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Dr. Liwei Hsu
Graduate Institute of Hospitality Management, National Kaohsiung University of Hospitality and Tourism

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Research Keywords & Expertise

0 Neuromarketing
0 educational neuroscience
0 Technology-enhanced language learning
0 Computer assisted learning
0 Mind science

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Computer assisted learning

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Short Biography

Liwei Hsu is a professor of Graduate Institute of Hospitality Management at National Kaohsiung University of Hospitality and Tourism, Taiwan. Professor Hsu earned his doctorate in education at the University of Southern California, Los Angeles, USA. His research interests focus on CALL as well as the application of ICT in hospitality education. He has published articles in many peer-review journals including Computer Assisted Language Learning, The Asia-Pacific Education Researcher and Australasian Journal of Educational Technology. Professor Hsu also serves as a member of SIG for Hospitality Education Research under the supervision of the Ministry of Science and Technology of Taiwan.

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Journal article
Published: 06 August 2021 in Sustainability
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The COVID-19 outbreak has suddenly changed the landscape of education worldwide. Many governments have moved education completely online, with the idea that although schools are shut, classes can continue; however, the question regarding whether teachers are prepared for this massive shift in educational practice remains unanswered. This study addresses this issue through the lens of teachers’ technology, learners, pedagogy, academic discipline content, and content knowledge (TLPACK). Two groups of 250 teachers (n = 500) who teach various levels of students participated in a two-phase survey. The phases of the survey took place in 2017 and 2020 (i.e., before and during the COVID-19 pandemic). Participants answered 38 reliable and valid questions about TLPACK to address three research questions, and the collected data were subjected to frequentist and Bayesian statistical analysis. The analysis indicated that teachers’ TLPACKs were significantly different before and during the COVID-19 pandemic. This study revealed significant correlations among teachers’ TLPACK constructs and found that, among these constructs, the strongest relationship was that between learner knowledge (i.e., knowledge about the learners) and pedagogy knowledge. The study ends by reflecting on our findings’ implications, especially since the COVID-19 pandemic continues to have significant altering effects on both education and society at large.

ACS Style

Yen-Jung Chen; Robert Hsu. Understanding the Difference of Teachers’ TLPACK before and during the COVID-19 Pandemic: Evidence from Two Groups of Teachers. Sustainability 2021, 13, 8827 .

AMA Style

Yen-Jung Chen, Robert Hsu. Understanding the Difference of Teachers’ TLPACK before and during the COVID-19 Pandemic: Evidence from Two Groups of Teachers. Sustainability. 2021; 13 (16):8827.

Chicago/Turabian Style

Yen-Jung Chen; Robert Hsu. 2021. "Understanding the Difference of Teachers’ TLPACK before and during the COVID-19 Pandemic: Evidence from Two Groups of Teachers." Sustainability 13, no. 16: 8827.

Research article
Published: 23 March 2021 in Computer Assisted Language Learning
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This study presents essential findings that would be advantageous to the designers and practitioners of Language Massive Open Online Courses (LMOOCs). It reveals the key elements that contribute to successful LMOOCs, and how they are influenced by English as a foreign language (EFL) learners’ personal characteristics (gender, age, and opened to experience). Nineteen research hypotheses were proposed to be statistically tested. A questionnaire, based on Delone and McLean’s Information System Success Model (ISSM), included items designed to investigate EFL learners’ personal characteristics, which was then distributed to experienced EFL LMOOC learners. The data from 172 valid copies (n = 172) were collected and analyzed with the administration of PLS-SEM modeling. The results reported that 9 out of 19 hypotheses were supported. It was determined that EFL learners’ “openness to experience” personality trait can significantly affect their opinions of service, system, and information quality of LMOOCs. Moreover, system quality, as perceived by EFL learners, was considered the significant variable for use intention and satisfaction of LMOOCs. Use intention would lead to their increased use of LMOOCs and satisfaction, and both variables would further influence their perception of the benefits that LMOOCs may provide.

ACS Style

Liwei Hsu. What makes good LMOOCs for EFL learners? Learners’ personal characteristics and Information System Success Model. Computer Assisted Language Learning 2021, 1 -25.

