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Tzu-Hua Wang
Department of Education and Learning Technology, National Tsing Hua University, Hsinchu City 300193, Taiwan

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Journal article
Published: 25 August 2021 in Sustainability
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Since schools cannot use face-to-face tests to evaluate students’ learning effectiveness during the COVID-19 pandemic, many schools implement computer-based tests (CBT) for this evaluation. From the perspective of Sustainable Development Goal 4, whether this type of test conversion affects students’ performance in answering questions is an issue worthy of attention. However, studies have not yielded consistent findings on the equivalence of the scores of examinees’ answering performance on computer-based tests (CBT) and paper-and-pencil tests (PPT) when taking the same multiple-choice tests. Some studies have revealed no significant differences, whereas others have exhibited significant differences between the two formats. This study adopted a counterbalanced experimental design to investigate the effects of test format, computerised presentation type, difficulty of item group, and administration order of item groups of different difficulty levels on examinees’ answering performance. In this study, 381 primary school fifth graders in northern Taiwan completed an achievement test on the topic of Structure and Functions of Plants, which is part of the primary school Natural Science course. The achievement test included 16 multiple-choice items. After data collection and analysis, no significant differences in the answering performance of examinees were identified among the PPT, CBT with single-item presentation, and CBT with multiple-item presentation. However, after further analysis, the results indicated that the difficulty of item group and the administration order of item groups of different difficulty levels had significant influences on answering performance. The findings suggest that compared with a PPT, examinees exhibit better answering performance when taking multiple-choice tests in a CBT with multiple-item presentation.

ACS Style

Tzu-Hua Wang; Chien-Hui Kao; Hsiang-Chun Chen. Factors Associated with the Equivalence of the Scores of Computer-Based Test and Paper-and-Pencil Test: Presentation Type, Item Difficulty and Administration Order. Sustainability 2021, 13, 9548 .

AMA Style

Tzu-Hua Wang, Chien-Hui Kao, Hsiang-Chun Chen. Factors Associated with the Equivalence of the Scores of Computer-Based Test and Paper-and-Pencil Test: Presentation Type, Item Difficulty and Administration Order. Sustainability. 2021; 13 (17):9548.

Chicago/Turabian Style

Tzu-Hua Wang; Chien-Hui Kao; Hsiang-Chun Chen. 2021. "Factors Associated with the Equivalence of the Scores of Computer-Based Test and Paper-and-Pencil Test: Presentation Type, Item Difficulty and Administration Order." Sustainability 13, no. 17: 9548.

Journal article
Published: 07 July 2021 in Mathematics
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In this study, a mobile learning system (MLS) was developed and adopted to facilitate elementary second-grade students to learn mathematics. A quasi-experimental design was adopted. There were two learning models, including the typical instruction group (TI group) and MLS group. The learning content is the topic of multiplication. A total of 93 s-grade students from four classes in a public elementary school in Northern Taiwan participated in this research. Participants were randomly divided into the MLS group (47 participants: 22 boys and 25 girls) and the TI group (46 participants: 26 boys and 20 girls). Participants in the MLS group received mathematics instruction in the MLS, whereas those in the TI group received direct instruction in typical classrooms. All students took the pretest and posttest of mathematics learning achievement test and mathematics learning interest scale assess their improvement of learning achievement and learning interest after the learning activities. The findings revealed that students in the MLS group had significantly better improvement in their mathematics learning interest and mathematics learning achievement than those in the TI group. In addition, students in the MLS group had significantly better performance in answering items of comprehension and application levels in the mathematics learning achievement test.

ACS Style

Tzu-Hua Wang; Chien-Hui Kao; Tsai-Ju Wang. Implementation of Mobile Learning in Mathematics Instruction for Elementary Second Graders. Mathematics 2021, 9, 1603 .

AMA Style

Tzu-Hua Wang, Chien-Hui Kao, Tsai-Ju Wang. Implementation of Mobile Learning in Mathematics Instruction for Elementary Second Graders. Mathematics. 2021; 9 (14):1603.

Chicago/Turabian Style

Tzu-Hua Wang; Chien-Hui Kao; Tsai-Ju Wang. 2021. "Implementation of Mobile Learning in Mathematics Instruction for Elementary Second Graders." Mathematics 9, no. 14: 1603.

