Investigation of smart mechanisms for authentic contextual learning with sensor and recognition technologies

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：20

、訪客IP：3.133.141.71

姓名

黃英(Anh Hoang) 查詢紙本館藏

畢業系所

網路學習科技研究所

論文名稱

(Investigation of smart mechanisms for authentic contextual learning with sensor and recognition technologies)

相關論文

★ 同步表演機器人之建構與成效評估	★ 探討國小學童使用電子書多媒體註記系統結合註記分享機制對其學習行為與時間之影響
★ 先備知識對註記式多媒體電子書的影響研究：從個別環境到分享環境	★ Facilitating EFL speaking and writing with peer-tutoring and storytelling strategies in authentic learning context
★ An investigation into CKEL-supported EFL learning with TPR to reveal the importance of pronunciation and interactive sentence making	★ Investigation of Facilitating Physics Learning using Ubiquitous-Physics APP with Learning Map and Discussion Board in Authentic Contexts
★ 智慧互動SmartVpen在真實情境對於英文學習之影響	★ 利用合作虛擬化的網絡設計輔助計算機網路學習
★ 探討擴展合作式多媒體認知理論和其對EFL聽力與口語能力之影響 - 結合動覺辨識和學習者設計內容之猜謎遊戲	★ 在真實情境中利用智慧機制提升國小學生之外語口說及對話能力之評估
★ 探討在真實情境下教師回饋對學習認知與學習持續性之影響	★ 註釋、對話代理和協作概念圖支持大學生議論文寫作和後設認知的培養
★ Developing and Validating the Questionnaire and Its Model for Sustainable and Scalable Authentic Contextual Learning Supported by Mobile Apps	★ 探討個人化、情境化及社會化的智慧機制輔助真實情境國小幾何學習與其對學習成效之影響
★ 探討智慧回饋如何影響學習時眼動和觸控操作的表現-以 Covid-19 快篩模擬為例	★ 在真實情境下結合圖像與位置辨識促進英文寫作

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

至系統瀏覽論文 ( 永不開放)

摘要(中)

雖然幾何和英語是學校的兩門重要學科，與現實生活密切相關，但學生們在真實的環境中學習這兩門學科的機會仍然很少。此外，隨著先進技術的推動，"教育智能"成為一個有前途的研究問題，特別是真正的上下文學習（ACL）學科的智能。然而，在幾何學和英語的真實語境中解決智能學習的研究仍然缺乏。因此，本研究提出了一個智能ACL框架工作，並分兩個階段實施該研究，第一階段專注於ACL，第二階段專注於幾何和英語的智能ACL。本研究中的智能ACL框架從三個維度進行了考慮：個性化，情境化和社會化。擬議的框架旨在支持學生在地方和全球層面的認知方面的學習，該框架的實施正處於研究的第二階段。在第一階段，泛在幾何（UG）應用程序和泛在英語（UEnglish）被開發出來，讓學生在真實的環境中應用和練習幾何和英語。本研究的重點是在ug和UEnglish的支持下，真實環境下的學習行為對學習成就的影響。研究了學習行為與學習成果之間的關係. 真實情況下的測量可以激發學生的積極性，提高他們的幾何和英語學習。第二階段，在提出的智能ACL框架的基礎上，開發了SmartUG應用程序和SmartUEnglish應用程序，通過豐富ACL的經驗，巧妙地支持學生鞏固學習。智能應用程序提出了四種智能機制，包括方向指導、學習進度、對象識別和答案反饋。智能機制旨在指導學生在真實的環境中巧妙而有意義地測量和應用幾何。 SmartUEnglish應用程序的智能機制設計考慮了靈活，可持續和適應性的對話，以提高英語口語和詞彙資源。結果表明，學生從建議的學習系統中受益，他們對他們以及真實環境下的學習活動表示高度滿意。基於所提出的智能ACL框架，未來的研究可以考慮實施更多的智能機制來支持真實環境中的學習。

摘要(英)