AMA Style

Liwei Hsu. What makes good LMOOCs for EFL learners? Learners’ personal characteristics and Information System Success Model. Computer Assisted Language Learning. 2021; ():1-25.

Chicago/Turabian Style

Liwei Hsu. 2021. "What makes good LMOOCs for EFL learners? Learners’ personal characteristics and Information System Success Model." Computer Assisted Language Learning , no. : 1-25.

Journal article
Published: 28 February 2021 in Sustainability
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Massive open online courses (MOOCs) have been called the biggest innovation in education in 200 years for their unique attribute of being open and free to any individual with Internet access; however, their high dropout rate has led many people to be concerned or dubious about their effectiveness and applicability. The applicability of MOOCs in English for specific purposes (ESP) courses (in this case, hospitality English) needs more empirical evidence; the present study intends to help fill this gap and extend our current understanding of this issue. This study followed a grounded theory methodology to develop a theoretical model based on a constant dialogue between collected data and the literature. The results suggest that most participants had positive perceptions of language MOOCs (LMOOCs) in general, but some doubted their applicability. Most participants said they would continue to use LMOOCs for learning, depending on the attributes of specific courses. Based on the extracted data, a conceptual model for the applicability of LMOOCs is proposed.

ACS Style

Robert Hsu. A Grounded Theory Exploration of Language Massive Open Online Courses (LMOOCs): Understanding Students’ Viewpoints. Sustainability 2021, 13, 2577 .

AMA Style

Robert Hsu. A Grounded Theory Exploration of Language Massive Open Online Courses (LMOOCs): Understanding Students’ Viewpoints. Sustainability. 2021; 13 (5):2577.

Chicago/Turabian Style

Robert Hsu. 2021. "A Grounded Theory Exploration of Language Massive Open Online Courses (LMOOCs): Understanding Students’ Viewpoints." Sustainability 13, no. 5: 2577.

Earlycite article
Published: 01 January 2021 in British Food Journal
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Purpose Visual stimulation affects the taste of food and beverages. This study aimed to understand how latte art affects coffee consumption by collecting participants' brainwave data and their taste responses. Design/methodology/approach Seventy subjects participated in a two-stage experiment. Electroencephalography (EEG) was employed to measure brainwave activity. With an interval of one week, each stage involved coffee consumption with and without latte art. The responses to the taste of the coffee were also collected for analysis. Findings Significant differences were found in the participants' alpha and beta brainwave bands. When drinking coffee with latte art, the participants' alpha bands were significantly lower, whereas the beta bands were higher. These findings were supported by Bayesian statistics. A significant increase was found in the participants' taste of sweetness and acidity with latte art, and Bayesian statistics confirmed the results for sweetness although the evidence on the increase in acidity was anecdotal. No difference was found in the taste of bitterness. Originality/value This study highlights the effect of latte art on coffee consumption. The authors analysed the empirical evidence from this two-stage experimental study in the form of the participants' brainwave data and their responses to taste. This study's original contribution is that it explored the crossmodal effects of latte art on consumers' taste of coffee from a neuroscientific perspective. The results of this study can provide empirical evidence on how to effectively use latte art in practical business environments.

ACS Style

Liwei Hsu; Yen-Jung Chen. Does coffee taste better with latte art? A neuroscientific perspective. British Food Journal 2021, 123, 1931 -1946.

AMA Style

Liwei Hsu, Yen-Jung Chen. Does coffee taste better with latte art? A neuroscientific perspective. British Food Journal. 2021; 123 (5):1931-1946.

Chicago/Turabian Style

Liwei Hsu; Yen-Jung Chen. 2021. "Does coffee taste better with latte art? A neuroscientific perspective." British Food Journal 123, no. 5: 1931-1946.

Journal article
Published: 08 October 2020 in Journal of Hospitality, Leisure, Sport & Tourism Education
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This study investigates the factors that affect learners' engagement in learning about tourism and hospitality subjects using massive open online courses (MOOCs). Study 1 recruited 361 participants and surveyed their self-determination to learn the subjects through MOOCs. The results of the structural equation model indicated that autonomy and competence significantly affect students’ engagement. Study 2 adopted a longitudinal multilevel model to investigate the engagement of twelve participants during a 10-week MOOC. Their work status was included as a variable because MOOCs have attracted many in-service staff members as learners. The MLM results showed that time was a significant factor, whereas status was not.