Journal article
Published: 22 May 2021 in Sustainability
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The COVID-19 pandemic has resulted in educational disruption at a global scale. Based on the United Nation’s Sustainable Development Goal 4, “achieving inclusive and quality education for all”, this study designed two feasible learning models for the solution of sustainable learning during the COVID-19 pandemic, GPAM-WATA and Paper-and-Pencil test (PPT). The GPAM-WATA, a web-based dynamic assessment, offers online learning to most of the populations impacted by the COVID-19 pandemic, while PPT makes the vulnerable groups’ access to learning possible with the aid of paper-based delivery. A quasi-experimental design was adopted, and both learning models were applied to a junior high school English reading course in Taiwan. A total of 122 seventh graders were randomly assigned to the GPAM-WATA group and PPT group for self-directed learning. The findings show that the GPAM-WATA is a sustainable educational technique that facilitates a better improvement in English reading performance. The PPT also has a positive effect on English reading performance, although not significantly if compared with the GPAM-WATA. This study suggests that GPAM-WATA is effective for English reading instruction in an online learning environment. The PPT can be an alternative approach for students stuck without access to online delivery during the COVID-19 pandemic.

ACS Style

Yu Sun; Tzu-Hua Wang; Li-Fen Wang. Implementation of Web-Based Dynamic Assessments as Sustainable Educational Technique for Enhancing Reading Strategies in English Class during the COVID-19 Pandemic. Sustainability 2021, 13, 5842 .

AMA Style

Yu Sun, Tzu-Hua Wang, Li-Fen Wang. Implementation of Web-Based Dynamic Assessments as Sustainable Educational Technique for Enhancing Reading Strategies in English Class during the COVID-19 Pandemic. Sustainability. 2021; 13 (11):5842.

Chicago/Turabian Style

Yu Sun; Tzu-Hua Wang; Li-Fen Wang. 2021. "Implementation of Web-Based Dynamic Assessments as Sustainable Educational Technique for Enhancing Reading Strategies in English Class during the COVID-19 Pandemic." Sustainability 13, no. 11: 5842.

Conference paper
Published: 09 April 2020 in Communications in Computer and Information Science
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In an environment disrupted by technology, critical thinking is a crucial 21st Century Skill that allows learners to stay intact when any number of organizations (corporate, political, educational and cultural) try to influence readers to think and act in ways that serve their purposes [1]. It has also been emphasized in the ATC21S [2] project as one of the desired outcomes under ‘Ways of thinking’. In this paper, we aim to share about how Design Based Research and DDMT teaching model can shape a chemistry lesson on water for Grade 5 learners. The lessons will be shaped towards guiding the learners in understanding acidity/alkalinity as required by the national curriculum and also seek to provide an insight into how young learners showcase development of critical thinking in the learning process.

ACS Style

Kee-Fui Turner Lam; Tzu-Hua Wang; Yee-Shih Vun; Ning Ku. Using DDMT Teaching Model to Cultivate Critical Thinking in a STEAM Classroom. Communications in Computer and Information Science 2020, 47 -57.

AMA Style

Kee-Fui Turner Lam, Tzu-Hua Wang, Yee-Shih Vun, Ning Ku. Using DDMT Teaching Model to Cultivate Critical Thinking in a STEAM Classroom. Communications in Computer and Information Science. 2020; ():47-57.

Chicago/Turabian Style

Kee-Fui Turner Lam; Tzu-Hua Wang; Yee-Shih Vun; Ning Ku. 2020. "Using DDMT Teaching Model to Cultivate Critical Thinking in a STEAM Classroom." Communications in Computer and Information Science , no. : 47-57.

Conference paper
Published: 09 April 2020 in Communications in Computer and Information Science
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The idea of competency, which is widely disseminated through science curricula in various countries, has great potential for the professionalisation of science teachers. Moreover, teachers need competencies for introducing these competencies and for supporting students to develop them. In this chapter, we explore a characterisation of scientific competencies that can be productive for the pre-service teacher education. With such a definition, it would be possible to inspect some “paradigmatic” competencies in science teaching.

ACS Style

Klinge Orlando Villalba-Condori; Agustín Adúriz-Bravo; Jari Lavonen; Lung-Hsiang Wong; Tzu-Hua Wang. Importance of the Concept of “Competency” in Science Teacher Education: What Are the Professional Competencies for Science Teachers? Communications in Computer and Information Science 2020, 1 -5.

AMA Style

Klinge Orlando Villalba-Condori, Agustín Adúriz-Bravo, Jari Lavonen, Lung-Hsiang Wong, Tzu-Hua Wang. Importance of the Concept of “Competency” in Science Teacher Education: What Are the Professional Competencies for Science Teachers? Communications in Computer and Information Science. 2020; ():1-5.