Although geometry and English are two important subjects in school and strongly related to the real life contexts, students still had few chances to learn these two subjects in authentic contexts. Moreover, with facilitation of advanced technologies, ‘smart in education’ become a promising research issue, especially smart for authentic contextual learning (ACL) discipline. However, there was still lack of studies addressing smart learning in authentic context for geometry and English. Therefore, this study proposed a Smart ACL frame work and implemented the study in two stages, stage one focus on ACL, stage two focus on Smart ACL for Geometry and English. The Smart ACL framework in this study was considered in three dimensions: Personalization, Contextualization, and Socialization. The proposed framework aimed to support students’ learning in terms of cognition at Local and Global level and the implementation of the framework was at the stage two of the study. In stage one, ubiquitous geometric (UG) app and ubiquitous English (UEnglish) were developed and allowed students to apply and practice geometry and English in authentic contexts. This study focused on the influence of learning behaviors in authentic contexts on learning achievement with UG and UEnglish support. Furthermore, the relationship among learning behaviors and learning achievements were investigated. The measurements in real situation could stimulate students’ motivation and improve their geometry and English learning. In the second stage, based on the proposed Smart ACL framework, SmartUG app and SmartUEnglish app were developed to support students smartly to consolidate their learning through enriching experience in ACL. There were four smart mechanisms proposed for SmartUG app including direction guidance, learning progress, object recognition and answer feedback. The smart mechanisms aimed to guide students in measuring and applying geometry smartly and meaningfully in authentic contexts. The smart mechanisms in SmartUEnglish app were designed with considering flexible, sustainable and adaptive conversations to improve English speaking and lexical resources. The results showed that students benefited from the proposed learning systems and they expressed high satisfaction toward them as well as the learning activities in authentic contexts. Based on the proposed smart ACL framework, future studies could consider to implement more smart mechanisms to support learning in authentic contexts.

關鍵字(中)

★ Smart learning
★ Smart mechanisms
★ Authentic contextual Learning
★ EFL
★ Mathematic Learning
★ Smart Framework

關鍵字(英)

★ Smart learning
★ Smart mechanisms
★ Authentic contextual Learning
★ EFL
★ Mathematic Learning
★ Smart Framework