ACS Style

Liwei Hsu. Learning tourism and hospitality subjects with massive open online courses (MOOCs): A cross-sectional and longitudinal study. Journal of Hospitality, Leisure, Sport & Tourism Education 2020, 100276 .

AMA Style

Liwei Hsu. Learning tourism and hospitality subjects with massive open online courses (MOOCs): A cross-sectional and longitudinal study. Journal of Hospitality, Leisure, Sport & Tourism Education. 2020; ():100276.

Chicago/Turabian Style

Liwei Hsu. 2020. "Learning tourism and hospitality subjects with massive open online courses (MOOCs): A cross-sectional and longitudinal study." Journal of Hospitality, Leisure, Sport & Tourism Education , no. : 100276.

Preprint content
Published: 17 August 2020
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Massive open online courses (MOOCs) have been called the biggest innovation to happen in education for 200 years for their unique attribute of being open and free to any individual with Internet access; however, their high dropout rate has led many people to be concerned or dubious about MOOCs’ effectiveness and applicability. The applicability of MOOCs in English for specific purposes (ESP) courses (in this case, Hospitality English) needs more empirical evidence; the present study intends to help fill this gap and extend our current understanding of this issue. This study followed a grounded theory methodology to develop a theoretical model based on constant dialogue between collected data and the literature. The results suggest that most participants had positive perceptions of LMOOCs in general but that some of them doubted the applicability of LMOOCs. Most participants said they would continue to use LMOOCs in learning, depending on the attributes of specific courses. Based on the extracted data, a conceptual model for the applicability of LMOOCs is proposed.

ACS Style

Liwei Hsu. A grounded theory exploration of language massive open online courses (LMOOCs): Understanding students’ viewpoints. 2020, 1 .

AMA Style

Liwei Hsu. A grounded theory exploration of language massive open online courses (LMOOCs): Understanding students’ viewpoints. . 2020; ():1.

Chicago/Turabian Style

Liwei Hsu. 2020. "A grounded theory exploration of language massive open online courses (LMOOCs): Understanding students’ viewpoints." , no. : 1.

Preprint content
Published: 01 July 2020
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Massive open online courses (MOOCs) have been called the biggest innovation to happen in education for 200 years for their unique attribute of being open and free to any individual with Internet access; however, their high dropout rate has led many people to be concerned or dubious about MOOCs’ effectiveness and applicability. The applicability of MOOCs in English for specific purposes (ESP) courses (in this case, Hospitality English) needs more empirical evidence; the present study intends to help fill this gap and extend our current understanding of this issue. This study followed a grounded theory methodology to develop a theoretical model based on constant dialogue between collected data and the literature. The results suggest that most participants had positive perceptions of LMOOCs in general but that some of them doubted the applicability of LMOOCs. Most participants said they would continue to use LMOOCs in learning, depending on the attributes of specific courses. Based on the extracted data, a conceptual model for the applicability of LMOOCs is proposed.

ACS Style

Liwei Hsu. A Grounded Theory Exploration of Language Massive Open Online Courses (LMOOCs): Understanding Students’ Viewpoints. 2020, 1 .

AMA Style

Liwei Hsu. A Grounded Theory Exploration of Language Massive Open Online Courses (LMOOCs): Understanding Students’ Viewpoints. . 2020; ():1.

Chicago/Turabian Style

Liwei Hsu. 2020. "A Grounded Theory Exploration of Language Massive Open Online Courses (LMOOCs): Understanding Students’ Viewpoints." , no. : 1.

Journal article
Published: 22 May 2020 in Australasian Marketing Journal
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This study aims to understand how hotel videos embedded with a smiling face emoji as a subliminal message affect consumers’ selection of hotels, with their brain activities measured and collected while they watched the videos. Data was collected from sixteen participants who completed two rounds of experiments. A chi-square test of homogeneity, paired sample t-test, and Bayes factor were performed to address the two proposed research questions. The results of this study reveal that participants’ selection of hotels would be significantly affected by the subliminal stimuli of a smiling face emoji. Meanwhile, neuroscientific data identifies significant differences between participants’ two (theta and beta) out of five bands of brainwaves while they were viewing hotel videos with and without the subliminal message. Suggestions for future studies and practical operations are also discussed.