Chicago/Turabian Style

Klinge Orlando Villalba-Condori; Agustín Adúriz-Bravo; Jari Lavonen; Lung-Hsiang Wong; Tzu-Hua Wang. 2020. "Importance of the Concept of “Competency” in Science Teacher Education: What Are the Professional Competencies for Science Teachers?" Communications in Computer and Information Science , no. : 1-5.

Article
Published: 20 February 2020 in Journal of Computer Assisted Learning
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This research develops a web‐based model, entitled the “intuitive claim, peer‐assessment, discussion, and elaborate claim argumentation training” (IPadE) model, and embeds with a Web‐based Interactive Argumentation System to enhance undergraduate students' socioscientific argumentation abilities. This research adopts a quasi‐experimental research design; the sample comprised 131 undergraduate students from two classes (69 in the experimental group and 62 in the control group). The socioscientific issue discussed were related to global health. This study collected and analysed quantitative and qualitative data, including the pretest and posttest of students' knowledge test scores and argumentation abilities questionnaire. The results generally confirmed the effectiveness of the IPadE model. First, in a comparison of the content knowledge and argumentation skills, the experimental group have statistically significantly improved than the control group. Second, regarding the number of reasoning modes proposed, the experimental group could propose multiple reasoning modes and reasoning levels on rebuttals increased after training.

ACS Style

Ya‐Ching Fan; Tzu‐Hua Wang; Kuo‐Hua Wang. Studying the effectiveness of an online argumentation model for improving undergraduate students' argumentation ability. Journal of Computer Assisted Learning 2020, 36, 526 -539.

AMA Style

Ya‐Ching Fan, Tzu‐Hua Wang, Kuo‐Hua Wang. Studying the effectiveness of an online argumentation model for improving undergraduate students' argumentation ability. Journal of Computer Assisted Learning. 2020; 36 (4):526-539.

Chicago/Turabian Style

Ya‐Ching Fan; Tzu‐Hua Wang; Kuo‐Hua Wang. 2020. "Studying the effectiveness of an online argumentation model for improving undergraduate students' argumentation ability." Journal of Computer Assisted Learning 36, no. 4: 526-539.

Journal article
Published: 30 July 2019 in Information, Communication & Society
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ACS Style

Tzu-Hua Wang; Hsing-Yi Cheng. Problematic Internet use among elementary school students: prevalence and risk factors. Information, Communication & Society 2019, 24, 219 -240.

AMA Style

Tzu-Hua Wang, Hsing-Yi Cheng. Problematic Internet use among elementary school students: prevalence and risk factors. Information, Communication & Society. 2019; 24 (2):219-240.

Chicago/Turabian Style

Tzu-Hua Wang; Hsing-Yi Cheng. 2019. "Problematic Internet use among elementary school students: prevalence and risk factors." Information, Communication & Society 24, no. 2: 219-240.

Article
Published: 22 June 2019 in International Journal of Science and Mathematics Education
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ACS Style

Tzu-Hua Wang; Kenneth Y. T. Lim; Jari Lavonen; Alison Clark-Wilson. Maker-Centred Science and Mathematics Education: Lenses, Scales and Contexts. International Journal of Science and Mathematics Education 2019, 17, 1 -11.

AMA Style

Tzu-Hua Wang, Kenneth Y. T. Lim, Jari Lavonen, Alison Clark-Wilson. Maker-Centred Science and Mathematics Education: Lenses, Scales and Contexts. International Journal of Science and Mathematics Education. 2019; 17 (S1):1-11.

Chicago/Turabian Style

Tzu-Hua Wang; Kenneth Y. T. Lim; Jari Lavonen; Alison Clark-Wilson. 2019. "Maker-Centred Science and Mathematics Education: Lenses, Scales and Contexts." International Journal of Science and Mathematics Education 17, no. S1: 1-11.

Original article
Published: 04 April 2019 in Journal of Computer Assisted Learning
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This study developed a web‐based multimedia assessment system (WMA system) and applied it to science laboratory instruction. The goal was to improve students' knowledge acquisition under science laboratory instruction. The developed system enabled learners to perform self‐assessments by responding to multimedia technology test items online. The system recorded each learner's complete answer history and provided the students with personalized learning resources. This study adopted a quasi‐experimental research design. The learning content was an “experiment on separating mixtures.” Students participating in the research were divided into a typical science laboratory instruction group (TI group; n = 25) and a group that received instruction through the WMA system (WMA group; n = 26). Before instruction, all the students completed the conceptual knowledge and experimental knowledge pretests. During instruction, the TI group watched the teacher's demonstration experiment, and the students then performed the experiment in a real laboratory. In the WMA group, after learning through the WMA system, the students also performed the experiment in a real laboratory. After instruction, all the students completed the conceptual knowledge and experimental knowledge posttests. The findings indicated that the students in the WMA group showed significantly higher improvements in their scientific conceptual knowledge and experimental knowledge.

