This page has only limited features, please log in for full access.
Gwo-Jen Hwang, Ph.D., is a Chair Professor in the Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taiwan. His research interests include mobile learning, digital game-based learning, flipped classrooms, and AI in education. His research interests include mobile and ubiquitous learning, digital game-based learning, flipped classroom, and artificial intelligence in education.
Due to the rapid changes in global economic environments, enterprises have to continually enhance their business competitiveness. To improve business, planning educational training has been regarded as a channel to educate outstanding employees. Recently, most of the companies in the securities industry in Taiwan have adopted web-based educational training as a form of employee training. However, low e-learning acceptance on the part of employees is the essential obstacle when enterprises attempt to promote web-based continuing learning. Previous studies have shown that hardiness and Internet self-efficacy may be important factors that influence whether an individual will continue with web-based learning when facing pressure. Securities practitioners are required to deal with high pressure and persist in enhancing their professional knowledge in their working environment; therefore, continuing learning is crucial to maintaining the quality of professional service. The present study recruited securities practitioners as the research participants, and examined the effects of hardiness and Internet self-efficacy on their attitudes towards web-based learning when they were participating in web-based learning. The findings revealed that securities practitioners’ hardiness and Internet self-efficacy both had direct positive effects on their attitudes towards web-based continuing learning. Meanwhile, their Internet self-efficacy had a mediating effect on the relationships between hardiness and attitudes towards web-based continuing learning.
Yun-Fang Tu; Chiu-Lin Lai; Gwo-Jen Hwang; Chun-Kuei Chen. The role of hardiness in securities practitioners' web-based continuing learning: Internet self-efficacy as a mediator. Educational Technology Research and Development 2021, 1 -23.
AMA StyleYun-Fang Tu, Chiu-Lin Lai, Gwo-Jen Hwang, Chun-Kuei Chen. The role of hardiness in securities practitioners' web-based continuing learning: Internet self-efficacy as a mediator. Educational Technology Research and Development. 2021; ():1-23.
Chicago/Turabian StyleYun-Fang Tu; Chiu-Lin Lai; Gwo-Jen Hwang; Chun-Kuei Chen. 2021. "The role of hardiness in securities practitioners' web-based continuing learning: Internet self-efficacy as a mediator." Educational Technology Research and Development , no. : 1-23.
The main purpose of this study was to examine the critical factors influencing university teachers’ use of a mobile technology-enhanced teaching (MTT) platform during the new coronavirus (COVID-19) epidemic. An integrated model with multiple factors drawing from the theoretical models and learning theories was proposed in this study to examine university teachers’ intentions to use an MTT platform. The multiple factors included the individual factor (e.g., growth mindset, help seeking, and self-efficacy), the social factor (e.g., social norms), and the technological acceptance factor (e.g., perceived usefulness and perceived ease of use). The survey method was used to collect data on university teachers’ perceptions of the MTT platform use, and a two-step structural equation modeling approach was used for the data analysis. Based on the path analysis of a total of 214 valid responses, the results identified that growth mindset, help seeking, and self-efficacy from the individual factor, as well as perceived usefulness from the technology acceptance factor were the significant determinants of university teachers’ intentions to adopt the MTT. The contributions of this study are twofold. First, the proposed model was derived from multiple literature sources, providing a sound theoretical foundation to understand MTT platform use from an academic angle. Second, university teachers’ viewpoints are a unique observation of their actual platform use, providing practical insights into the improvement and maintenance of MTT-related platforms for all educators. The findings are especially valuable during the post-COVID-19 era.
Kai-Yu Tang; Chun-Hua Hsiao; Yun-Fang Tu; Gwo-Jen Hwang; Youmei Wang. Factors influencing university teachers’ use of a mobile technology-enhanced teaching (MTT) platform. Educational Technology Research and Development 2021, 1 -24.
AMA StyleKai-Yu Tang, Chun-Hua Hsiao, Yun-Fang Tu, Gwo-Jen Hwang, Youmei Wang. Factors influencing university teachers’ use of a mobile technology-enhanced teaching (MTT) platform. Educational Technology Research and Development. 2021; ():1-24.
Chicago/Turabian StyleKai-Yu Tang; Chun-Hua Hsiao; Yun-Fang Tu; Gwo-Jen Hwang; Youmei Wang. 2021. "Factors influencing university teachers’ use of a mobile technology-enhanced teaching (MTT) platform." Educational Technology Research and Development , no. : 1-24.
Kate Thompson; Linda Corrin; Gwo-Jen Hwang; Jason M. Lodge. Trends in education technology in higher education. Australasian Journal of Educational Technology 2021, 37, 1 -4.
AMA StyleKate Thompson, Linda Corrin, Gwo-Jen Hwang, Jason M. Lodge. Trends in education technology in higher education. Australasian Journal of Educational Technology. 2021; 37 (3):1-4.