ACS Style

Liwei Hsu; Yen-Jung Chen. Neuromarketing, Subliminal Advertising, and Hotel Selection: An EEG Study. Australasian Marketing Journal 2020, 28, 200 -208.

AMA Style

Liwei Hsu, Yen-Jung Chen. Neuromarketing, Subliminal Advertising, and Hotel Selection: An EEG Study. Australasian Marketing Journal. 2020; 28 (4):200-208.

Chicago/Turabian Style

Liwei Hsu; Yen-Jung Chen. 2020. "Neuromarketing, Subliminal Advertising, and Hotel Selection: An EEG Study." Australasian Marketing Journal 28, no. 4: 200-208.

Articles
Published: 14 April 2020 in Computer Assisted Language Learning
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The English as a foreign language (EFL) learners’ levels of attention and meditation as well as brainwaves while interacting with an interlocutor in three different second-language (L2) socialization contexts—with another human in person, with another person through a virtual platform, and with an artificial intelligence (AI) chatbot—were explored in this study. Thirty participants participated in an experiment, throughout which they were asked to wear a NeuroSky Mindwave headset to assess their real-time levels of attention and meditation, as well as their brainwave activities in each of the three contexts. Statistical analyses of the results revealed a significant effect of the EFL socialization context on participants’ level of attention and meditation. The EFL learners’ level of attention was highest when they were socializing with other humans in person. When their interlocutor was a chatbot, their level of meditation was highest. When they were interacting with another person in a virtual environment, both their attention and meditation were lowest. A one-way multivariate analysis of variance (MANOVA) revealed a significant main effect of the dominant ratios of participants’ brainwave activities, based on their interactions with interlocutors in all three contexts. The AI chatbot was associated with the greatest dominant ratio of delta and theta brainwaves for EFL learners. Face-to-face L2 socialization with interlocutors triggered alpha and beta brainwaves, whereas interaction with human interlocutors in the virtual environment made gamma brainwaves dominant. The present study is the first to have empirically examined EFL learners’ levels of attention and meditation as well as brainwaves during L2 socialization in three different contexts.

ACS Style

Liwei Hsu. To CALL or not to CALL: empirical evidence from neuroscience. Computer Assisted Language Learning 2020, 1 -24.

AMA Style

Liwei Hsu. To CALL or not to CALL: empirical evidence from neuroscience. Computer Assisted Language Learning. 2020; ():1-24.

Chicago/Turabian Style

Liwei Hsu. 2020. "To CALL or not to CALL: empirical evidence from neuroscience." Computer Assisted Language Learning , no. : 1-24.

Journal article
Published: 01 January 2020 in International Journal of Information and Education Technology
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ACS Style

Yu-Chun Wang; Liwei Hsu. Shall We Go to the MALL? — Students‘ Perceptions of a Business English Learning App. International Journal of Information and Education Technology 2020, 10, 110 -116.

AMA Style

Yu-Chun Wang, Liwei Hsu. Shall We Go to the MALL? — Students‘ Perceptions of a Business English Learning App. International Journal of Information and Education Technology. 2020; 10 (2):110-116.

Chicago/Turabian Style

Yu-Chun Wang; Liwei Hsu. 2020. "Shall We Go to the MALL? — Students‘ Perceptions of a Business English Learning App." International Journal of Information and Education Technology 10, no. 2: 110-116.

Journal article
Published: 31 December 2019 in South African Journal of Education
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ACS Style

Liwei Hsu; Yen-Jung Chen. Examining teachers’ technological pedagogical and content knowledge in the era of cloud pedagogy. South African Journal of Education 2019, 39, 1 -13.

AMA Style

Liwei Hsu, Yen-Jung Chen. Examining teachers’ technological pedagogical and content knowledge in the era of cloud pedagogy. South African Journal of Education. 2019; 39 (S2):1-13.

Chicago/Turabian Style

Liwei Hsu; Yen-Jung Chen. 2019. "Examining teachers’ technological pedagogical and content knowledge in the era of cloud pedagogy." South African Journal of Education 39, no. S2: 1-13.

