile Devices. Sustainability. 2021; 13 (14):7890.
Chicago/Turabian StyleTao-Hua Wang; Hao-Chiang Lin; Hong-Ren Chen; Yueh-Min Huang; Wei-Ting Yeh; Cheng-Tsung Li. 2021. "Usability of an Affective Emotional Learning Tutoring System for Mobile Devices." Sustainability 13, no. 14: 7890.
As a student-centered learning model, flipped classroom has been increasingly preferred among educators since it has changed the traditional teacher-centered learning model. This study conducted experiments and observations on the flipped classroom for digital logic courses for first-year students in the electrical engineering department of a junior college in Taiwan. Before each class, these students were required to watch the prescribed lecture video units. In class, students discussed with group members after thinking and completed the teacher’s requirements by collaboration. In addition to conducting the activities of thinking, discussion, collaboration and observation, these students also got to exercise their expression skills through interactive activities during class time. Analyzing the learning effectiveness with the Panel Data Method (PDM), this study, by comparing and statistically analyzing the data collected during the four years between 2016 and 2019, found that students reaped better learning performance with the flipped classroom model, as shown by a rise in both their average grade and the pass rate.
Tuan-Yung Han; Hong-Ren Chen; Hao-Chiang Lin. Using Flipped Classroom to Improve the Learning Effectiveness of Digital Logic Courses. Electronics 2021, 10, 1602 .
AMA StyleTuan-Yung Han, Hong-Ren Chen, Hao-Chiang Lin. Using Flipped Classroom to Improve the Learning Effectiveness of Digital Logic Courses. Electronics. 2021; 10 (13):1602.
Chicago/Turabian StyleTuan-Yung Han; Hong-Ren Chen; Hao-Chiang Lin. 2021. "Using Flipped Classroom to Improve the Learning Effectiveness of Digital Logic Courses." Electronics 10, no. 13: 1602.
This paper aims to investigate the antecedents of how crowdfunded projects succeed over crowdsourcing platforms (CFPs) on the Internet. As CFPs make quite a large number of open innovations feasible, little is known about knowledge sharing and cross-project learning (CPL) in association with the success of crowdfunded projects. No study has considered the success of CFP projects in terms of gaining crowd capital with respect to generating ideas, achieving innovation or meeting the budget plan. However, the notion of project learning occurring on CFPs is essential. Therefore, this paper first adopted theories of project management and social exchange in one study. A developing region in the Asia-Pacific area is selected for examination as a case study. By doing so, it fills the gap in terms of the scarce research on this type of market, which is full of potential and possibilities. An empirical study was conducted on 43 project teams that had successfully won crowdsourcing projects. The results reveal that CPL in relation to project learning and esteem support in relation to social support are both positively associated with the success of crowd-funded projects. The discussion, implications and contributions of the study are presented at the end of the paper.
Wen-Shan Lin; Hong-Ren Chen; Yueh-Min Huang. Antecedences of the success of crowdsourcing projects in developing crowd-capital: role of project learning and social support. Interactive Learning Environments 2021, 1 -10.
AMA StyleWen-Shan Lin, Hong-Ren Chen, Yueh-Min Huang. Antecedences of the success of crowdsourcing projects in developing crowd-capital: role of project learning and social support. Interactive Learning Environments. 2021; ():1-10.
Chicago/Turabian StyleWen-Shan Lin; Hong-Ren Chen; Yueh-Min Huang. 2021. "Antecedences of the success of crowdsourcing projects in developing crowd-capital: role of project learning and social support." Interactive Learning Environments , no. : 1-10.