Chicago/Turabian StyleKate Thompson; Linda Corrin; Gwo-Jen Hwang; Jason M. Lodge. 2021. "Trends in education technology in higher education." Australasian Journal of Educational Technology 37, no. 3: 1-4.
This study explores the roles and research foci of AILEd (Artificial Intelligence in Language Education). The AILEd studies published from 1990 to 2020 in the WOS (Web of Science) database were included in the present study. Based on the well-recognized Technology-based Learning Review model, several dimensions, such as research methods, research sample groups, adopted technology, language skills, the role of AI in language education, and learning outcomes, were taken into account. The review results show that the main application domains of AILEd research were writing, reading, and vocabulary acquisition. In terms of applied technology and algorithms, AI in language education mostly adopted ITS (Intelligent Tutoring System) and NLP (Natural Language Processing). Besides, several commonly used AI algorithms were Statistical Learning, Data Mining, Machine Learning, and Natural Language Parsing. It was also found that some research focused on learning anxiety, willingness to communicate, knowledge acquisition, and classroom interaction. However, higher order thinking, complex problem solving, critical thinking ability, and collaborative learning tendencies were rarely considered in AILEd studies. Accordingly, several suggestions are provided to researchers, teachers, and decision makers for applying or studying AI applications in language education in the future.
Jia-Cing Liang; Gwo-Jen Hwang; Mei-Rong Alice Chen; Darmawansah Darmawansah. Roles and research foci of artificial intelligence in language education: an integrated bibliographic analysis and systematic review approach. Interactive Learning Environments 2021, 1 -27.
AMA StyleJia-Cing Liang, Gwo-Jen Hwang, Mei-Rong Alice Chen, Darmawansah Darmawansah. Roles and research foci of artificial intelligence in language education: an integrated bibliographic analysis and systematic review approach. Interactive Learning Environments. 2021; ():1-27.
Chicago/Turabian StyleJia-Cing Liang; Gwo-Jen Hwang; Mei-Rong Alice Chen; Darmawansah Darmawansah. 2021. "Roles and research foci of artificial intelligence in language education: an integrated bibliographic analysis and systematic review approach." Interactive Learning Environments , no. : 1-27.
This study explored the effects of a Concept Mapping-based Two-tier Test Gaming (CM-TTG) approach on learning achievement. Specifically, the two-tier test was employed as a learning diagnosis tool, and concept maps were utilized as the learning strategies to improve the students' learning achievement. To investigate the effectiveness of the proposed approach, a quasi-experimental design was applied to compare the learning achievement, learning motivation, flow experience, and cognitive loads of ninth-grade students using the CM-TTG approach and those using the conventional two-tier test-based gaming approach; moreover, the behavioral patterns of the experimental group and the control group using the different approaches as well as low- and high-achievers in the CM-TTG were analyzed as well. The results of the study showed that the concept-mapping strategy used with the two-tier test digital game-based learning could significantly improve the students' learning achievement. There were no significant differences in the learning motivation, flow experience, or cognitive loads of the two groups. Besides, the average scores of the two groups' learning motivation and flow experience were above 3.0, and those of their cognitive load ratings were below 3.0. It is inferred that the CM-TTG approach did not have a significant impact on the students' cognitive load, learning motivation, or flow experience. However, an examination of the participants' learning behavior patterns in the experimental group revealed that there were distinct differences between high-achieving and low-achieving students, as the former would actively build connections between concept maps and learning tasks to help them achieve the learning goals, while the low-achieving students would feel lost in the game without enforced instructions. Finally, through interviews, we analyzed and synthesized key factors impacting the students’ learning achievements with the CM-TTG approach to serve as a reference for future research.
Feng-Ying Li; Gwo-Jen Hwang; Pei-Ying Chen; Yu-Jung Lin. Effects of a concept mapping-based two-tier test strategy on students’ digital game-based learning performances and behavioral patterns. Computers & Education 2021, 173, 104293 .
AMA StyleFeng-Ying Li, Gwo-Jen Hwang, Pei-Ying Chen, Yu-Jung Lin. Effects of a concept mapping-based two-tier test strategy on students’ digital game-based learning performances and behavioral patterns. Computers & Education. 2021; 173 ():104293.
Chicago/Turabian StyleFeng-Ying Li; Gwo-Jen Hwang; Pei-Ying Chen; Yu-Jung Lin. 2021. "Effects of a concept mapping-based two-tier test strategy on students’ digital game-based learning performances and behavioral patterns." Computers & Education 173, no. : 104293.