Journal article
Published: 06 September 2019 in British Food Journal
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Purpose Music has a priming effect on product selection. The purpose of this paper is to extend the current understanding on this issue using an experimental design incorporating behavioural and brainwave data. Design/methodology/approach An experiment with 40 participants was conducted to explore how and why wine tasting preferences would be primed by different genres of musical stimuli. Electroencephalographic measurement was adopted to measure participant brainwave activity in two experiments, each involving two rounds of wine tasting, and the treatment was administered between the two rounds. Findings Significant associations between the musical stimulus genre and participant change in wine selection were found, and the musical stimuli resulted in different brainwave activities because participant β and γ wave activities significantly differed in the first and second wine tasting rounds. Correlational analyses indicated that α, β and γ wave activities generated by the musical stimuli were significantly but negatively correlated with α wave activity. α wave activity in the musical stimulus phases was significantly negatively correlated with β wave activity in the second round of wine tasting, and the other associations were significant and positive. Originality/value This study highlighted the priming effect of musical stimuli in wine tasting. Empirical evidence derived from experimental research was analysed with behavioural and brainwave data. This study’s original contribution is that it explored wine tasting preferences from a neuromarketing perspective. The results of this study can provide empirical evidence on how to effectively use music in marketing strategies.

ACS Style

Liwei Hsu; Yen-Jung Chen. Music and wine tasting: an experimental neuromarketing study. British Food Journal 2019, 122, 2725 -2737.

AMA Style

Liwei Hsu, Yen-Jung Chen. Music and wine tasting: an experimental neuromarketing study. British Food Journal. 2019; 122 (8):2725-2737.

Chicago/Turabian Style

Liwei Hsu; Yen-Jung Chen. 2019. "Music and wine tasting: an experimental neuromarketing study." British Food Journal 122, no. 8: 2725-2737.

Journal article
Published: 01 January 2018 in International Journal of Information and Education Technology
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ACS Style

Liwei Hsu; Chia-Wen Chen. Examining Effectiveness of m-Learning in Hospitality Education with Revised Technology Acceptance Model. International Journal of Information and Education Technology 2018, 8, 565 -569.

AMA Style

Liwei Hsu, Chia-Wen Chen. Examining Effectiveness of m-Learning in Hospitality Education with Revised Technology Acceptance Model. International Journal of Information and Education Technology. 2018; 8 (8):565-569.

Chicago/Turabian Style

Liwei Hsu; Chia-Wen Chen. 2018. "Examining Effectiveness of m-Learning in Hospitality Education with Revised Technology Acceptance Model." International Journal of Information and Education Technology 8, no. 8: 565-569.

Journal article
Published: 01 January 2018 in International Journal of Information and Education Technology
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ACS Style

Liwei Hsu; Yen-Jung Chen. Teachers’ Knowledge and Competence in the Digital Age: Descriptive Research within the TPACK Framework. International Journal of Information and Education Technology 2018, 8, 455 -458.

AMA Style

Liwei Hsu, Yen-Jung Chen. Teachers’ Knowledge and Competence in the Digital Age: Descriptive Research within the TPACK Framework. International Journal of Information and Education Technology. 2018; 8 (6):455-458.

Chicago/Turabian Style

Liwei Hsu; Yen-Jung Chen. 2018. "Teachers’ Knowledge and Competence in the Digital Age: Descriptive Research within the TPACK Framework." International Journal of Information and Education Technology 8, no. 6: 455-458.

Journal article
Published: 01 January 2017 in International Journal of Information and Education Technology
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ACS Style

Liwei Hsu. EFL Learners’ Acceptance of Technology in a Computer-Assisted Language Learning (CALL) Context: The Role of Intrinsic-Extrinsic Motivation in English Learning. International Journal of Information and Education Technology 2017, 7, 679 -685.

AMA Style

Liwei Hsu. EFL Learners’ Acceptance of Technology in a Computer-Assisted Language Learning (CALL) Context: The Role of Intrinsic-Extrinsic Motivation in English Learning. International Journal of Information and Education Technology. 2017; 7 (9):679-685.

Chicago/Turabian Style

Liwei Hsu. 2017. "EFL Learners’ Acceptance of Technology in a Computer-Assisted Language Learning (CALL) Context: The Role of Intrinsic-Extrinsic Motivation in English Learning." International Journal of Information and Education Technology 7, no. 9: 679-685.