論文目次

Chinese Abstract .............................................................................................................. i
English Abstract ............................................................................................................. ii
Acknowledgments ......................................................................................................... iii
Table of Contents .......................................................................................................... iv
List of Figures .............................................................................................................. viii
List of Tables .................................................................................................................. x
Chapter 1. Introduction ................................................................................................... 1
1.1 Research background on smart authentic contextual learning ............................. 1
1.2 Theoretical Support .............................................................................................. 3
1.3 Study Objectives ................................................................................................... 4
1.4 Research Questions .............................................................................................. 6
1.4.1 Research questions for experiment 1 – UG ................................................... 6
1.4.2 Research questions for experiment 2 – UEnglish .......................................... 6
1.4.3 Research questions for experiment 3 – SmartUG ......................................... 6
1.4.4 Research questions for experiment 4 – SmartUEnglish ................................ 7
1.5 The dissertation’s structure ................................................................................... 7
Chapter 2. Literature Review.......................................................................................... 9
2.1 Smart learning in Authentic contexts ................................................................... 9
2.2 Technology facilitate smart learning .................................................................. 11
2.3 Authentic contextual learning ............................................................................. 14
2.3.1 Authentic contextual learning in terms of Geometry learning .................... 14
2.3.2 Authentic contextual learning in terms of English learning ........................ 15
2.4 Learning activities design in authentic contexts ................................................. 16
Chapter 3. Proposed Smart ACL Framework ............................................................... 18
3.1 A general smart ACL Framework ...................................................................... 18
v
3.2 Smart ACL Framework elaborations for Geometry and English learning ......... 20
Chapter 4. Educational Apps supporting Geometry and English learning ................... 23
4.1 Educational apps for Geometry and English learning ........................................ 23
4.1.1 UG app ......................................................................................................... 23
4.1.2 UEnglish app ............................................................................................... 25
4.2 Smart mechanisms implementation for Geometry and English learning ........... 29
4.2.1 SmartUG app ............................................................................................... 29
4.2.2 SmartUEnglish app ...................................................................................... 31
Chapter 5. Methodology ............................................................................................... 36
5.1 Research Design ................................................................................................. 36
5.1.1 Research procedure and research variables of experiment 1 – UG ............. 36
5.1.2 Research procedure and research variables of experiment 2 – UEnglish.... 38
5.1.3 Research procedure and research variables of experiment 3 – SmartUG ... 42
5.1.4 Research procedure and research variables of experiment 4 – SmartUEnglish ......................................................................................................................................... 43
5.2 Research Measurements and research tools ....................................................... 47
5.2.1 Research tools and measurements of experiment 1 ..................................... 48
5.2.2 Research tools and measurements of experiment 2 ..................................... 48
5.2.3 Research tools and measurements of experiment 3 ..................................... 50
5.2.4 Research tools and measurements of experiment 4 ..................................... 51
Chapter 6. Results and Discussions .............................................................................. 52
6.1 Results and discussions of experiment 1 ............................................................ 52
6.1.1 Geometry learning achievement and estimation ability analysis ................ 52
6.1.2 Learning behaviors in relationship with Learning Achievements ............... 54
6.1.3 Learning behaviors in relationship with Estimation Ability ....................... 56
6.1.4 Qualitative analysis of the shape measurement activities ........................... 58
6.1.5 Questionnaire analysis ................................................................................. 59
vi
6.1.6 Suggestions and implications ...................................................................... 61
6.2 Results and discussions of experiment 2 ............................................................ 62
6.2.1 Learning Achievements of the Two Groups................................................ 62
6.2.2 Learning Behaviors and Performance in Practice in Correlation with Learning Achievement ..................................................................................................... 64
6.2.3 Learning Behaviors and Performance in Practice to Predict Learning Achievement ..................................................................................................................... 67
6.2.4 Students’ Perception toward UEnglish ........................................................ 68
6.3 Results and discussions of experiment 3 ............................................................ 71
6.3.1 Learning achievement of the three groups .................................................. 71
6.3.2 Learning behaviors in relationship with learning achievements ................. 73
6.3.3 Students’ perception of SmartUG ............................................................... 78
6.3.4 Implications and suggestions ....................................................................... 79
6.4 Results and discussions of experiment 4 ............................................................ 80
6.4.1 Analysis of Learning Achievement ............................................................. 80
6.4.2 Relationship between Learning Behaviors and Learning Achievement ..... 82
6.4.3 Students’ perception toward using SmartUEnglish ..................................... 87
6.4.4 Implications and Suggestions ...................................................................... 88
Chapter 7. Conclusions ................................................................................................. 90
Reference ...................................................................................................................... 93
Appendices ................................................................................................................... 98
Appendix A – pretest of experiment 1 ..................................................................... 98
Appendix B – posttest of experiment 1 .................................................................. 101
Appendix C – Pretest on estimation ability in experiment 1 .................................. 104
Appendix D – posttest on estimation ability in experiment 1 ................................ 105
Appendix E – TAM questionnaire in experiment 1 ............................................... 106
Appendix F- ARCS questionnaire in experiment 1 ................................................ 107
vii
Appendix G - Pretest for Speaking Test in experiment 2 ....................................... 108
Appendix H - Posttest for Speaking Test in experiment 2 ..................................... 110
Appendix I – Scoring criterial for speaking test in experiment 2 ........................... 112
Appendix J - SSACL questionnaire in experiment 2 ............................................. 113
Appendix K - Interview Questions in experiment 2 ............................................... 117
Appendix L – Pretest on Geometry Ability in experiment 3 .................................. 119
Appendix M – Posttest on Geometry Ability in experiment 3 ............................... 121
Appendix N – Pretest on Estimation ability in experiment 3 ................................. 123
Appendix O – Posttest on Estimation ability in experiment 3 ............................... 124
Appendix P - Pretest on Van Hiele in experiment 3 .............................................. 125
Appendix Q - Posttest on Van Hiele in experiment 3 ............................................ 128
Appendix R – TAM questionnaire in experiment 3 ............................................... 131
Appendix S - Semi-structured interview question in experiment 3........................ 132
Appendix T - Pretest in experiment 4 ..................................................................... 134
Appendix U - Posttest in experiment 4 ................................................................... 136