This study explores the trends of chatbots in education studies by conducting a literature review to analyze relevant papers published in the Social Science Citation Index (SSCI) journals by searching the Web of Science (WoS) database. From the analysis results, it was found that the United States, Taiwan and Hong Kong are the top three contributing countries or regions. In addition, most studies adopted quantitative methods in their research design, such as ANOVA (Analysis of variance), descriptive statistics, t test, and correlation analysis. ANCOVA (Analysis of covariance) was the most frequently adopted approach for comparing the performances or perceptions of different groups of students. From the analysis results, the greatest proportion of studies adopted guided learning, followed by no learning activities. It was determined that the studies related to chatbots in education are still in an early stage since there are few empirical studies investigating the use of effective learning designs or learning strategies with chatbots. This implies much room for conducting relevant research to drive innovative teaching in terms of improving the learning process and learning outcomes. Finally, we highlight the research gaps and suggest several directions for future research based on the findings in the present study.
Gwo-Jen Hwang; Ching-Yi Chang. A review of opportunities and challenges of chatbots in education. Interactive Learning Environments 2021, 1 -14.
AMA StyleGwo-Jen Hwang, Ching-Yi Chang. A review of opportunities and challenges of chatbots in education. Interactive Learning Environments. 2021; ():1-14.
Chicago/Turabian StyleGwo-Jen Hwang; Ching-Yi Chang. 2021. "A review of opportunities and challenges of chatbots in education." Interactive Learning Environments , no. : 1-14.
Designing activities for learners to deal with problems and cultivate their higher order thinking is critical in professional training. Peer review is to allow a group of learners with similar abilities and knowledge background to promote their higher order thinking and reflective thinking through mutual observation and comments. However, in the conventional peer-review approach, the interaction between assessors and assessees is one-way. That is, assessors cannot receive any responses from assessees, so they have no opportunity to reflect on their comments. The online interactive peer-review approach aims to enable assessees to express their points of view and to allow assessors to understand whether their ratings and comments are accurate or helpful to assessees. During the interaction, both assessors and assessees have the opportunity for reflection, which then promotes the quality of ratings and comments and facilitates their learning effectiveness and critical thinking. The present study developed an online interactive peer-review system and applied it to the health assessment learning course for nurse practitioners (NP). An experiment was designed to explore the effects of different online peer-review approaches on NP students' learning achievement and higher order thinking. Also, the study recorded the students' peer-review content and analyzed its effects on the quality of their peer review. The experimental group adopted the online interactive peer-review approach, while the control group adopted the conventional online peer-review approach in a flipped learning context. The results indicated that integrating the online interactive peer-review learning approach could not only strengthen the NP students’ knowledge and clinical skills, but could also significantly improve their critical thinking tendency and reflective thinking. Moreover, based on the analytic findings of the peer-review content, students using the online interactive peer-review approach were better able to significantly address more specific suggestions to assist their peers in improving their health assessment performance than those using the conventional online peer-review approach.
Hui-Chen Lin; Gwo-Jen Hwang; Shao-Chen Chang; Yaw-Don Hsu. Facilitating critical thinking in decision making-based professional training: An online interactive peer-review approach in a flipped learning context. Computers & Education 2021, 173, 104266 .
AMA StyleHui-Chen Lin, Gwo-Jen Hwang, Shao-Chen Chang, Yaw-Don Hsu. Facilitating critical thinking in decision making-based professional training: An online interactive peer-review approach in a flipped learning context. Computers & Education. 2021; 173 ():104266.
Chicago/Turabian StyleHui-Chen Lin; Gwo-Jen Hwang; Shao-Chen Chang; Yaw-Don Hsu. 2021. "Facilitating critical thinking in decision making-based professional training: An online interactive peer-review approach in a flipped learning context." Computers & Education 173, no. : 104266.
Researchers have pointed out the important role of self-regulation in learning. The self-regulated learning (SRL) process consists of three stages (i.e. forethought, performance, and self-reflection), each of which could involve different strategies for achieving the aim of SRL. To enable researchers and teachers to have a whole picture of how each strategy could be applied, this study analyzed the 2010–2020 publications in seven SSCI journals of e-learning. In addition, the correlation between each SRL strategy and students’ learning performances was analyzed. It was found that, in 58% of the studies, the potential strategies for individual SRL stages were generally ignored. In addition, 40% of the studies did not clearly state how SRL could be applied to practical applications. By referring to those SRL studies reporting the use of the strategies in each stage in specific application domains, it was found that goal setting and planning, which highly related to students’ learning achievement, has been frequently discussed. Nevertheless, some strategies that highly correlated to students’ cognitive performances and affect perceptions, such as environmental structuring, seeking information and rehearsing and memorizing, are often ignored. According to the findings, some suggestions are provided as a reference for researchers to conduct related research.
Chiu-Lin Lai; Gwo-Jen Hwang. Strategies for enhancing self-regulation in e-learning: a review of selected journal publications from 2010 to 2020. Interactive Learning Environments 2021, 1 -23.
AMA StyleChiu-Lin Lai, Gwo-Jen Hwang. Strategies for enhancing self-regulation in e-learning: a review of selected journal publications from 2010 to 2020. Interactive Learning Environments. 2021; ():1-23.