Coronavirus disease 2019 (COVID-19) has caused a global pandemic and exerted a profound physiological and mental impact on the public. Due to anxiety from being bombarded by information from the news and social media, people may constantly read and repost, with a fear of missing out (FOMO), information about COVID-19 on social media. So far, there has been little research on COVID-19 FOMO. We therefore compiled the COVID-19 information fear of missing out scale (CIFS) and administered it to 1178 adults in Taiwan to identify the possible factors influencing CIFS scores. We demonstrated that the CIFS had good reliability, factor validity, and criterion validity. With regard to demographic variables, we found that gender, marital status, travel time to the nearest hospital, and educational background influenced CIFS scores. In contrast, the participant age and whether he or she lived in an urban area did not affect the CIFS scores. With regard to social media usage, social media usage time (r = 0.025) and the numbers of COVID-19-related posts read on social media (r = 0.117) or instant messaging (r = 0.169) were not highly correlated with CIFS scores. Rather, CIFS scores were found to be significantly correlated to the frequency of reposting COVID-19-related information on social media (r = 0.497) and on instant messaging (r = 0.447). These results indicate that CIFS scores are closely associated not with passive browsing on social media but with the frequency at which an individual actively reposts information. In other words, what creates CIF is not an overabundance of information (i.e., an infodemic) but the active reposting and interpretation of information. Individual autonomy for interpretation of the received information and self-determination about reposting are key factors for COVID-19 information FOMO. When facing the COVID-19-related news on social media, it is the active information-related FOMO, not the passive infodemic, that influences our social media usage.
Sen-Chi Yu; Hong-Ren Chen; An-Chia Liu; Hsin-Yu Lee. Toward COVID-19 Information: Infodemic or Fear of Missing Out? Healthcare 2020, 8, 550 .
AMA StyleSen-Chi Yu, Hong-Ren Chen, An-Chia Liu, Hsin-Yu Lee. Toward COVID-19 Information: Infodemic or Fear of Missing Out? Healthcare. 2020; 8 (4):550.
Chicago/Turabian StyleSen-Chi Yu; Hong-Ren Chen; An-Chia Liu; Hsin-Yu Lee. 2020. "Toward COVID-19 Information: Infodemic or Fear of Missing Out?" Healthcare 8, no. 4: 550.
The objective of this study is to understand how story-based situated learning affect low-achieving students’ learning performances and discuss their impact on learning efficiency, math anxiety and differences in attitudes toward mathematics. The subjects of this study were low-achieving 5–6th grade students of an unnamed elementary school in Taichung of Taiwan. Experimental group used story-based situated learning, while the control group used traditional lecture method. The study found the following: (1) Experimental group’s post test scores regarding mathematic achievement exhibited significant difference in comparison with the control group. (2) Experimental group’s math anxiety scale results had significant difference comparing to the control group. Experimental group students were also found to be less anxious than those of the control group. (3) Experimental group’s math attitude scale results exhibited significant difference when compared to the control group. Experimental groups were also found to have better attitude scores than the control group.
Chih-Wei Huang; Hong-Ren Chen; Sen-Chi Yu; Yi-Lun Su; Chia-Chen Chen. Mathematic Learning Efficiency Analysis of Story-Based Situated Learning in Low-Achieving Elementary School Students. Transactions on Petri Nets and Other Models of Concurrency XV 2020, 33 -39.
AMA StyleChih-Wei Huang, Hong-Ren Chen, Sen-Chi Yu, Yi-Lun Su, Chia-Chen Chen. Mathematic Learning Efficiency Analysis of Story-Based Situated Learning in Low-Achieving Elementary School Students. Transactions on Petri Nets and Other Models of Concurrency XV. 2020; ():33-39.
Chicago/Turabian StyleChih-Wei Huang; Hong-Ren Chen; Sen-Chi Yu; Yi-Lun Su; Chia-Chen Chen. 2020. "Mathematic Learning Efficiency Analysis of Story-Based Situated Learning in Low-Achieving Elementary School Students." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 33-39.
