Chi Cheng Chang

Development and Evaluation of an RFID-Based Ubiquitous Learning Environment for Outdoor Learning.

Many issues have been identified in outdoor teaching, especially in places that lack the capacity to effectively present information about such subjects as historical relics, rare animals, and geological landscapes. This study proposes an Environment of Ubiquitous Learning with Educational Resources (EULER) based on radio frequency identification (RFID), the Internet, ubiquitous computing, embedded systems and database technologies to resolve such issues. A case study of natural science learning was conducted in classrooms and at the Guandu Nature Park in Taiwan. Participants included elementary school teachers and students. The results of the evaluation in this study show that the proposed EULER significantly improves student motivation and learning. Furthermore, the results of a post-study survey reveal that most student feedback is positive, further indicating the effectiveness of the EULER.

A study on the evaluation and effectiveness analysis of web‐based learning portfolio (WBLP)

This research evaluates a Web-Based Learning Portfolio through practical teaching process to understand if the WBLP system helps students to grasp the learning process and enhances learning outcomes. The questionnaire includes four aspects: system functions, interface, system use, and its impacts on learning process. The questionnaire has gone through the processes of pre-test and pilot-study to verify its validity. The Cronbachs alpha coefficients are all above 0.75, and thus show that the reliability level of the questionnaire has attained a rather reliable level. As many as 85.84% of the users regard the functions of the WBLP system appropriate, 80% regard the system interface easy to operate, 48.3% perform very well in system, 88.84% feel the system has benefited their learning. The evaluation results reveal there is still a room of improvement, eg, the system has not yet established a complete mechanism for scoring. The insufficiency in terms of dynamic management functions for supporting users is yet to be improved. Then will we be able to extend the WBLP to a more powerful system that can truly support the assessments and auto-management work. We will conduct a further experimental study in terms of learning effectiveness for the system.

Construction and Evaluation of a Web-Based Learning Portfolio System: An Electronic Assessment Tool

This study constructed and evaluated a web-based learning portfolio (WBLP)of authentic assessment, in order to help record, display, search and analyse student learning process data. The WBLP system has been officially implemented in a course at the university for a semester. The summative evaluation of the system includes user-based and expert-based evaluations in terms of system functions, overall design and interface operation, implementation and uses, and impacts on learning. The results of the system evaluation show that most students consider the system to be helpful with respect to improving learning and accomplishing quality.

Reliability and validity of Web-based portfolio peer assessment: A case study for a senior high school's students taking computer course

This study examined the reliability and validity of Web-based portfolio peer assessment. Participants were 72 second-grade students from a senior high school taking a computer course. The results indicated that: 1) there was a lack of consistency across various student raters on a portfolio, or inter-rater reliability; 2) two-thirds of the raters demonstrated inconsistency assessing different portfolios, i.e. inner-rater reliability; 3) peer-assessment scores were not consistent with teacher-assessment scores (criterion-related validity); 4) significant differences were found between peer-assessment scores and end-of-course examination scores, implying that Web-based portfolio peer assessment failed to reflect learning achievements (criterion-related validity). In short, Web-based portfolio peer assessment was not a reliable and valid method.

Enhancing self-perceived effects using Web-based portfolio assessment

This study investigates how implementing a Web portfolio assessment system influences learning effects, including achievement and self-perceived learning performance. The experimental group uses the Web portfolio assessment system, whereas the control group uses conventional assessment. Study subjects are junior high school students in two computer classes. The experimental results are as follows. The Web portfolio assessment system has no significant influence on student achievement. Implementation of the Web portfolio assessment system significantly enhances self-perceived learning performance. The Web portfolio assessment system has different effects on work achievement and self-perceived work performance. The system has no significant effect on improving achievement for poorly and highly motivated students. However, the system is more effective for overall self-perceived learning performance of poorly motivated students than highly motivated students.

Use and Performances of Web-Based Portfolio Assessment.