Chicago/Turabian StyleChiu-Lin Lai; Gwo-Jen Hwang. 2021. "Strategies for enhancing self-regulation in e-learning: a review of selected journal publications from 2010 to 2020." Interactive Learning Environments , no. : 1-23.
As one of the core skills of the 21st century, computational thinking has received increasing attention from educators and researchers. Although some research has been conducted on computational thinking, few studies examined the impact of learning activities on students’ computation thinking skills from the perspective of cognitive development. Based on the theory of scaffolding instruction, a progressive thinking training approach with flowcharts was proposed to cultivate students’ computational thinking skills. A quasi-experiment was designed to evaluate the effectiveness of the training. Forty-nine Chinese tertiary students undertaking a programming course were randomly assigned into two groups – the experimental and control groups. During the course, the experimental group received progressive training, and the control group received non-progressive training. The results showed that the experimental group gained a significantly higher level of academic achievement than the control group. Meanwhile, the experimental group showed a remarkable improvement in programming self-efficacy. Furthermore, the participants in the experimental group showed a higher level of computational thinking skills, including cooperative learning, critical thinking, and problem solving skills. In summary, the progressive thinking training approach with flowcharts could not only improve the participants’ computational thinking skills and programming self-efficacy, but also help them to achieve better academic outcomes.
Jia-Hua Zhang; Bin Meng; Liu-Cong Zou; Yue Zhu; Gwo-Jen Hwang. Progressive flowchart development scaffolding to improve university students’ computational thinking and programming self-efficacy. Interactive Learning Environments 2021, 1 -18.
AMA StyleJia-Hua Zhang, Bin Meng, Liu-Cong Zou, Yue Zhu, Gwo-Jen Hwang. Progressive flowchart development scaffolding to improve university students’ computational thinking and programming self-efficacy. Interactive Learning Environments. 2021; ():1-18.
Chicago/Turabian StyleJia-Hua Zhang; Bin Meng; Liu-Cong Zou; Yue Zhu; Gwo-Jen Hwang. 2021. "Progressive flowchart development scaffolding to improve university students’ computational thinking and programming self-efficacy." Interactive Learning Environments , no. : 1-18.
In response to the needs of an international workforce, English for Specific Purpose courses are being promoted in higher education, and instructors are turning to learning technology to help design the instruction. In this paper, a needs analysis was conducted to guide the design of the system, materials and activities for context-aware ubiquitous language learning (CAULL) and English for Fitness Purposes (EFP) in a fitness center as part of a Design-Based Research project. The data collection methods included on-site observations, semi-structured interviews, and a questionnaire. The participants included 82 undergraduate students, seven physical education (PE) instructors, and six non-PE faculty members who frequently used the fitness center. All data forms were then triangulated and analyzed. The results show that all three groups consistently agreed that they need receptive language skills as well as specific terminology for fitness. Furthermore, it was suggested that the oral communication skills for EFP learners should also be developed for sharing ideas, experience, and suggestions. They pointed out that vocabulary related to diverse topics such as warm-up and cool-down stretches, cardiovascular exercises, and weight training are needed. Furthermore, participants reported that the CAULL system should be hypermedia-based, and contain a portfolio and a user-friendly interface. The findings were used to develop a blue print for a CAULL system based on design principles. The findings are of interest to context-aware language learning researchers, instructional designers, and the field of English for Specific Purposes.
Wan-Yu Chiu; Gi-Zen Liu; Neil E. Barrett; Meei-Ling Liaw; Gwo-Jen Hwang; Chih-Chung Lin. Needs analysis-based design principles for constructing a context-aware English learning system. Computer Assisted Language Learning 2021, 1 -27.
AMA StyleWan-Yu Chiu, Gi-Zen Liu, Neil E. Barrett, Meei-Ling Liaw, Gwo-Jen Hwang, Chih-Chung Lin. Needs analysis-based design principles for constructing a context-aware English learning system. Computer Assisted Language Learning. 2021; ():1-27.
Chicago/Turabian StyleWan-Yu Chiu; Gi-Zen Liu; Neil E. Barrett; Meei-Ling Liaw; Gwo-Jen Hwang; Chih-Chung Lin. 2021. "Needs analysis-based design principles for constructing a context-aware English learning system." Computer Assisted Language Learning , no. : 1-27.