參考文獻

Agbatogun, A. O. (2014). Developing Learners? Second Language Communicative Competence through Active Learning: Clickers or Communicative Approach? Journal of Educational Technology & Society, 17(2), 257.
Ahn, T. Y., & Lee, S. M. (2016). User experience of a mobile speaking application with automatic speech recognition for EFL learning. British Journal of Educational Technology, 47(4), 778-786.
Almajalid, R. (2017). A survey on the adoption of cloud computing in education sector. arXiv preprint arXiv:1706.01136.
Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70.
Bava Harji, M., & Gheitanchian, M. (2017). Effects of Multimedia Task-Based Teaching and Learning Approach on EFL Learners′ Accuracy, Fluency and Complexity of Oral Production. Turkish Online Journal of Educational Technology-TOJET, 16(2), 25-34.
Bower, M., & Sturman, D. (2015). What are the educational affordances of wearable technologies? Computers & Education, 88, 343-353.
Brown, H. D. (2003). Language assessment: Principles and classroom practices. Pearson Education.
Burger, W. F., & Shaughnessy, J. M. (1986). Characterizing the van Hiele levels of development in geometry. Journal for research in mathematics education, 31-48.
Chang, P., Tsai, C.-C., & Chen, P.-j. (2019). Organization Strategies in EFL Expository Essays in a Content-Based Language Learning Course. The Asia-Pacific Education Researcher, 1-15.
Clements, D. H. (2004). Geometric and spatial thinking in early childhood education. Engaging young children in mathematics: Standards for early childhood mathematics education, 267-297.
Colpaert, J., & Stockwell, G. (2022). Smart CALL: Personalization, Contextualization, & Socialization. Castledown Publishers. https://books.google.com.tw/books?id=rB_4zgEACAAJ
Cui, W., Xue, Z., & Thai, K.-P. (2018). Performance comparison of an AI-based Adaptive Learning System in China. 2018 Chinese automation congress (CAC),
Cukurova, M., Luckin, R., Millán, E., & Mavrikis, M. (2018). The NISPI framework: Analysing collaborative problem-solving from students′ physical interactions. Computers & Education, 116, 93-109.
Dahiya, M. (2017). A tool of conversation: Chatbot. International Journal of Computer Sciences and Engineering, 5(5), 158-161.
De Jesus, V., Pérez, C., De Oliveira, A., & Sasaki, D. (2018). Understanding the gyroscope sensor: a quick guide to teaching rotation movements using a smartphone. Physics Education, 54(1), 015003.
Di Paolo, E., Rohde, M., & De Jaegher, H. (2010). Horizons for the enactive mind: Values, social interaction, and play. In Enaction: Towards a new paradigm for cognitive science.
Dziak, J. J., Coffman, D. L., Lanza, S. T., Li, R., & Jermiin, L. S. (2019). Sensitivity and specificity of information criteria. bioRxiv, 449751.
Ercan, T. (2010). Effective use of cloud computing in educational institutions. Procedia-Social and Behavioral Sciences, 2(2), 938-942.
Fathi, J., & Rahimi, M. (2020). Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: A case of EFL students. Computer assisted language learning, 1-39.
94
Friedland, G. (2007). Interactive Technology and Smart Education. In: Emerald Group Publishing Limited.
Fryer, L. K., Nakao, K., & Thompson, A. (2019). Chatbot learning partners: Connecting learning experiences, interest and competence. Computers in Human Behavior, 93, 279-289.
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: a review of technology types and their effectiveness. Computer assisted language learning, 27(1), 70-105.
Golpour, F. (2014). Critical Thinking and EFL Learners′ Performance on Different Writing Modes. Journal of Pan-Pacific Association of Applied Linguistics, 18(1), 103-119.
Guida, M., & Cinganotto, L. (2022). Remote Teaching and Learning Math in English Through CLIL. In Handbook on Intelligent Techniques in the Educational Process (pp. 41-59). Springer.
Haristiani, N., Danuwijaya, A., Rifa’i, M., & Sarila, H. (2019). Gengobot: A chatbot-based grammar application on mobile instant messaging as language learning medium. Journal of Engineering Science and Technology, 14(6), 3158-3173.