ACS Style

Tzu‐Hua Wang; Chien‐Hui Kao; Yu‐Ling Dai. Developing a web‐based multimedia assessment system for facilitating science laboratory instruction. Journal of Computer Assisted Learning 2019, 1 .

AMA Style

Tzu‐Hua Wang, Chien‐Hui Kao, Yu‐Ling Dai. Developing a web‐based multimedia assessment system for facilitating science laboratory instruction. Journal of Computer Assisted Learning. 2019; ():1.

Chicago/Turabian Style

Tzu‐Hua Wang; Chien‐Hui Kao; Yu‐Ling Dai. 2019. "Developing a web‐based multimedia assessment system for facilitating science laboratory instruction." Journal of Computer Assisted Learning , no. : 1.

Journal article
Published: 08 February 2018 in EURASIA Journal of Mathematics, Science and Technology Education
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ACS Style

Tzu-Hua Wang. Developing a Web-based Assessment System for Evaluating Examinee’s Understanding of the Procedure of Scientific Experiments. EURASIA Journal of Mathematics, Science and Technology Education 2018, 14, 1791 -1801.

AMA Style

Tzu-Hua Wang. Developing a Web-based Assessment System for Evaluating Examinee’s Understanding of the Procedure of Scientific Experiments. EURASIA Journal of Mathematics, Science and Technology Education. 2018; 14 (5):1791-1801.

Chicago/Turabian Style

Tzu-Hua Wang. 2018. "Developing a Web-based Assessment System for Evaluating Examinee’s Understanding of the Procedure of Scientific Experiments." EURASIA Journal of Mathematics, Science and Technology Education 14, no. 5: 1791-1801.

Journal article
Published: 18 February 2017 in EURASIA Journal of Mathematics, Science and Technology Education
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ACS Style

Tzu-Hua Wang; Zuzana Kubincova. Editorial: E-Assessment and Its Role and Possibility in Facilitating Future Teaching and Learning. EURASIA Journal of Mathematics, Science and Technology Education 2017, 13, 1041 -1043.

AMA Style

Tzu-Hua Wang, Zuzana Kubincova. Editorial: E-Assessment and Its Role and Possibility in Facilitating Future Teaching and Learning. EURASIA Journal of Mathematics, Science and Technology Education. 2017; 13 (4):1041-1043.

Chicago/Turabian Style

Tzu-Hua Wang; Zuzana Kubincova. 2017. "Editorial: E-Assessment and Its Role and Possibility in Facilitating Future Teaching and Learning." EURASIA Journal of Mathematics, Science and Technology Education 13, no. 4: 1041-1043.

Journal article
Published: 18 February 2017 in EURASIA Journal of Mathematics, Science and Technology Education
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ACS Style

Tzu-Hua Wang; Chen-Yu Lin. Implementation of Personalized E-Assessment for Remedial Teaching in an E-Learning Environment. EURASIA Journal of Mathematics, Science and Technology Education 2017, 13, 1 .

AMA Style

Tzu-Hua Wang, Chen-Yu Lin. Implementation of Personalized E-Assessment for Remedial Teaching in an E-Learning Environment. EURASIA Journal of Mathematics, Science and Technology Education. 2017; 13 (4):1.

Chicago/Turabian Style

Tzu-Hua Wang; Chen-Yu Lin. 2017. "Implementation of Personalized E-Assessment for Remedial Teaching in an E-Learning Environment." EURASIA Journal of Mathematics, Science and Technology Education 13, no. 4: 1.

Book chapter
Published: 11 June 2016 in Science Education Research and Practice in Asia
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This chapter discusses current and future research trends of technology-enhanced science teaching and learning and probes into several new learning technologies, which will highly influence science teaching and learning in the future. These technologies include digital assessment, automatic feedback system, ubiquitous learning (u-Learning), augmented reality (AR) technology, and gesture-based technology. This chapter also conducts literature review and analysis on empirical researches about applying these learning technologies in teaching and learning. It also brings up the research direction future studies can focus on. Based on the “Media Debates” in 1990s and the following development of learning theories, as well as research statements and findings about learning technologies, “the three key elements of effective learning technology implementation” are concluded: nature of ICT, mediation model, and transforming model. This chapter also discusses the three elements and proposes suggestions for following researches on science teaching and learning.