Technology-mediated learning has become a valuable tool, especially in the English language classroom. Nowadays, mobile learning is considered a significant educational tool for promoting education among learners. Several recent studies have attempted to examine different aspects of mobile learning. The size of the experimental group, and the duration and suitability of the assessment methods are important aspects in designing experimental studies in the context of mobile English language learning. Yet, very few studies have paid attention to these aspects. Therefore, this study aimed to investigate the utilisation of state-of-the-art mobile technology in English language learning, especially in terms of the size of the experimental groups, and the duration and suitability of the assessment methods. Following a systematic review protocol, 151 articles published between 2010 and 2017 were selected for analysis. Furthermore, this study considered, separately, three factors addressed in the reviewed studies: language acquisition problems, types of participants, and targeted English skills. The findings showed that the group size and study duration significantly differed among the studies based on the above factors. Questionnaires and tests were found to be the most common methods of assessment for each factor, whether used separately or in combination. The results of this review can assist in the formulation of experimental designs to mitigate the challenges and facilitate the effective use of mobile learning in English language learning.
Monther M. Elaish; Liyana Shuib; Gwo-Jen Hwang; Norjihan Abdul Ghani; Elaheh Yadegaridehkordi; Siti Zaidah Zainuddin. Mobile English language learning: a systematic review of group size, duration, and assessment methods. Computer Assisted Language Learning 2021, 1 -27.
AMA StyleMonther M. Elaish, Liyana Shuib, Gwo-Jen Hwang, Norjihan Abdul Ghani, Elaheh Yadegaridehkordi, Siti Zaidah Zainuddin. Mobile English language learning: a systematic review of group size, duration, and assessment methods. Computer Assisted Language Learning. 2021; ():1-27.
Chicago/Turabian StyleMonther M. Elaish; Liyana Shuib; Gwo-Jen Hwang; Norjihan Abdul Ghani; Elaheh Yadegaridehkordi; Siti Zaidah Zainuddin. 2021. "Mobile English language learning: a systematic review of group size, duration, and assessment methods." Computer Assisted Language Learning , no. : 1-27.
Young students’ engagement in computer programming has been recognized as a crucial issue in educational settings nowadays. In this study, a block-based programming approach was employed to investigate its impacts on the learning anxiety, playfulness, and enjoyment of young students with different academic levels. A total of 175 10th graders participated in the study. The participants were asked to use block-based programming to control a robot. The experimental results show that the block-based programming, which engages students in programming tasks using a building block-like visual interface, significantly reduced the students’ learning anxiety while also promoting their playfulness and enjoyment in the perspectives of computational thinking. It was also found that the block-based programming benefited the low- and medium-achievement more than the high-achievement students did. Therefore, it was inferred that block-based programming would be useful for those people who have worse learning performance in conventional programming learning so they need further remedial instruction. Moreover, male students had lower learning anxiety and higher playfulness than the female students. The findings could be a good reference for researchers and school teachers who intend to conduct programming activities for young children.
Ting-Chia Hsu; Gwo-Jen Hwang. Interaction of visual interface and academic levels with young students’ anxiety, playfulness, and enjoyment in programming for robot control. Universal Access in the Information Society 2021, 1 -13.
AMA StyleTing-Chia Hsu, Gwo-Jen Hwang. Interaction of visual interface and academic levels with young students’ anxiety, playfulness, and enjoyment in programming for robot control. Universal Access in the Information Society. 2021; ():1-13.
Chicago/Turabian StyleTing-Chia Hsu; Gwo-Jen Hwang. 2021. "Interaction of visual interface and academic levels with young students’ anxiety, playfulness, and enjoyment in programming for robot control." Universal Access in the Information Society , no. : 1-13.
Active inquiry plays a key role in science education. To facilitate children's motivation, alternate reality games are applied to engage children actively in inquiry in authentic learning contexts. However, the complexity of real‐world contexts and the ambiguity of game puzzles increase the difficulty for children to conduct effective inquiries. To achieve successful inquiry‐based learning, concept mapping is an effective learning strategy to guide children to organise related information as well as to brainstorm for possible solutions. Accordingly, this study proposes a mobile concept mapping‐based questioning approach for environmental education. A quasi‐experimental study was conducted to evaluate the effectiveness of the proposed approach and the conventional questioning approach in game‐based inquiry‐based learning. The results showed that the proposed approach had a more significant effect on learning achievement, critical thinking, and learning attitude than the conventional questioning approach. However, cognitive overload negatively affected the children's learning. Besides, it was found that improper use of concept maps could limit their creative problem‐solving performances. Practitioner notes What is already known about this topic Alternate reality game (ARG) significantly promotes children’s learning motivation and engagement of game‐based inquiry learning activities. Most children have difficulties in learning with ARGs due to the complexity of real‐world contexts and the ambiguity of the puzzles. Children cannot construct knowledge effectively without proper learning supports in their cognitive process; however, it is challenge to provide proper learning supports without distracting children from gaming. What this paper adds An ARG with a mobile concept mapping‐based questioning approach (ARG‐CMQ) was applied to facilitate meaningful inquiry‐based learning for children in different real environments (school campuses and in science museums). Both quantitative and qualitative analyses were examined to identify the effect of different learning strategies to support children learning with ARGs. ARG‐CMQ improved children’s learning achievement, critical thinking and learning attitude better than conventional ARGs. ARG‐CMQ might limit children’s divergent thinking and influences their creative problem‐solving performance. Implications for practice and/or policy ARG‐CMQ is a potential approach for inquiry‐based learning in real environments, especially in improving learning perceptions and higher‐order cognitive abilities. ARG‐CMQ can be used to support competency‐based education.