Hattie, J., & Gan, M. (2011). Instruction based on feedback. Handbook of research on learning and instruction, 249-271.
Huang, C. S., Yang, S. J., Chiang, T. H., & Su, A. Y. (2016). Effects of situated mobile learning approach on learning motivation and performance of EFL students. Journal of Educational Technology & Society, 19(1), 263-276.
Huang, Y.-M., & Huang, Y.-M. (2015). A scaffolding strategy to develop handheld sensor-based vocabulary games for improving students’ learning motivation and performance. Educational Technology Research and Development, 63(5), 691-708.
Hubalovsky, S., Hubalovska, M., & Musilek, M. (2019). Assessment of the influence of adaptive E-learning on learning effectiveness of primary school pupils. Computers in Human Behavior, 92, 691-705.
Hughes, R. (2007). Testing the visible: Literate biases in oral language testing. Journal of Applied Linguistics and Professional Practice, 1(3), 295-309.
Hung, D., Lee, S.-S., & Lim, K. Y. (2013). Moving forward: Key areas of educational research for the Asia Pacific. The Asia-Pacific Education Researcher, 22(2), 219-220.
Hwang, G.-J., Tsai, C.-C., & Yang, S. J. (2008). Criteria, strategies and research issues of context-aware ubiquitous learning. Journal of Educational Technology & Society, 11(2), 81-91.
Hwang, W.-Y., Hariyanti, U., Chen, N.-S., & Purba, S. W. D. (2021). Developing and validating an authentic contextual learning framework: promoting healthy learning through learning by applying. Interactive Learning Environments, 1-13.
Hwang, W.-Y., Hoang, A., & Tu, Y.-H. (2019). Exploring Authentic Contexts with Ubiquitous Geometry to Facilitate Elementary School Students′ Geometry Learning. The Asia-Pacific Education Researcher, 1-15.
Hwang, W.-Y., Lin, L.-K., Ochirbat, A., Shih, T. K., & Kumara, W. (2015). Ubiquitous Geometry: Measuring Authentic Surroundings to Support Geometry Learning of the Sixth-Grade Students. Journal of Educational Computing Research, 52(1), 26-49.
Hwang, W.-Y., Nguyen, T.-H., & Pham, X.-L. (2019). Peer Tutoring to Facilitate Cognitive Diffusion of English as a Foreign Language Learning: Using Speech Translation and Shadowing in Familiar Authentic Contexts. Journal of Educational Computing Research, 57(4), 901-929.
Hwang, W.-Y., Purba, S. W. D., Liu, Y.-F., Zhang, Y.-Y., & Chen, N.-S. (2018). An Investigation of the Effects of Measuring Authentic Contexts on Geometry Learning Achievement. IEEE Transactions on Learning Technologies.
95
Hwang, W.-Y., Shih, T. K., Ma, Z.-H., Shadiev, R., & Chen, S.-Y. (2016). Evaluating listening and speaking skills in a mobile game-based learning environment with situational contexts. Computer assisted language learning, 29(4), 639-657.
Hwang, W. Y., Hoang, A., & Lin, Y. H. (2021). Smart mechanisms and their influence on geometry learning of elementary school students in authentic contexts. Journal of Computer Assisted Learning, 37(5), 1441-1454.
Kim, P., Suh, E., & Song, D. (2015). Development of a design-based learning curriculum through design-based research for a technology-enabled science classroom. Educational Technology Research and Development, 63(4), 575-602.
Kim, S.-y., & Kim, M.-r. (2012). Kolb′s learning styles and educational outcome: Using digital mind map as a study tool in elementary English class. International Journal for Educational Media and Technology, 6(1), 4-13.
Kim, T., Cho, J. Y., & Lee, B. G. (2013, 2013//). Evolution to Smart Learning in Public Education: A Case Study of Korean Public Education. Open and Social Technologies for Networked Learning, Berlin, Heidelberg.
Kolkman, M. E., Kroesbergen, E. H., & Leseman, P. P. (2013). Early numerical development and the role of non-symbolic and symbolic skills. Learning and instruction, 25, 95-103.
Leong, K. E. (2015). What are the Important Attributes of Good Mathematics Teaching? The Asia-Pacific Education Researcher, 24(1), 211-223.