Despite the steep increase in Facebook Stories users, there is scant research on this topic. This study compared the associations of frequency of Stories update, frequency of news feed updates, time spent reading Stories, and time spent reading news feeds, with regard to social media addiction, narcissism, and positive affect in college students. We recruited a sample of 316 college students from Taiwan. The analytical results show that Facebook Stories are more addictive and provoke more positive affect than conventional news feeds. Moreover, only usage behaviors associated with Stories predict narcissism. This study also found that the prediction of news feeds with regard to addiction, narcissism, and positive affect also seems to be diminishing and is being replaced by those of Stories. Future studies on the psychological consequences and predictors of social media usage should regard Stories as a crucial variable.
Sen-Chi Yu; Hong-Ren Chen. Ephemeral but Influential? The Correlation between Facebook Stories Usage, Addiction, Narcissism, and Positive Affect. Healthcare 2020, 8, 435 .
AMA StyleSen-Chi Yu, Hong-Ren Chen. Ephemeral but Influential? The Correlation between Facebook Stories Usage, Addiction, Narcissism, and Positive Affect. Healthcare. 2020; 8 (4):435.
Chicago/Turabian StyleSen-Chi Yu; Hong-Ren Chen. 2020. "Ephemeral but Influential? The Correlation between Facebook Stories Usage, Addiction, Narcissism, and Positive Affect." Healthcare 8, no. 4: 435.
Although the sale of smart speakers is predicted to have a significant growth, the usage of smart speakers is not very popular in some countries and need further investigation. While the Bluetooth earphone and speakers are popular, the sales of smart speakers are challenging. Hence, the research purpose is to explore the determinants of the intention to purchase smart speakers and compare the differences between customers and potential customers. This study proposes ten hypotheses in a research framework according to the diffusion of innovation theory (DOI), task-technology fit (TTF), and perceived values. This study develops an online questionnaire to collect data from popular social networking sites. Finally, 249 valid responses collected from the website users are remained. The ten hypotheses are validated by using smartPLS software. According to the path analyses, five hypotheses were supported in potential customer group while only three hypotheses were supported in customer group. Users' perceived emotion-related value had significant direct influences on all customers' intention to buy smart speakers. Surprisingly, TTF was demonstrated to not significantly influence customers’ intention to purchase. The insights of the findings can be provided to smart speaker developers to design their products and sales strategies.
Hsiao-Chi Ling; Hong-Ren Chen; Kevin K.W. Ho; Kuo-Lun Hsiao. Exploring the factors affecting customers’ intention to purchase a smart speaker. Journal of Retailing and Consumer Services 2020, 59, 102331 .
AMA StyleHsiao-Chi Ling, Hong-Ren Chen, Kevin K.W. Ho, Kuo-Lun Hsiao. Exploring the factors affecting customers’ intention to purchase a smart speaker. Journal of Retailing and Consumer Services. 2020; 59 ():102331.
Chicago/Turabian StyleHsiao-Chi Ling; Hong-Ren Chen; Kevin K.W. Ho; Kuo-Lun Hsiao. 2020. "Exploring the factors affecting customers’ intention to purchase a smart speaker." Journal of Retailing and Consumer Services 59, no. : 102331.
In Taiwan, classroom lectures are gradually shifting from traditional to diverse digital learning environments through social network websites. Facebook is being used to provide a space for sharing and discussing learning materials and knowledge for teachers and students. In this paper, we focus on the effects of applying Big Six approaches to Facebook on students’ learning performance and behavior in a project innovation and implementation course. The participants were 72 first-year students in a college located in north Taiwan. The experimental participants who took the course were divided into two classes: the experimental group and the control group. While the experimental group used Facebook combined with Big Six approaches, the control group used traditional classroom tools combined with Big Six approaches. The experimental results show that the learning performance and creativity development of students from the experimental group are enhanced after using Facebook with Big Six approaches indicating a great social interaction and discussion cycle. On the other hand, students from the control group were only guided by the teacher. Owing to the lack of interactions between the Internet and the social learning community, there is no obvious enhancement in students’ learning performance and creativity. In addition, we found that the teacher practiced the tips for guiding experimental students to solve the encountered problem, and then the students replied to the classmate’s questions.