Journal article
Published: 09 December 2016 in Journal of Education and Training
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Considerable attention has been given to the relationship between internship and hospitality education and positive results have been extracted. More and more hospitality programs worldwide emphasize the necessity of internship; nevertheless, intern students always considered the lack of support from academic staff as a major challenges for teachers to overcome and virtual community can be exploited as a venue to provide such assistance. The present study surveyed 230 teachers and 660 intern students of hospitality programs in Taiwan and discovered significant differences existed between hospitality teachers and their intern students in terms of their perception about satisfaction, sense of belonging as well as effectiveness of using virtual communities to maintain the connectedness among the teacher and students. When two major social media are compared when being exploited as the platforms for interactions, again, significant differences were discovered with respect to the participants’ satisfaction, sense of belong and effectiveness of using Facebook, Line and two of them. Scheffe’s Post-hoc further reported that participants’ satisfaction with Line was greater than Facebook and their sense of belonging toward the class and effectiveness were stronger when Facebook and Line were used at the same time. Limitations and recommendations for future research are also included in the end of this manuscript.

ACS Style

Liwei Hsu. Mind the Gap: Exploring Hospitality Teachers’ and Student Interns’ Perception of Using Virtual Communities for Maintaining Connectedness in Internship. Journal of Education and Training 2016, 4, 88 .

AMA Style

Liwei Hsu. Mind the Gap: Exploring Hospitality Teachers’ and Student Interns’ Perception of Using Virtual Communities for Maintaining Connectedness in Internship. Journal of Education and Training. 2016; 4 (1):88.

Chicago/Turabian Style

Liwei Hsu. 2016. "Mind the Gap: Exploring Hospitality Teachers’ and Student Interns’ Perception of Using Virtual Communities for Maintaining Connectedness in Internship." Journal of Education and Training 4, no. 1: 88.

Journal article
Published: 06 June 2015 in The Asia-Pacific Education Researcher
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The present study undertook a multilevel analysis on how school administrators’ view of the diffusion of adopting technologies in instruction at school level affected teachers’ acceptance of the use of these technologies in actual teaching, which, hypothetically, in turn influences students’ learning effectiveness. Thirteen Taiwanese high schools with hospitality programmes were surveyed using two theoretical frameworks: diffusion of innovation theory (DOI) and the unified theory of acceptance and use of technology. A series of stepwise multiple regressions were administered, and the results showed that among the variables of DOI within a school, only efforts of promotion was significant for the annual budget allocated to innovative technology-based instruction; this effect was negative. With regard to teachers’ adoption of technology, effort expectancy was significantly linked to behavioural intention, which also affected actual use of technology in instruction. Students’ motivation and self-efficacy were both significant for learning effectiveness. In terms of multilevel moderations, school’s budget allocated to innovative technology-based instruction was found to significantly influence the variables of facilitating condition and behavioural intention at teacher level, which had no moderating effect on students’ learning.

ACS Style

Liwei Hsu. Diffusion of Innovation and Use of Technology in Hospitality Education: An Empirical Assessment with Multilevel Analyses of Learning Effectiveness. The Asia-Pacific Education Researcher 2015, 25, 135 -145.

AMA Style

Liwei Hsu. Diffusion of Innovation and Use of Technology in Hospitality Education: An Empirical Assessment with Multilevel Analyses of Learning Effectiveness. The Asia-Pacific Education Researcher. 2015; 25 (1):135-145.

Chicago/Turabian Style

Liwei Hsu. 2015. "Diffusion of Innovation and Use of Technology in Hospitality Education: An Empirical Assessment with Multilevel Analyses of Learning Effectiveness." The Asia-Pacific Education Researcher 25, no. 1: 135-145.

Journal article
Published: 20 April 2015 in International Research in Education
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This study was designed to investigate the effectiveness of the use of multimedia web-based technologies in culinary skills training with a mixed method. One hundred high school students of hospitality programme in Taiwan were recruited and randomly assigned to experimental and control groups respectively using multimedia web-based educational technologies and traditional educational methods, with two dishes (one basic and one advanced) as target contents to be learned and delivered. The findings indicated that the experimental group performed better on both dishes. The effect size validated the applicability of multimedia web-based technologies in culinary skills training. A focus group of 10 interviewees from the experimental group were formed for qualitative part of research. Furthermore, results of focus group interviews revealed that convenience was mentioned by eight interviewees as a benefit of the experimental instructional method, while the ability to present material with captions was seen as the most significant functionality.