Levine, D. R. (1982). Strategy use and estimation ability of college students. Journal for research in mathematics education, 350-359.
Li, C.-H. (2013). They made it! Enhancing university-level L2 learners’ listening comprehension of authentic multimedia materials with advance organizers. The Asia-Pacific Education Researcher, 22(2), 193-200.
Li, H.-C., & Tsai, T.-L. (2018). Investigating Teacher Pedagogical Changes When Implementing Problem-Based Learning in a Year 5 Mathematics Classroom in Taiwan. The Asia-Pacific Education Researcher, 27(5), 355-364.
Lin, T.-J., & Lan, Y.-J. (2015). Language learning in virtual reality environments: Past, present, and future. Journal of Educational Technology & Society, 18(4), 486-497.
Lin, Y.-T. (2019). Impacts of a flipped classroom with a smart learning diagnosis system on students′ learning performance, perception, and problem solving ability in a software engineering course. Computers in Human Behavior, 95, 187-196.
Little, D. (2006). The Common European Framework of Reference for Languages: Content, purpose, origin, reception and impact. Language Teaching, 39(3), 167-190.
Liu, G. Z., & Hwang, G. J. (2010). A key step to understanding paradigm shifts in e‐learning: towards context‐aware ubiquitous learning. British Journal of Educational Technology, 41(2), E1-E9.
Liu, Y.-F., Hwang, W.-Y., & Liu, Z.-Y. (2021). Effects of Mobile Drama With Authentic Contexts on English Learning. Journal of Educational Computing Research, 59(7), 1294-1318.
Lombardi, M. M. (2007). Authentic learning for the 21st century: An overview. Educause learning initiative, 1(2007), 1-12.
Macedonia, M. (2019). Embodied learning: Why at school the mind needs the body. Frontiers in psychology, 2098.
Manabe, K., Hwang, W.-Y., & Chuang, Y.-W. (2021). English learning enhanced by collaborative contextual drama in an authentic context. Interactive Learning Environments, 1-17.
McNerney, S. (2011). A brief guide to embodied cognition: Why you are not your brain. Scientific American, 4.
96
Müller, L., Divitini, M., Mora, S., Rivera-Pelayo, V., & Stork, W. (2014). Context becomes content: Sensor data for computer-supported reflective learning. IEEE Transactions on Learning Technologies, 8(1), 111-123.
Nguyen, T.-H., Hwang, W.-Y., Pham, X.-L., & Ma, Z.-H. (2018). User-oriented EFL speaking through application and exercise: Instant speech translation and shadowing in authentic context. Journal of Educational Technology & Society, 21(4), 129-142.
Oakley, B., Felder, R. M., Brent, R., & Elhajj, I. (2004). Turning student groups into effective teams. Journal of student centered learning, 2(1), 9-34.
Ouf, S., Abd Ellatif, M., Salama, S. E., & Helmy, Y. (2017). A proposed paradigm for smart learning environment based on semantic web. Computers in Human Behavior, 72, 796-818.
Overby, K. (2011). Student-centered learning. Essai, 9(1), 32.
Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health services research, 34(5 Pt 2), 1189.
Pérez-Segura, J. J., Sánchez Ruiz, R., González-Calero, J. A., & Cózar-Gutiérrez, R. (2020). The effect of personalized feedback on listening and reading skills in the learning of EFL. Computer assisted language learning, 1-23.
Purba, S. W. D., & Hwang, W.-Y. (2018). Investigation of learning behaviors and achievement of simple pendulum for vocational high school students with Ubiquitous-Physics app. Eurasia Journal of Mathematics, Science and Technology Education, 14(7), 2877-2893.
Rayens, W., & Ellis, A. (2018). Creating a student-centered learning environment online. Journal of Statistics Education, 26(2), 92-102.
Ruffalo, R. (2018). Unlocking Learning II: Math as a Lever for English Learner Equity. Education Trust-West.
Salinas, I., Monteiro, M., Marti, A. C., & Monsoriu, J. A. (2019). Dynamics of a yoyo using a smartphone gyroscope sensor. arXiv preprint arXiv:1903.01343.
Sawaya, S. (2015). Wearable devices in education. In Educational innovations and contemporary technologies (pp. 36-50). Springer.