Hsin‐Yi Liang; Tien‐Yu Hsu; Gwo‐Jen Hwang. Promoting children's inquiry performances in alternate reality games: A mobile concept mapping‐based questioning approach. British Journal of Educational Technology 2021, 52, 2000 -2019.
AMA StyleHsin‐Yi Liang, Tien‐Yu Hsu, Gwo‐Jen Hwang. Promoting children's inquiry performances in alternate reality games: A mobile concept mapping‐based questioning approach. British Journal of Educational Technology. 2021; 52 (5):2000-2019.
Chicago/Turabian StyleHsin‐Yi Liang; Tien‐Yu Hsu; Gwo‐Jen Hwang. 2021. "Promoting children's inquiry performances in alternate reality games: A mobile concept mapping‐based questioning approach." British Journal of Educational Technology 52, no. 5: 2000-2019.
One main objective of art education is to foster students’ art evaluation as well as their creative thinking ability. Engaging students in artwork sharing and peer feedback is a frequently adopted approach in school settings. However, most students have difficulties providing constructive comments during the peer-feedback process. To address this issue, a mobile-based progressive peer feedback approach was proposed to facilitate primary school students’ creative thinking performance, metacognitive awareness, and learning attitude. A quasi-experiment was implemented with two intact classes in a primary school in northern Taiwan to investigate the effect of the proposed approach. One class was assigned to be the experimental group (n = 20) which learned with the proposed progressive peer-feedback scaffolding approach, and the other was the control group (n = 20) which learned with the conventional feedback approach. The findings indicated that the proposed progressive peer feedback approach had a positive effect on the primary school students’ creative art thinking. The experimental group students’ metacognitive awareness was also significantly enhanced. Besides, the students from the experimental group considered that the proposed progressive peer feedback approach was beneficial to helping them critically reflect on their drawings, and facilitated their understanding of how to improve the integrity of their drawings.
Yen-Fen Lee; Chi-Jen Lin; Gwo-Jen Hwang; Qing-Ke Fu; Weu-Hui Tseng. Effects of a mobile-based progressive peer-feedback scaffolding strategy on students’ creative thinking performance, metacognitive awareness, and learning attitude. Interactive Learning Environments 2021, 1 -17.
AMA StyleYen-Fen Lee, Chi-Jen Lin, Gwo-Jen Hwang, Qing-Ke Fu, Weu-Hui Tseng. Effects of a mobile-based progressive peer-feedback scaffolding strategy on students’ creative thinking performance, metacognitive awareness, and learning attitude. Interactive Learning Environments. 2021; ():1-17.
Chicago/Turabian StyleYen-Fen Lee; Chi-Jen Lin; Gwo-Jen Hwang; Qing-Ke Fu; Weu-Hui Tseng. 2021. "Effects of a mobile-based progressive peer-feedback scaffolding strategy on students’ creative thinking performance, metacognitive awareness, and learning attitude." Interactive Learning Environments , no. : 1-17.
In most performing classes, such as dance or performing arts, students passively follow the scripts or demonstration provided by the teacher, and focus on imitating the acts and practicing repeatedly. Although researchers have begun trying out flipped learning to provide students with opportunities for self‐learning and to increase the time for in‐class collaborative learning and interactions, students’ performing creativity is generally ignored. As a result, the present study proposes a creative problem solving‐based flipped learning (CPS‐based flipped learning) approach to guide students to comprehend the pre‐class materials and to develop their creativity through creative thinking. Moreover an experiment was conducted in a choreography activity of a dance course. A total of 125 university students were recruited and divided into the CPS‐based flipped learning (CPS‐FL) group, the conventional flipped learning (FL) group, and the conventional technology‐based learning (TBL) group for an 18‐week teaching experiment. The results showed that the CPS‐based flipped learning approach could significantly increase students' choreography creativity, dance skills and creative thinking tendency. In addition, the FL group also outperformed the TBL group on choreography creativity and dance skills. No significant differences between the three groups’ collaboration tendency could be found. Lastly, from the students' feedback, it was learned that the CPS‐based flipped learning approach was conducive to stimulating students' inspiration for creation, enhancing their ability to appreciate dance programs and improving their implementation and practice abilities. Practitioner notes What is already known about this topic In traditional performing classes, students generally passively follow the examples of demonstration provided by the teacher and focus on repetitive practice. Flipped learning enables students to have more opportunities to practice and interact with peers and the teacher in the class. In flipped learning, proper learning design could be beneficial to increasing students' creativity. What this paper adds A creative problem solving‐based flipped learning approach is proposed. An experiment was conducted in a university dance course to evaluate the impacts of the proposed approach. In addition to performing skills, the proposed approach enhanced the students' creativity performances and learning perceptions. Implications for practice and/or policy Creative problem solving‐based flipped learning has great potential in promoting students’ Creative thinking. Such a learning approach could bring novel ideas into the fields related to creative thinking in addition to arts or performing art courses.
