教師著作
Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/31267
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Item Development and Evaluation of Two SCORM-Templates with Problem-Based Learning Theory.(AACE, 2008-06-30) Hsu, C.-K.; Chang, C.-K.; Yang, J.-T. D.The purpose of this study is to examine learning outcomes of two Problem-Based Learning templates on SCORM-Compliant Sequencing and Navigation Specification. The study implements courseware by developing SCORM templates combined with PBL strategy and embedding learning objects in them. Moreover, the values of learning Objectives in PBL SCORM courseware design have been embedded-setting in students’ portfolios which help diagnose learning path in the process of problem-solving, so as to find that low achievement students need scaffolding relatively. The second template is simplified from the first one and is ease to use for system constructors. While math learning objects of arithmetic series are applied in two PBL templates, the first template has higher learning outcomes than that of the second template in the experimental results. However, there is no statistically significant difference between the learning outcomes of the two templates. Thus, a simplified PBL template without reducing learning outcomes is proposed.Item Development and Experiment on a Content-based Computer-Assisted-Language-Learning System.(全球華人計算機教育應用學會, 2010/6/1-4) Hsu, C.-K.; Wang, I.-C.; He Y.-Y.; Chang, C.-K.Item Development of a Language Learning System with an Adaptive Caption Filtering Mechanism on Handheld Devices.(International Conference on Computers in Education, 2012-11-26) Hsu, C.-K.; Hwang, G.-J.; Chang, C.-K.Item Development of a Peer Assessment System for Computer Skills Training based on a Knowledge Engineering Approach.��(2010/9/24-26) Hsu, C.-K.; Hwang, G.-J.; Chang, C.-K.Item Development of a Reading Material Recommendation System based on a Multi-Expert Knowledge Acquisition Approach.��(IEEE International Conference on Advanced Learning Technologies, 2009/7/15-17) Hsu, C.-K.; Chang, C.-K.; Hwang, G.-J.Item Effects of a Personalized Mobile-Assisted Language Learning System on EFL Learners' Perception and Cognitive Load.�(2012-05-27) Hsu, C.-K.; Hwang, G.-J.; Chang, C.-K.Item Effects of an Adaptive MALL System on Perception and Cognitive Load of EFL Learners.(全球華人計算機教育應用學會, 2011/5/29-31) Hsu, C.-K.; Chang, C.-K.Item Effects of Automatic Hidden Caption Classification on a Content-based Computer-Assisted Language Learning System for Foreign Language Listening.��(International Conference on Computers in Education, 2010/11/29-12/3) Hsu, C.-K.; Chang, C.-K.This study develops a content-based computer-assisted language learning tool for training English listening through multimedia. The system automatically provides instant vocabulary translation and classification to users whenever they pause while watching videos. Experiments were conducted to compare the novel system with the traditional solution using a translation machine to support subtitle comprehension. The first goal of the novel system is to support listening comprehension, and the second goal is to confirm its usability. These two goals were successfully achieved in the study. Eye tracking was used to observe variations in gazing and reliance on subtitles. The results of vision analysis show that the degrees of reliance on subtitles remain unchanged.Item Effects of Video Caption Modes on English Listening Comprehension and Vocabulary Acquisitions Using Handheld Devices.�(International Conference on Computers in Education, 2011/11/28-12/2) Hsu, C.-K.; Hwang, G.-J.; Chang, Y.-T.; Chang, C.-K.This study investigates the effects of different display modes of video captions on mobile devices, including non-caption, full-caption, and target-word modes, on the English comprehension and vocabulary acquisition of fifth graders. During the one-month experiment, the status of the students' English listening comprehension and vocabulary acquisition was evaluated on a weekly basis. From the experimental results, it was found that the learning achievement of the English target-word group was as good as that of the full-caption group in terms of vocabulary acquisition, while both groups outperformed the non-caption group. When the students’ learning preferences were taken into consideration, the visual style students in both the English target-word group and the full-caption group showed significantly better learning effectiveness in terms of vocabulary acquisition than those in the control group. Furthermore, in terms of listening comprehension, the students in all three groups made remarkable progress.Item Integrating Paper-based Annotations with Wiki to Support Collaborative Reading.��(International Conference on Computers in Education, 2009/11/30-12/4) Chang, C.-K.; su, C.-K.Item Integrating Wiki with Collaborative Annotation Strategy to Support Technology English Reading and Group Presentation.��(國立臺灣師範大學;台北市教育局;全球華人計算機教育應用學會, 2009/5/25-28) Hsu, C.-K.; Wang, I.-C.; Hsu, C.-Y.; Tang, K.-W.; Su, L.-H.; Chang, C.-K.Item Readability Improvement of Mobile Assisted Language Learning Videos by Caption Filtering.(International Conference on Computers in Education, 2011/11/28-12/2) Hsu, C.-K.; Chang, C.-K.Item Students' Intentions and Achievements in Using Open and Closed Network Resources for Web-based Problem Solving.(International Conference on Computers in Education, 2010/11/29-12/3) Hsu, C.-K.; Hwang, G.-J.; Chuang, C.-W.; Chang, C.-K.Item Using Queueing Theory to Predict Response Time in Online Learning Forum.��(2008-12-06) Hsu, C.-K.; Hwang, G.-J.; Chang, C.-K.Item Verification of the Perception and Optimal Number of Learners in a Group for Computer-Assisted Language Learning.��(AACE, 2009-06-22) Hsu, C.-K.; Hsu, C.-Y.; He, Y.-Y.; Chang, C.-K.The study developed the computer-assisted language learning software combined with mobile learning in English reading. In other to evaluate and verify which number of collaborators in a group can have higher benefits in reading comprehension, the experiment is conducted with 85 college juniors, which were heterogeneous grouped. Experimental results indicate that grouped by 2, 3 and 4 students have more comprehension than individual significantly in English reading; however, grouped by 5 students don’t, even though that have higher mean scores than individual reading. Finally, this study analyzes the questionnaire about the system in perceived-of-usefulness, the perceived of ease-of-use, and perceived-of-satisfy; meanwhile, the student learning portfolios of inquiry and annotation quantity are also discussed.