Shadiev, R., Hwang, W.-Y., Huang, Y.-M., & Liu, C.-J. (2016). Investigating applications of speech-to-text recognition technology for a face-to-face seminar to assist learning of non-native English-speaking participants. Technology, Pedagogy and Education, 25(1), 119-134.
Shadiev, R., Hwang, W. Y., Huang, Y. M., & Liu, T. Y. (2018). Facilitating application of language skills in authentic environments with a mobile learning system. Journal of Computer Assisted Learning, 34(1), 42-52.
Shadiev, R., Wu, T.-T., & Huang, Y.-M. (2020). Using image-to-text recognition technology to facilitate vocabulary acquisition in authentic contexts. ReCALL, 32(2), 195-212.
Shadiev, R., Zhang, Z. H., Wu, T.-T., & Huang, Y. M. (2020). Review of studies on recognition technologies and their applications used to assist learning and instruction. Educational Technology & Society, 23(4), 59-74.
Song, M.-Y. (2020). Design and Implementation of STEAM Game Contents for infant Learning Education using Gyroscope Sensor. Journal of the Korea Society of Computer and Information, 25(1), 93-99.
Sriraman, B., & English, L. (2009). Theories of mathematics education: Seeking new frontiers. Springer Science & Business Media.
Sun, Z., Lin, C.-H., You, J., Shen, H. J., Qi, S., & Luo, L. (2017). Improving the English-speaking skills of young learners through mobile social networking. Computer assisted language learning, 30(3-4), 304-324.
97
Suresh, P., & Rajest, S. S. (2019). An analysis of psychological aspects in student-centered learning activities and different methods. Journal of International Pharmaceutical Research, 46, 165-172.
Trigueros, R., Aguilar-Parra, J. M., Lopez-Liria, R., Cangas, A. J., González, J. J., & Álvarez, J. F. (2020). The role of perception of support in the classroom on the students’ motivation and emotions: the impact on metacognition strategies and academic performance in math and english classes. Frontiers in psychology, 10, 2794.
Van Hiele, P. M. (1986). Structure and insight: A theory of mathematics education. Academic Pr.
Voloshinov, V. N., Matejka, L., & Titunik, I. (1973). Marxism and the Philosophy of Language [by] VN Volosinov. Translated by Ladislav Matejka and IR Titunik.
Wang, M., Shen, R., Novak, D., & Pan, X. (2009). The impact of mobile learning on students′ learning behaviours and performance: Report from a large blended classroom. British Journal of Educational Technology, 40(4), 673-695.
Wilson, A. B., Brown, K. M., Misch, J., Miller, C. H., Klein, B. A., Taylor, M. A., . . . Lazarus, M. D. (2019). Breaking with tradition: A scoping meta‐analysis analyzing the effects of student‐centered learning and computer‐aided instruction on student performance in anatomy. Anatomical sciences education, 12(1), 61-73.
Wright, G. B. (2011). Student-centered learning in higher education. International journal of teaching and learning in higher education, 23(1), 92-97.
Xu, Y., Regier, T., & Newcombe, N. S. (2017). An adaptive cue combination model of human spatial reorientation. Cognition, 163, 56-66.
Yang, Z., Wang, P., Wang, Y., Xu, W., & Nevatia, R. (2018). LEGO: Learning Edge with Geometry all at Once by Watching Videos. Proceedings of the IEEE Conference on Computer Vision and Pattern Recognition,
Yu, F., & Conway, A. (2012). Mobile/smartphone use in higher education. Proceedings of the 2012 Southwest Decision Sciences Institute, 831-839.
Zhang, H., Hwang, W.-Y., Tseng, S.-Y., & Chen, H. S. (2019). Collaborative drama-based EFL learning in familiar contexts. Journal of Educational Computing Research, 57(3), 697-722.
Zhao, L., Hwang, W.-Y., Shadiev, R., Lin, L.-K., Shih, T. K., & Chen, H.-R. (2018). Exploring the Effects of Ubiquitous Geometry Learning in Real Situations. Proceedings of the 2nd International Conference on Digital Technology in Education,
Zhu, Z.-T., Yu, M.-H., & Riezebos, P. (2016). A research framework of smart education. Smart learning environments, 3(1), 4.

指導教授

黃武元(Wu_Yuin Hwang)

審核日期

2022-7-28

推文