Lu‐Ho Hsia; Yen‐Nan Lin; Gwo‐Jen Hwang. A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration. British Journal of Educational Technology 2021, 1 .
AMA StyleLu‐Ho Hsia, Yen‐Nan Lin, Gwo‐Jen Hwang. A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration. British Journal of Educational Technology. 2021; ():1.
Chicago/Turabian StyleLu‐Ho Hsia; Yen‐Nan Lin; Gwo‐Jen Hwang. 2021. "A creative problem solving‐based flipped learning strategy for promoting students’ performing creativity, skills and tendencies of creative thinking and collaboration." British Journal of Educational Technology , no. : 1.
The competences of making good use of digital information and technology as well as making critical judgments and communicating with others have been considered as important educational objectives, in particular, for teacher education. Peer assessment is a frequently adopted learning strategy to assist students in rating and offering instant feedback to peers from the perspective of instructors, which has good potential for fostering students’ critical thinking. However, the conventional peer-assessment approach mainly focuses on communications between reviewers and reviewees, while peer communications for collaboratively providing comments or suggestions are generally ignored. As a result, the present study proposed a Collaborative Feedback-based Peer-Assessment (CFPA) learning approach; moreover, a learning system was developed for evaluating the effectiveness of the different collaborative peer-assessment approaches by conducting a quasi-experiment in a pre-service teacher training program. Two classes of students participated in the experiment. One class including 48 students was the experimental group learning with the CFPA approach, while the other class with 49 students was the control group learning with the Non-Collaborative Peer Assessment (NCPA) approach. The findings indicated that the pre-service teachers who learned with the proposed approach showed significantly better instructional video development quality and commenting quality as well as higher self-efficacy and critical thinking tendency than those learning with the Non-Collaborative Peer Assessment approach.
Jian-Wen Fang; Shao-Chen Chang; Gwo-Jen Hwang; Gang Yang. An online collaborative peer-assessment approach to strengthening pre-service teachers’ digital content development competence and higher-order thinking tendency. Educational Technology Research and Development 2021, 69, 1155 -1181.
AMA StyleJian-Wen Fang, Shao-Chen Chang, Gwo-Jen Hwang, Gang Yang. An online collaborative peer-assessment approach to strengthening pre-service teachers’ digital content development competence and higher-order thinking tendency. Educational Technology Research and Development. 2021; 69 (2):1155-1181.
Chicago/Turabian StyleJian-Wen Fang; Shao-Chen Chang; Gwo-Jen Hwang; Gang Yang. 2021. "An online collaborative peer-assessment approach to strengthening pre-service teachers’ digital content development competence and higher-order thinking tendency." Educational Technology Research and Development 69, no. 2: 1155-1181.
In the past decades, collaborative game-based learning has been used to facilitate students’ learning in authentic learning contexts. Although several previous studies have reported the potential of this approach for students’ learning performance and motivation, unequal participation could negatively influence the learning effectiveness of collaborative learning. To this end, this study developed a mandatory contribution-based collaborative gaming approach (MCCG) to enhance the competencies for conducting practical solutions related to environmental issues during a cross-field learning activity between a school and a museum. MCCG and a conventional collaborative gaming approach (CCG) were implemented to investigate the effects of individual contributions on collaborative learning. Both individual learning achievements and collaborative learning outcomes were assessed. The results showed that game-based collaboration supports can support competency-based education to enhance students’ competencies, such as problem-solving and critical thinking competencies. Those students who learned with the mandatory contribution approach had better collaborative learning outcomes.
Hsin-Yi Liang; Tien-Yu Hsu; Gwo-Jen Hwang; Shao-Chen Chang; Hui-Chun Chu. A mandatory contribution-based collaborative gaming approach to enhancing students’ collaborative learning outcomes in Science museums. Interactive Learning Environments 2021, 1 -15.
AMA StyleHsin-Yi Liang, Tien-Yu Hsu, Gwo-Jen Hwang, Shao-Chen Chang, Hui-Chun Chu. A mandatory contribution-based collaborative gaming approach to enhancing students’ collaborative learning outcomes in Science museums. Interactive Learning Environments. 2021; ():1-15.
Chicago/Turabian StyleHsin-Yi Liang; Tien-Yu Hsu; Gwo-Jen Hwang; Shao-Chen Chang; Hui-Chun Chu. 2021. "A mandatory contribution-based collaborative gaming approach to enhancing students’ collaborative learning outcomes in Science museums." Interactive Learning Environments , no. : 1-15.