Yu-Sheng Su; Hong-Ren Chen. Social Facebook With Big Six Approaches for Improved Students’ Learning Performance and Behavior: A Case Study of a Project Innovation and Implementation Course. Frontiers in Psychology 2020, 11, 1166 .
AMA StyleYu-Sheng Su, Hong-Ren Chen. Social Facebook With Big Six Approaches for Improved Students’ Learning Performance and Behavior: A Case Study of a Project Innovation and Implementation Course. Frontiers in Psychology. 2020; 11 ():1166.
Chicago/Turabian StyleYu-Sheng Su; Hong-Ren Chen. 2020. "Social Facebook With Big Six Approaches for Improved Students’ Learning Performance and Behavior: A Case Study of a Project Innovation and Implementation Course." Frontiers in Psychology 11, no. : 1166.
In recent years, crowdfunding has been widely applied as a new approach for solving the finance shortage problem of start-ups. The crowdfunding platform (CFP) has disseminating extensive knowledge of diverse fields and offers a channel for users who share the same interests to communicate with. However, relevant studies of CFP participant behavior overlook the knowledge value projected by CFP in the sense that CFP demo real cases for promoting the project success. Therefore, this study takes the ground of IS continuance theory and extends it by introducing the multi-motive theory (MISC) in investigating user CFP continuous behavior. In particular, this study examines the role of system learning (SL) on the association with CFP continuous-usage intentions. As Lowry et al. (2015) propose the SL concept as an intrinsic motivation and relevant to SL for adopting information system; there is no strong evidence confirmed their proposition yet. Results confirm that both intrinsic motivation perceived through the sense of perceived enjoyment and extrinsic motivation (CFP satisfaction) are associated with users' continuance intention. However, the intrinsic motivations of the system learning (knowledge sharing and stay informed) are partially associated with the perceived enjoyment and perceived usefulness. Discussions and implications for theory are given in the end.
Wen-Shan Lin; Hong-Ren Chen; Meng-Li Yang. How do we learn to get success together through crowdfunding platform? From the perspectives of system learning and multi-motivations. Telematics and Informatics 2020, 52, 101428 .
AMA StyleWen-Shan Lin, Hong-Ren Chen, Meng-Li Yang. How do we learn to get success together through crowdfunding platform? From the perspectives of system learning and multi-motivations. Telematics and Informatics. 2020; 52 ():101428.
Chicago/Turabian StyleWen-Shan Lin; Hong-Ren Chen; Meng-Li Yang. 2020. "How do we learn to get success together through crowdfunding platform? From the perspectives of system learning and multi-motivations." Telematics and Informatics 52, no. : 101428.
This study aimed to determine the effectiveness of a game-based situated learning system in oral health education, on middle age and elderly subjects. The learning outcomes of the middle-aged and elderly subjects were measured using an ARCS motivation scale and system usability scale, and by an experimental teaching mobile device. The subjects investigated in this study are all residents of Taichung City, who are aged 45 to 65 years, 15 males and 15 females were enrolled. There were three main results in our research: (1) Most of the middle age and elderly subjects have a positive experience in the use of the game-based situated learning system; (2) Compared to before use of the game-based situated learning system, the middle age and elderly subjects have significantly higher learning outcomes after the use of the system. (3) Compared to before using the game-based situated learning system, the middle age and elderly subjects have significantly higher motivation to learn after the use of the system. To conclude, this study found that a game-based situated learning system can improve the motivation and willingness of middle age and elderly subjects to learn oral health knowledge. In addition, the use of a game-based situated learning system may improve the oral health knowledge of middle age and elderly subjects, and have a positive impact on the behavior of oral health care in these subjects.
Chung-I Chang; Hong-Ren Chen; Pei-Han Tseng. The Impact of Game-Based Situated Learning System in Oral Health Education. Transactions on Petri Nets and Other Models of Concurrency XV 2019, 33 -40.
