Cognitive diffusion model with user-oriented context-to-text recognition for learning to promote high level cognitive processes

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題名:	Cognitive diffusion model with user-oriented context-to-text recognition for learning to promote high level cognitive processes
作者:	黃武元;Hwang, Wu-Yuin;Shadiev, Rustam
貢獻者:	資訊電機學院網路學習科技研究所
關鍵詞:	Adoption (Ideas);Classrooms;Cognition;Cognition & reasoning;Cognitive Processes;College Science;Compulsory Education;Computer Oriented Programs;Definitions;Diffusion;Educational Assessment;Educational Environment;Educational Technology;Electronic Learning;Engineering Education;Evaluative Thinking;Influence of Technology;Innovation;International Assessment;Knowledge Management;Learning;Learning Activities;Literature Reviews;Long Term Memory;Recognition;Recognition (Achievement);Retention (Psychology);Second Language Learning;Social Systems;Student Evaluation;Students
日期:	2014-03-01
上傳時間:	2026-04-23 14:06:41 (UTC+8)
出版者:	University of Hong Kong;Hong Kong: The University of Hong Kong - Faculty of Education
摘要:	摘要： There is a large number of studies on how to promote students’ cognitive processes and learning achievements through various learning activities supported by advanced learning technologies. However, not many of them focus on applying the knowledge that students learn in school to solve authentic daily life problems. This study aims to propose a cognitive diffusion model called User-oriented Context-to-Text Recognition for Learning (U-CTRL) to facilitate and improve students’ learning and cognitive processes from lower levels (i.e., Remember and Understand) to higher levels (i.e., Apply and above) through an innovative approach, called User-Oriented Context-to-Text Recognition for Learning (U-CTRL). With U-CTRL, students participate in learning activities in which they capture the learning context that can be scanned and recognized by a computer application as text. Furthermore, this study proposes the use of an innovative model, called Cognitive Diffusion Model, to investigate the diffusion and transition of students’ cognitive processes in different learning stages including pre-schooling, after-schooling, crossing the chasm, and higher cognitive processing. Finally, two cases are presented to demonstrate how the U-CTRL approach can be used to facilitate student cognition in their learning of English and Natural science. 出版者： Hong Kong: The University of Hong Kong - Faculty of Education 出版日期： 2014-03-01 出處： Knowledge management & e-learning, 2014-03, Vol.6 (1), p.30-48 資源來源： Publicly Available Content Database 版權： (c) 2014 Wu-Yuin Hwang, Rustam Shadiev. This work is licensed under https://creativecommons.org/licenses/by/3.0/ (the "License"). Notwithstanding the ProQuest Terms and conditions, you may use this content in accordance with the terms of the License. 識別號： ISSN: 2073-7904 識別號： ISSN: 2309-5008 識別號： EISSN: 2073-7904 識別號： EISSN: 2309-5008 識別號： DOI: 10.34105/j.kmel.2014.06.003
顯示於類別:	[網路學習科技研究所 ] 期刊論文

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