Learning mathematics has been considered as a great challenge for many students. The advancement of computer technologies, in particular, artificial intelligence (AI), provides an opportunity to cope with this problem by diagnosing individual students’ learning problems and providing personalized supports to maximize their learning performances in mathematics courses. However, there is a lack of reviews from diverse perspectives to help researchers, especially novices, gain a whole picture of the research of AI in mathematics education. To this end, this research aims to conduct a bibliometric mapping analysis and systematic review to explore the role and research trends of AI in mathematics education by searching for the relevant articles published in the quality journals indexed by the Social Sciences Citation Index (SSCI) from the Web of Science (WOS) database. Moreover, by referring to the technology-based learning model, several dimensions of AI in mathematics education research, such as the application domains, participants, research methods, adopted technologies, research issues and the roles of AI as well as the citation and co-citation relationships, are taken into account. Accordingly, the advancements of AI in mathematics education research are reported, and potential research topics for future research are recommended.
Gwo-Jen Hwang; Yun-Fang Tu. Roles and Research Trends of Artificial Intelligence in Mathematics Education: A Bibliometric Mapping Analysis and Systematic Review. Mathematics 2021, 9, 584 .
AMA StyleGwo-Jen Hwang, Yun-Fang Tu. Roles and Research Trends of Artificial Intelligence in Mathematics Education: A Bibliometric Mapping Analysis and Systematic Review. Mathematics. 2021; 9 (6):584.
Chicago/Turabian StyleGwo-Jen Hwang; Yun-Fang Tu. 2021. "Roles and Research Trends of Artificial Intelligence in Mathematics Education: A Bibliometric Mapping Analysis and Systematic Review." Mathematics 9, no. 6: 584.
This is the first issue of AJET for 2021 and the first for the new Lead Editors. We introduce ourselves and celebrate the contributions of the outgoing team. In this editorial, we then present the AJET bibliometric data updated for 2020 and describe the changes to the team of Associate Editors that support the work of this journal. Finally we outline the articles that are included in this issue and present our plans for 2021 and into the future.
Kate Thompson; Linda Corrin; Gwo-Jen Hwang; Jason M. Lodge. AJET in 2021: Change, bibliometrics and future directions. Australasian Journal of Educational Technology 2021, 37, 1 -7.
AMA StyleKate Thompson, Linda Corrin, Gwo-Jen Hwang, Jason M. Lodge. AJET in 2021: Change, bibliometrics and future directions. Australasian Journal of Educational Technology. 2021; 37 (1):1-7.
Chicago/Turabian StyleKate Thompson; Linda Corrin; Gwo-Jen Hwang; Jason M. Lodge. 2021. "AJET in 2021: Change, bibliometrics and future directions." Australasian Journal of Educational Technology 37, no. 1: 1-7.
This study aims to identify the bibliometric outcomes of articles and research trends in specific areas. This study revealed research on the use of e-books for EFL education published in selected journals of the Web of Science from 2011 to 2020, and discusses the trends of the top-cited countries, journals, the most used keywords, and the popular subjects, learning strategies, target skills, and the research outcomes. A total of 53 selected articles were manually and systematically analyzed. The results revealed that the most productive country was Taiwan, and the most cited journal was Computers & Education. The most used keywords were “engagement.” The bibliometric analysis can be reflected in the content analysis as preschoolers and elementary school students were the most common participants, guided learning were the most frequently used strategy, and the main target skill was reading. This review study provides an overview of the research agenda for the last 10 years, and highlights the trends in the field by analyzing relevant past research. When the use of e-books in EFL education studies was examined, reading comprehension, teaching/learning strategies, and learning engagement were found to be crucial in the studies. Therefore, there is a need to develop more useful features of e-books to support EFL teaching practices. It is therefore suggested that future research focus more on pedagogical aspects and e-book feature development.
Mei-Rong Alice Chen; Gwo-Jen Hwang; Rwitajit Majumdar; Yuko Toyokawa; Hiroaki Ogata. Research trends in the use of E-books in English as a foreign language (EFL) education from 2011 to 2020: a bibliometric and content analysis. Interactive Learning Environments 2021, 1 -17.
AMA StyleMei-Rong Alice Chen, Gwo-Jen Hwang, Rwitajit Majumdar, Yuko Toyokawa, Hiroaki Ogata. Research trends in the use of E-books in English as a foreign language (EFL) education from 2011 to 2020: a bibliometric and content analysis. Interactive Learning Environments. 2021; ():1-17.
Chicago/Turabian StyleMei-Rong Alice Chen; Gwo-Jen Hwang; Rwitajit Majumdar; Yuko Toyokawa; Hiroaki Ogata. 2021. "Research trends in the use of E-books in English as a foreign language (EFL) education from 2011 to 2020: a bibliometric and content analysis." Interactive Learning Environments , no. : 1-17.