AMA StyleChung-I Chang, Hong-Ren Chen, Pei-Han Tseng. The Impact of Game-Based Situated Learning System in Oral Health Education. Transactions on Petri Nets and Other Models of Concurrency XV. 2019; ():33-40.
Chicago/Turabian StyleChung-I Chang; Hong-Ren Chen; Pei-Han Tseng. 2019. "The Impact of Game-Based Situated Learning System in Oral Health Education." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 33-40.
Purpose The purpose of this paper is to tackle the problem of technology addiction by investigating the differences between the antecedences of addictive (problematic technology usage) and high-engagement behavior (non-problematic technology usage). The case of social networking site usage (SNS, e.g. Facebook, Instagram or Twitter) is taken as the case out of the reason of prevalent user population. Design/methodology/approach It is revealed that people tend to use SNS not only for building a relationship, but also for communicating. In other words, there are inner needs of adopting the SNS technology. However, no clear definitions can be followed for determining the problematic SNS usage, addictive behavior and the high-engagement behavior. Therefore, this study adopts the notion of uses and gratification theory (U&G theory) for investigating the SNS usage behavior. Also, the social anxiety is also first introduced to integrate into the research for an empirical study. Findings Results reveal that gratification sought and relationship maintenance are associated with the addictive behavior, whereas the relationship maintenance is significantly related to high-engagement behavior. Research limitations/implications First, the selected data represents a sample of SNW users in the Asian Pacific region and mainly from the group of young college users. Therefore, caution must be taken when generalizing the findings to other SNW users or groups. Second, the time aspect related to social media dependence may need to be considered in future studies. Third, the authors found marginal support for the influence of intentions of high engagement¸ and future studies may consider applying other theories that could better explain these types of behavior. Practical implications The results of this study provide strong evidence that inner anxiety perceived by users should not be neglected while tackling the problematic internet use due to SNW addiction because it can strengthen the force for depending on SNW for seeking social support. Apart from the value of perceived enjoyment as asserted in previous studies, this study opens up a new opportunity to tackle SNW dependence. Social implications The key implication of this research is that the impact of the mental health of users on SNW problematic should not be overlooked . The higher the level of anxiety perceived, the more likely is the SNW dependence. Therefore, the online behavior depending on psychological health should be addressed because it may be a critical point for assisting users to adopt SNW wisely. Originality/value This study confirms that social anxiety people experience in real (offline) life has impacts on online behavior of SNS usage (online). It suggests that the difference between users as the perceived level of social anxiety can trigger different levels of SNS usage. Second, U&G theory is proven valid in understanding SNS addiction. Third, relationship maintenance through the use of SNS reveals its dissimilar effects on SNS addiction and high engagement.
Wen-Shan Lin; Hong-Ren Chen; Tony Szu-Hsieh Lee; Joyce Yen Feng. Role of social anxiety on high engagement and addictive behavior in the context of social networking sites. Data Technologies and Applications 2019, 53, 156 -170.
AMA StyleWen-Shan Lin, Hong-Ren Chen, Tony Szu-Hsieh Lee, Joyce Yen Feng. Role of social anxiety on high engagement and addictive behavior in the context of social networking sites. Data Technologies and Applications. 2019; 53 (2):156-170.
Chicago/Turabian StyleWen-Shan Lin; Hong-Ren Chen; Tony Szu-Hsieh Lee; Joyce Yen Feng. 2019. "Role of social anxiety on high engagement and addictive behavior in the context of social networking sites." Data Technologies and Applications 53, no. 2: 156-170.
