Browsing by Author "Wang, Pei-Yu"

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A Content Knowledge Base for Chinese Language Arts Instruction
(2004-11-30) Lin, Janet Mei-Chuen; Wang, Pei-Yu
This paper describes design and development of a content knowledge base for Chinese language arts instruction. It is targeted at high school teachers for use in preparing lectures, homework assignments and exams, and possibly in designing creative learning activities. The aim is to construct a knowledge base that is capable of answering sophisticated queries about subject matter, a capability that is rarely seen in current web-based databases and their associated search engines. Three experienced teachers participated in the development process to assist in defining the knowledge scope, designing knowledge structure and giving suggestions on user interface design. Based on the result of an analysis on the intended usage as well as on the inherent knowledge structure as perceived by the participating teachers, content knowledge was classified into seven categories—personages, writings, books, literary forms, sentences, phrases and words. Attributes of each category and relationships among them were identified and a data schema for the knowledge base was derived from it. The knowledge base was finally implemented as a relational database which contains 70 tables. Knowledge items pertinent to the 200 writings selected from popular high school textbooks were loaded to the knowledge base and a pilot usability testing was conducted. It revealed that the knowledge base was generally considered as a useful teaching tool.
Cosplay線上學習研究與開發
(2021) 王佩諭; Wang, Pei-Yu
Cosplay是一種表演藝術，也可視為是一種行銷手法，許多遊戲、動漫廠商會特別邀請Showgirl或知名Cosplayer來扮演該部作品的角色，而這類商業型的Cosplay非常講究還原，甚至連角色神韻、動作都要到位。在扮演他人的同時，扮演者(Cosplayer)在活動中也可獲得人氣與熱度。還原角色是需要經由一連串學習與揣摩、經驗累積而成，有許多Cosplayer都只能以自學或親友分享教學得知技法。因此本研究探討Cosplay相關的知識與技巧蒐集並且彙整，將其整理成一個具有系統性的學習網站，讓大眾都能一步一步體驗角色扮演的趣味。本研究先以問卷調查取得受眾對於Cosplay化妝、造型、神韻、動作、取景拍攝、分鏡建構作為項目，取得由簡至難的層級，再進行教學網站的設計與建置，在開放受眾體驗後，再以問卷方式探討該教學網站是否具有成效，以做為進一步線上教學內容的參考。
Design and implementation of a two-dimensional model for ICT adoption
(Association for the Advancement of Computing in Education (AACE), 2008-03-07) Lin, I-Chun; Wang, Pei-Yu; Lin, Janet Mei-Chuen
This paper describes design and implementation of a two-dimensional model for teachers' Information and Communication Technologies (ICT) adoption. The model involves a technological dimension and a pedagogical dimension. It is intended for use both as an evaluation tool and a professional development facilitator. The technological dimension of the model is divided into seven levels- nonuse, using off-the-shelf CAI software, using word processors to create text-based materials, utilizing readily available multimedia resources, creating multimedia instructional materials, producing simple CAI applications, and implementing sophisticated CAI systems, whereas the pedagogical dimension is divided into four levels-mundane use, initial attempts, blending, and innovation. Three case studies were conducted to examine the usefulness of the model. For the three teachers observed in the case studies, our model successfully served as a guide to facilitate their growth in ICT adoption.