ACS Style

Tzu Hua Wang; Kai Ti Yang. Technology-Enhanced Science Teaching and Learning: Issues and Trends. Science Education Research and Practice in Asia 2016, 461 -481.

AMA Style

Tzu Hua Wang, Kai Ti Yang. Technology-Enhanced Science Teaching and Learning: Issues and Trends. Science Education Research and Practice in Asia. 2016; ():461-481.

Chicago/Turabian Style

Tzu Hua Wang; Kai Ti Yang. 2016. "Technology-Enhanced Science Teaching and Learning: Issues and Trends." Science Education Research and Practice in Asia , no. : 461-481.

Journal article
Published: 02 April 2015 in Eurasia Journal of Mathematics, Science and Technology Education
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ACS Style

Tzu-Hua Wang; Kai-Ti Yang; Chiu Mei-Hung Chiu. Study the Effectiveness of Technology-Enhanced Interactive Teaching Environment on Student Learning of Junior High School Biology. Eurasia Journal of Mathematics, Science and Technology Education 2015, 11, 263 -275.

AMA Style

Tzu-Hua Wang, Kai-Ti Yang, Chiu Mei-Hung Chiu. Study the Effectiveness of Technology-Enhanced Interactive Teaching Environment on Student Learning of Junior High School Biology. Eurasia Journal of Mathematics, Science and Technology Education. 2015; 11 (2):263-275.

Chicago/Turabian Style

Tzu-Hua Wang; Kai-Ti Yang; Chiu Mei-Hung Chiu. 2015. "Study the Effectiveness of Technology-Enhanced Interactive Teaching Environment on Student Learning of Junior High School Biology." Eurasia Journal of Mathematics, Science and Technology Education 11, no. 2: 263-275.

Journal article
Published: 15 April 2014 in Journal of Computer Assisted Learning
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This research develops a Web‐based argumentation system named the Web‐based Interactive Argumentation System (WIAS). WIAS can provide teachers with the scaffolding for argumentation instruction. Students can propose their statements, collect supporting evidence and share and discuss with peers online. This research adopts a quasi‐experimental design, applying WIAS to the teaching of environmental issues, including mudslides, global warming and nuclear power. Fifty‐seven elementary school fifth graders from two classes participated in this research. With each class as a unit, they were divided into the WIAS group (n = 30) and the traditional argumentation instruction (TAI) group (n = 27). Before research, all students took the pre‐test of the ‘achievement test for environmental issues (ATEI)’ and the ‘environmental literacy scale (ELS).’ Then all students received argumentation training and six classes of argumentation instruction. Students in the WIAS group performed argumentation in the WIAS, while those in the TAI group performed argumentation in a traditional classroom. After the six‐class argumentation instruction, all students took the post‐test of the ATEI and ELS. The results show that students in the WIAS group have significantly better learning effectiveness than those in the TAI group. Students in the WIAS group also exhibited significantly better improvement in their environmental literacy.

ACS Style

T.H. Wang. Implementation of Web-based argumentation in facilitating elementary school students to learn environmental issues. Journal of Computer Assisted Learning 2014, 30, 479 -496.

AMA Style

T.H. Wang. Implementation of Web-based argumentation in facilitating elementary school students to learn environmental issues. Journal of Computer Assisted Learning. 2014; 30 (5):479-496.

Chicago/Turabian Style

T.H. Wang. 2014. "Implementation of Web-based argumentation in facilitating elementary school students to learn environmental issues." Journal of Computer Assisted Learning 30, no. 5: 479-496.

Journal article
Published: 01 April 2014 in Computers & Education
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ACS Style

Tzu-Hua Wang. Developing an assessment-centered e-Learning system for improving student learning effectiveness. Computers & Education 2014, 73, 189 -203.

AMA Style

Tzu-Hua Wang. Developing an assessment-centered e-Learning system for improving student learning effectiveness. Computers & Education. 2014; 73 ():189-203.

Chicago/Turabian Style

Tzu-Hua Wang. 2014. "Developing an assessment-centered e-Learning system for improving student learning effectiveness." Computers & Education 73, no. : 189-203.