Purpose Information technology is widely applied for completing group tasks and enhancing learning in computer-supported collaborative learning (CSCL) environment. Group members not only complete tasks but also learn ideas from other members of the group. These ideas can be better than what individual could come up with. As these ideas are referred as an upward comparison in the perspective of social comparison theory. However, there are limited studies that provide evidence in investigating how social comparison orientation (SCO) perceived by individual learner impacts on learning and group performance. The paper aims to discuss these issues. Design/methodology/approach This study experimentally tackles this problem at both individual and group level. An experimental study was applied in this study. Structural equation modeling and hierarchical linear modeling approaches are used to validate the data. Findings Results of 168 subjects reveal that SCO does have associations with group performance and learning performance respectively. Discussions and implications for literature and practice are given at the end of the paper. Originality/value This study confirms that the social genesis occurs more effectively through social interactions in CSCL. It also extends our understandings about the impacts of SCO. Results reveal that the higher level of SCO adopted by group members, the higher level of social interactions at group level can be triggered. As a result, the group performance can be enhanced. On one hand, these findings bridge the research gap in terms of investigating the notion of SCT on CSCL. On the other hand, it provides a possible solution in alleviating the problem of social loafing as commonly observed in CSCL. Therefore, these findings fulfilled the two research objectives.
Wen-Shan Lin; Yi-Ju Wang; Hong-Ren Chen. A study of crowd-collaborative learning: an empirical study. Library Hi Tech 2018, 36, 622 -635.
AMA StyleWen-Shan Lin, Yi-Ju Wang, Hong-Ren Chen. A study of crowd-collaborative learning: an empirical study. Library Hi Tech. 2018; 36 (4):622-635.
Chicago/Turabian StyleWen-Shan Lin; Yi-Ju Wang; Hong-Ren Chen. 2018. "A study of crowd-collaborative learning: an empirical study." Library Hi Tech 36, no. 4: 622-635.
English has become the international dominant language, but English learning in Taiwan still focuses on traditional oral teaching and digital leaning method. Without the guidance of actual life situation, such English learning method has the difficulty in arousing English learning motivation. Gradually, scholars have put forward the idea that situational experience in mobile learning is used to improve English learning motivation. In order to achieve mobile learning, it is necessary to rely on location-aware technology and the development of GPS is the most popular among the numerous location-aware technologies. Therefore, this research implemented a set of system combining food guide and English mobile learning and applied Technology Acceptance Model (TAM) to discuss the usage acceptance of this system. Research results show that in regard to the usage of learners’ mobile device, the factor of “anxiety” is the most important to system acceptance and the factor of “perceived usefulness” has the highest correlation with the factor of “system usage acceptance”.
C.-H. Hunag; J.-F. Fang; H.-R. Chen; P.-H. Tseng; J.-J. Chang. Design and Evaluation of Mobile Cuisine Guiding System for English Learning Applications. Natural Computing Series 2017, 355 -362.
AMA StyleC.-H. Hunag, J.-F. Fang, H.-R. Chen, P.-H. Tseng, J.-J. Chang. Design and Evaluation of Mobile Cuisine Guiding System for English Learning Applications. Natural Computing Series. 2017; ():355-362.
Chicago/Turabian StyleC.-H. Hunag; J.-F. Fang; H.-R. Chen; P.-H. Tseng; J.-J. Chang. 2017. "Design and Evaluation of Mobile Cuisine Guiding System for English Learning Applications." Natural Computing Series , no. : 355-362.
By gradually placing more importance on game-based education and changing learning motivation by applying game-playing characteristics, students’ learning experiences can be enhanced and a better learning effect can be achieved. When teaching the content of Chinese poetry in Taiwanese junior high schools, most teachers only explain the meaning of Chinese poetry, while it is difficult for students to understand why poets write these poems, resulting in learning confusion. This paper implemented a digital game-based situated learning system based on Tang Dynasty poems for learning Chinese poetry to simulate the situations of hardship encountered by poets when writing poetry in animated form to help junior high school students in Taiwan to have greater understanding when learning the content of Chinese poetry. The research results show that students who used the Gourd Tang Dynasty system in game-based instruction had significantly better learning achievements than students who underwent traditional narrative instruction. Among them, students in the low learning ability group improved in their grades significantly more than students in the high learning ability group in terms of their Tang Dynasty poetry learning. Furthermore, the authors examined the predictive relationships between perceived ease of use, perceived usefulness and behavioural intention related to the digital game-based situated learning system for Chinese language poetry. The factor of perceived usefulness was a key factor in the students’ positive attitudes towards the digital game-based situated learning system. There were no significant differences with respect to individual characteristics (i.e. gender, online game experience and digital learning experience). The results demonstrate that this type of system can be widely accepted by students with different learning experiences.