ACS Style

Liwei Hsu; Ming-Yu Chang Chien. The Effectiveness of Applying Multimedia Web-Based Technologies in Culinary Skills Training. International Research in Education 2015, 3, 131 -144.

AMA Style

Liwei Hsu, Ming-Yu Chang Chien. The Effectiveness of Applying Multimedia Web-Based Technologies in Culinary Skills Training. International Research in Education. 2015; 3 (2):131-144.

Chicago/Turabian Style

Liwei Hsu; Ming-Yu Chang Chien. 2015. "The Effectiveness of Applying Multimedia Web-Based Technologies in Culinary Skills Training." International Research in Education 3, no. 2: 131-144.

Journal article
Published: 29 August 2014 in The Asia-Pacific Education Researcher
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This study explores the applicability of various Web 2.0 technologies in hospitality education in Taiwan. The affordances of Web 2.0 technologies have dramatically changed the landscape of higher education, and hospitality education is no exception. The research presented here involved the distribution of a large-scale survey to all hospitality major students at Taiwanese universities; 839 valid responses were received and subjected to statistical analyses. The results indicated that blogs are the most popular Web 2.0 technology exploited in hospitality education, followed by Facebook. Facebook was shown to cause the greatest cognitive load for learners, although the effect size was small. Next, structural equation modelling was employed to examine nine research hypotheses, in the effort to investigate causal relationships among five proposed constructs: perceived ease of use, perceived usefulness, cognitive load, learning effectiveness and learning satisfaction. Five out of nine hypotheses were supported, showcasing, in particular, the significant effect that perceived ease of use had on perceived usefulness and on learning effectiveness. In addition, perceived usefulness positively affected cognitive load and learning effectiveness, and learning effectiveness positively affected learning satisfaction; these effects were also significant.

ACS Style

Liwei Hsu. Modelling Determinants for the Integration of Web 2.0 Technologies into Hospitality Education: A Taiwanese Case. The Asia-Pacific Education Researcher 2014, 24, 625 -633.

AMA Style

Liwei Hsu. Modelling Determinants for the Integration of Web 2.0 Technologies into Hospitality Education: A Taiwanese Case. The Asia-Pacific Education Researcher. 2014; 24 (4):625-633.

Chicago/Turabian Style

Liwei Hsu. 2014. "Modelling Determinants for the Integration of Web 2.0 Technologies into Hospitality Education: A Taiwanese Case." The Asia-Pacific Education Researcher 24, no. 4: 625-633.

Journal article
Published: 24 March 2014 in Australasian Journal of Educational Technology
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This paper was designed to investigate the application of an online inquiry-based program to European tourism from an epistemological perspective. Fifty tourism students (n = 50) participated in this study and their epistemological beliefs were measured with the Epistemological Belief Scale. A set of pre-, post-, and delayed tests were utilised to assess each participant’s learning outcomes. The results showed that online inquiry-based learning (IBL) did change the participants’ epistemological beliefs significantly, with a large effect size (Cohen’s d) of .83. However, correlation analyses indicated that the relationship between an individual’s epistemological beliefs before and after the online IBL experience, and the differences of pre- and post-tests, is rather low (g = .287). Yet, the association between their changed epistemological beliefs and the delayed test was higher (g = .556). These results suggest the possible effectiveness of online IBL in helping tourism students’ develop more sophisticated epistemological beliefs, which may not be able to help learners comprehend the subject matter immediately but may facilitate better long-term retention.

ACS Style

Liwei Hsu. An epistemological analysis of the application of an online inquiry-based program in tourism education. Australasian Journal of Educational Technology 2014, 30, 1 .

AMA Style

Liwei Hsu. An epistemological analysis of the application of an online inquiry-based program in tourism education. Australasian Journal of Educational Technology. 2014; 30 (1):1.

Chicago/Turabian Style

Liwei Hsu. 2014. "An epistemological analysis of the application of an online inquiry-based program in tourism education." Australasian Journal of Educational Technology 30, no. 1: 1.