Chih-Kai Chang

Digital Learning Playground: supporting authentic learning experiences in the classroom

This study proposes a platform to provide a near-authentic environment, context, and situation for task-based learning. The platform includes two projection screens (a vertical and a horizontal screen) combined for situated or authentic learning. The horizontal screen extends the vertical screen scene to form a space for learning activities and performance. The platform creates learning situations using robots as surrogates of students to accomplish real-life tasks. Kolbs four-stage experiential learning cyclical model was adopted in the learning design. A simple practice was developed to examine the effect on teaching children English as a foreign language. The results reveal that children could engage deeply and feel more enjoyment using the system. Moreover, as surrogates for students to imagine that they are accomplishing real-life missions, robots could be a vital element of authentic learning in future classrooms.

Constructing Collaborative Learning Activities for Distance CAL Systems.

Abstract Abstract Abstract Many existing Computer Assisted Learning (CAL) systems use computer programs to simulate a teacher for individual learning. However, regardless of how good the CAL system is, a student should also interact with learning companions and human teachers. Due to the popularity and ease of access to computer networks and communication tools, network facilities can be incorporated into a CAL system to make it a distance CAL system. To attain an effective learning outcome, a distance CAL system must be able to: define a group learning model; constrain and advise the students to learn according to the model, and have query facilities which provide the teacher with information about what a student has done and learned, and what a student should do next. A rule-based system that is conventionally used cannot sufficiently provide those required functions. This paper suggests why this is the case and how an active database system can achieve those goals.

A language for developing collaborative learning activities on World Wide Web

The World Wide Web (WWW) is in widespread use. People in different places can read hypermedia information through a computer network. Therefore, many educators have tried to develop a distance learning system on WWW so that people in different places can learn. However, some learning activities, such as discussion, collaboration, and conference, are difficult to implement on WWW for teachers who are not computer science majors. We propose a methodology by which teachers can build their collaborative learning activities on WWW effortlessly. The specification language, called Learning Activities Description (LAD), is devised for teachers to specify their learning activities and styles. Our system can generate the required programs according to the LAD specification. Therefore, designing learning activities using LAD can be as easy as designing courseware using HTML.

Development and evaluation of a novel e-book interface for scaffolding thinking context to learn from writing examples

ABSTRACT Effective reading strategies, including using graphic organizers, question answering, and considering story structures, can help students improve reading comprehension. However, these reading strategies are not fully supported by both printed books and e-books. Students who master these reading strategies can learn effectively. By contrast, students without effective reading strategies cannot grasp thinking contexts, which leads to unfavorable learning outcomes. This paper presents a novel e-book interface that features thinking maps and a question answering mechanism on the same page. The thinking maps and question answering mechanism can stimulate students to reflect on reading content, which in this study was college entrance exam compositions, and help students to more effectively understand the context of their reading content. After we developed our reading system, 61 participants were recruited for system evaluation. The results indicate that students in the treatment group acquired significantly more vocabulary and understood the story structure more competently than did students in the control group. Treatment group participants expressed that they were satisfied with the thinking maps and question answering mechanism.

Effectiveness of web-based mechanism for teaching creative writing in the classroom

Abstract The purpose of this research is to design a web-based learning system using a set of scaffolding procedures and collaborative learning techniques to enhance students’ creative writing in the classroom. Guiding questions are meant to be suggestive of creative association to foster their creative thinking. Through peer assessment, students could learn from others’ thinking methods while appreciating and criticising their writing. The study was conducted using a design research method. After the system was developed, an evaluation experiment was performed. Compared with the control group, participants who used the system to assist writing showed significant improvements after three times trainings.