Journal article
Published: 01 January 2014 in Creative Education
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Early back in 1994, Ross (1994) pointed out the issue of debate on media effect was not trifling, but bore great significance for how researchers and practitioners ponder on the implementation of media. Despite technology has come of age, the debate has recurred on the role of technology in education. This article tries to revisit and analyze the media debate between Richard E. Clark and Robert B. Kozma, and through the development of technology, multimedia learning theories and current findings from empirical studies on technology-enhanced learning, propose our viewpoint of how technology fosters learning, a tripartite structure of effective technology-enhanced learning. This tripartite structure indicates that the design of technology-enhanced learning environment should concurrently consider learner characteristics, technology attributes and instructional methods. This facilitates learners in achieving upmost learning effectiveness.

ACS Style

Kai-Ti Yang; Tzu-Hua Wang; Mei-Hung Chiu. How Technology Fosters Learning: Inspiration from the “Media Debate”. Creative Education 2014, 05, 1086 -1090.

AMA Style

Kai-Ti Yang, Tzu-Hua Wang, Mei-Hung Chiu. How Technology Fosters Learning: Inspiration from the “Media Debate”. Creative Education. 2014; 05 (12):1086-1090.

Chicago/Turabian Style

Kai-Ti Yang; Tzu-Hua Wang; Mei-Hung Chiu. 2014. "How Technology Fosters Learning: Inspiration from the “Media Debate”." Creative Education 05, no. 12: 1086-1090.

Journal article
Published: 13 August 2013 in British Journal of Educational Technology
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ACS Style

Tzu-Hua Wang. Web-based Answering Robot: Designing the Instant Questioning-Answering system for education. British Journal of Educational Technology 2013, 44, E143 -E148.

AMA Style

Tzu-Hua Wang. Web-based Answering Robot: Designing the Instant Questioning-Answering system for education. British Journal of Educational Technology. 2013; 44 (5):E143-E148.

Chicago/Turabian Style

Tzu-Hua Wang. 2013. "Web-based Answering Robot: Designing the Instant Questioning-Answering system for education." British Journal of Educational Technology 44, no. 5: E143-E148.

Journal article
Published: 10 January 2013 in British Journal of Educational Technology
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ACS Style

Tzu-Hua Wang; Mei-Hung Chiu; Jing-Wen Lin; Chin-Cheng Chou. Diagnosing students' mental models via the Web-Based Mental Models Diagnosis system. British Journal of Educational Technology 2013, 44, E49 -E51.

AMA Style

Tzu-Hua Wang, Mei-Hung Chiu, Jing-Wen Lin, Chin-Cheng Chou. Diagnosing students' mental models via the Web-Based Mental Models Diagnosis system. British Journal of Educational Technology. 2013; 44 (2):E49-E51.

Chicago/Turabian Style

Tzu-Hua Wang; Mei-Hung Chiu; Jing-Wen Lin; Chin-Cheng Chou. 2013. "Diagnosing students' mental models via the Web-Based Mental Models Diagnosis system." British Journal of Educational Technology 44, no. 2: E49-E51.

Articles
Published: 15 November 2012 in Education as Change
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The Interactive Whiteboard (IWB) is a new educational technology recently introduced in Taiwan. It revolutionizes not only the traditional classroom teaching environment but also the history of the whiteboard. This research tries to understand how IWB influences student learning effectiveness in health and physical education curriculum and student perceptions towards the learning environment. A quasi-experimental design was adopted. A total of 113 elementary school sixth graders participated in this research. All students were divided into two groups, IWB group (n = 59) and T group (n = 54). Students in the IWB group learned in the environment integrating IWB into teaching. However, students in the T group learned in the environment using traditional information communication technology (ICT) in teaching (Microsoft PowerPoint slides used with a projector and a projection screen, not having any of the interactive functions of the Interactive Whiteboard). The results indicate that students in the IWB group learn more effectively than those in the T group. Further, students of the IWB group also have significantly more positive perceptions towards the learning environment than those in the T group.

ACS Style

Kai-Ti Yang; Tzu-Hua Wang; Ying-Chen Kao. How an interactive whiteboard impacts a traditional classroom. Education as Change 2012, 16, 313 -332.

AMA Style

Kai-Ti Yang, Tzu-Hua Wang, Ying-Chen Kao. How an interactive whiteboard impacts a traditional classroom. Education as Change. 2012; 16 (2):313-332.

Chicago/Turabian Style

Kai-Ti Yang; Tzu-Hua Wang; Ying-Chen Kao. 2012. "How an interactive whiteboard impacts a traditional classroom." Education as Change 16, no. 2: 313-332.