A knowledge management system for Chinese language arts teachers
(Wiley-Blackwell, 2008-09-01) Lin, Janet Mei-Chuen; Wang, Pei-Yu
Pedagogy*technology: A two-dimensional model for teachers' ICT integration
(Wiley-Blackwell, 2010-12-27) Lin, Janet Mei-Chuen; Wang, Pei-Yu; Lin, I-Chun
This paper presents a two-dimensional model for measuring individual teachers' progression in ICT integration and for guiding them toward higher integration levels. There are four levels in the pedagogy dimension: direct teaching, cognitively active learning, constructive learning, and social learning. These levels are defined based on four factors: teacher pedagogical beliefs, instructional strategies used, teacher-student interactions, and the types of tasks students are expected to carry out. The technology dimension contains eight levels, ranging from Level 0 (nonuse) to Level 7 (implementing sophisticated instructional applications). The eight levels are defined based on three factors: whether a teacher is a passive consumer or an active producer of the ICT-based resources, sophistication of the ICT tools that a teacher uses, and richness of functionality of an ICT-based product developed by a teacher. To validate the proposed model in terms of its applicability and practicability, three case studies were conducted. The results showed that this model was able to adapt to individual preferences of the three participating teachers as well as guide their progressions in ICT integration.
Supporting a Teaching Practicum Course with a PCK Knowledge-Sharing System
(Association for the Advancement of Computing in Education (AACE), 2006-03-20) Wang, Pei-Yu; Lin, Janet Mei-Chuen; Kao, Mu-San; Yang, Ju-Hsueh
In this research we developed a pedagogical content knowledge (PCK) sharing system to support a teaching practicum course which was taken by 49 students being trained to become Chinese language arts teachers at secondary schools. The system dynamically collects and stores PCK items created by students as the course proceeds through the entire semester. The items include lesson plans, student worksheets, handouts, tests, journals and video clips of students' teaching practices. These items are structured around an underlying content knowledge (CK) database which stores more than 200 pieces of writings and related knowledge. As such, each PCK item is put in a meaningful context for evaluation and discussion. Related functionalities provided by the system include My Wok Area, online journals, message boxes and a discussion forum. Results from user interviews, a questionnaire survey and observation about users' on-line behavior all confirm that this system helps the course to function much more effectively.
心理幸福感作為壓力因應策略與留任意願之中介變項：以臨床護理人員進行探討
(2016) 王珮羽; Wang, Pei-Yu
背景：護理人力短缺易造成工作壓力與病人安全問題，凍結護理人力流失、增強留任意願為長期努力目標。目的：了解護理人員工作壓力源、壓力因應策略使用、心理幸福感與留任意願間的關係。方法：以科技部計畫「北部某醫學中心護理師心理幸福感、壓力因應策略、病人安全態度與護理工作環境指標之研究探討」進行二手資料庫分析，該計畫執行期間為103年12月1日至104年11月30日，研究工具採(1) Bryan Sexton (2006)病人安全態度量表(SAQ)、(2)Carver (1989)壓力因應策略量表(Brief COPE)、(3)Ryff (1989)心理幸福感量表(PWB)、(4)蔡淑妙與盧美秀（1998）留任意願量表；以自填式問卷於北部某醫學中心臨床護理人員以分層隨機抽樣進行資料收集，共發放501份問卷。統計方式採線性迴歸分析(Linear regression)、單因子變異數分析(ANOVA)，及結構方程式(SEM)路徑分析進行。結果：該計畫有效問卷回收474份（有效回收率94.8%），各量表具良好信度（Cronbach’s α .83~ .94）及良好效度。研究結果顯示：「積極的問題聚焦」因應策略和留任意願有顯著正相關（β= .13, p< .01），「消極的情緒聚焦」因應策略和留任意願有顯著負相關（β = -.18, p < .001）；具高度心理幸福感之護理人員，留任意願顯著高於中度及低度者（p <.001）；因應策略與留任意願間呈負向關係（β = -.15, p < .01），心理幸福感與留任意願呈正向關係（β = .25, p < .001），因應策略可藉由心理幸福感作為中介與留任意願產生正向關係（Sobel test Z=4.83, β =.10, p < .001）。結論／實務應用：高度工作壓力會使留任意願降低，經由因應策略的使用，能使心理幸福感獲得提升，進而增進護理人員的留任意願。研究者建議可為新進人員進行壓力因應教育訓練課程，並由行政主管提供支持性的工作環境，主動營造正向工作氛圍。