Hong-Ren Chen; You-Shiuan Lin. An examination of digital game-based situated learning applied to Chinese language poetry education. Technology, Pedagogy and Education 2015, 25, 1 -16.
AMA StyleHong-Ren Chen, You-Shiuan Lin. An examination of digital game-based situated learning applied to Chinese language poetry education. Technology, Pedagogy and Education. 2015; 25 (2):1-16.
Chicago/Turabian StyleHong-Ren Chen; You-Shiuan Lin. 2015. "An examination of digital game-based situated learning applied to Chinese language poetry education." Technology, Pedagogy and Education 25, no. 2: 1-16.
Recognition of students' facial expressions can be used to understand their level of attention. In a traditional classroom setting, teachers guide the classes and continuously monitor and engage the students to evaluate their understanding and progress. Given the current popularity of e-learning environments, it has become important to assess the degree of attention during the online learning process. In this study, we used interactive video-capture facial-recognition technology to automatically detect the facial expressions of students as a means of analyzing their attention state during the e-learning process. Participants were divided into three different learning-strategy groups for a course on computer networks. An attention-detection feedback module evaluated participants' attention span during the learning sessions and initiated a response to redirect the participants' attention when they became distracted. The three groups of participants showed significant differences in their course achievement; this was attributed to the different learning strategies used for content presentation. A positive correlation was found between learning improvement and attention, indicating that video-capture facial-recognition technology can be used to provide timely learning assistance and appropriate stimulation to enhance the educational benefits of e-learning.
Hong-Ren Chen. Assessment of Learners' Attention to E-Learning by Monitoring Facial Expressions for Computer Network Courses. Journal of Educational Computing Research 2012, 47, 371 -385.
AMA StyleHong-Ren Chen. Assessment of Learners' Attention to E-Learning by Monitoring Facial Expressions for Computer Network Courses. Journal of Educational Computing Research. 2012; 47 (4):371-385.
Chicago/Turabian StyleHong-Ren Chen. 2012. "Assessment of Learners' Attention to E-Learning by Monitoring Facial Expressions for Computer Network Courses." Journal of Educational Computing Research 47, no. 4: 371-385.
Web-based e-learning is not restricted by time or place and can provide teachers with a learning environment that is flexible and convenient, enabling them to efficiently learn, quickly develop their professional expertise, and advance professionally. Many research reports on web-based e-learning have neglected the role of the teacher's perspective in the acceptance of using web-based e-learning systems for in-service education. We distributed questionnaires to 402 junior high school teachers in central Taiwan. This study used the Technology Acceptance Model (TAM) as our theoretical foundation and employed the Structure Equation Model (SEM) to examine factors that influenced intentions to use in-service training conducted through web-based e-learning. The results showed that motivation to use and Internet self-efficacy were significantly positively associated with behavioral intentions regarding the use of web-based e-learning for in-service training through the factors of perceived usefulness and perceived ease of use. The factor of computer anxiety had a significantly negative effect on behavioral intentions toward web-based e-learning in-service training through the factor of perceived ease of use. Perceived usefulness and motivation to use were the primary reasons for the acceptance by junior high school teachers of web-based e-learning systems for in-service training.
Hong-Ren Chen; Hsiao-Fen Tseng. Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan. Evaluation and Program Planning 2012, 35, 398 -406.
AMA StyleHong-Ren Chen, Hsiao-Fen Tseng. Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan. Evaluation and Program Planning. 2012; 35 (3):398-406.
Chicago/Turabian StyleHong-Ren Chen; Hsiao-Fen Tseng. 2012. "Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan." Evaluation and Program Planning 35, no. 3: 398-406.