This research explored the influence of a Web-based portfolio assessment systemonstudents’performances.Themethodologicalprocedureadoptedwas to have the experimental group use the system, with the control group using conventional assessment.The study subjects were junior high school students of two computer classes.The experimental results revealed that the use of the systemhassignificantpositiveinfluenceonstudents’performances.According to estimated effect size, the most significant indicators were reflection, selfassessment, continuous improvement, goal setting, problem solving, data gathering, work and peer interaction. However, peer-assessment performance was not enhanced significantly.Therefore, one recommendation was to reduce peer-assessmentandinsteadofferspecificillustrationstothestudentsaswellas the opportunity to drill.

Using a Web-Based Portfolio Assessment System to Elevate Project-Based Learning Performances.

This study examines the effect of a Web-based portfolio assessment system on the performances of students undertaking project-based learning (PBL). The research targets were 60 students from two grade-8 classes taking senior high school computer courses. The experimental group comprised 30 students, who used the system to perform PBL and assessment in one class. The control group comprised of 30 students who employed conventional assessment for PBL of another class. Experimental results indicate that the system has no significant effect on student achievement, but had a statistically positive effect on self-perceived learning performances. In addition, teacher-assessment and self-assessment of project achievements produced different results.

Is single or dual channel with different English proficiencies better for English listening comprehension, cognitive load and attitude in ubiquitous learning environment?

The purpose of the present study was to examine the effects of English proficiency (low vs. high) and material presentation mode (single channel vs. dual channel) on English listening comprehension, cognitive load and learning attitude in a ubiquitous learning environment. An experimental learning activity was implemented using PDA as a learning tool to facilitate learning. A quasi-experimental design was employed with university students participating in the experiment. The results revealed that (a) high English proficiency learners had significantly better English listening comprehension and lower intrinsic and extraneous load than low English proficiency learners; (b) both high and low English proficiency learners learning with dual channel had significantly better English listening comprehension and held more positive attitude toward the ubiquitous learning environment than learners learning with single channel; (c) for learners learning with single channel, low English proficiency learners had significantly higher extraneous load than high English proficiency learners; and (d) for low English proficiency learners, learners who learned with dual channel possessed significantly lower extraneous load than learners who learned with single channel. The suggestions for educators and instructional designers were also discussed in the present study.

Content presentation modes in mobile language listening tasks: English proficiency as a moderator

This study investigated whether the modality effect of content presentation modes on students cognitive load and listening comprehension depends on the moderating effect of the learners language proficiencies in a mobile learning context. One hundred and sixty-two students majoring in English in a technology university used personal digital assistants (PDAs) as the learning tool for a mobile listening comprehension activity. Participants were randomly assigned to one of two presentation modes: (1) a single mode in which students were engaged in auditory materials only and (2) a dual mode in which they were exposed to audio and textual inputs simultaneously. Hierarchical regression was employed to examine the moderating effect of the learners proficiencies. The results confirmed the moderator role of English proficiency on cognitive load: students with lower proficiency appeared to be more perceptive of the text aid. However, the moderating effect was not obtained on the task performance in that students provided with the dual mode outperformed their single mode counterpart across the proficiency level. This study recommends that written text be displayed when students are engaged in a mobile English listening comprehension task to reduce learners cognitive load. The study also provides pedagogical implications for mobile language learning.

Towards a Distributed Web-Based Learning Community

A distributed Web-based learning community (DisWBLC) based on knowledge sharing for college students has been constructed, implemented and evaluated. The system helps students form a virtual learning community through Web-based learning, which they can use to facilitate learning and growth. Ultimately, they would like to accomplish the goals of knowledge sharing, resource sharing, information exchange, experience interchange and opinion interchange. Both a point accumulation mechanism and a Web-based learning record have been the features of the DisWBLC system, which stimulates student involvement by allowing them to know about the performance and involvement of themselves and their peers. Most students agree that the community does help them learn more and faster, and most students also confirm that the overall operation and implementation of the system is quite good.