Hsin Yi Chang
National Kaohsiung Normal University
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Featured researches published by Hsin Yi Chang.
Computers in Education | 2011
Douglas B. Clark; Hsin Yi Chang; Mario Martinez-Garza; Kent Slack; Cynthia M. D'Angelo
This study investigates the potential of a digital game that overlays popular game-play mechanics with formal physics representations and terminology to support explicit learning and exploration of Newtonian mechanics. The analysis compares test data, survey data, and observational data collected during implementations in Taiwan and the United States with students in grades 7-9. Results demonstrate learning on some core disciplinary measures and high levels of learner engagement, indicating the potential benefits of this genre of conceptually-integrated games, but also suggesting that further research and development will be needed to more fully harness this potential. Encouragingly, striking similarities were observed across the two countries in terms of learning and engagement, suggesting that this genre of learning games may prove suitable for engaging students in active exploration of core science concepts across multiple countries.
British Journal of Educational Technology | 2013
Hsin Yi Chang; Hsin Kai Wu; Ying Shao Hsu
Introduction Augmented reality (AR) technologies are identified as one of key emerging technologies for education in the next 5 years (Johnson, Levine, Smith & Haywood, 2010). AR takes advantage of virtual objects or information overlaying physical objects or environments, resulting in a mixed reality in which virtual objects and real environments coexist in a meaningful way to augment learning experiences (Arvanitis et al, 2007; Dunleavy, Dede & Mitchell, 2008). The recent development of mobile devices makes it possible for mobile AR environments to support outdoor learning enhanced by computer simulations and virtual objects with the focus on real environments (Dunleavy et al, 2008). Although more research is needed to investigate pedagogical topics using AR to enhance learning (Rushby, 2012), relatively little has been done regarding how to integrate AR to enhance the learning of socioscientific issues (SSI) that are real world, socially significant, and rooted in science. AR could leverage students’ learning of SSI because it could enhance their senses of presence, immediacy and immersion (Bronack, 2011) and situate learning in authentic environments that may in turn result in students making more informed decisions considering all environmental-related factors (Klopfer, 2008; Squire & Klopfer, 2007).
International Journal of Science Education | 2016
Su-Chi Fang; Ying Shao Hsu; Hsin Yi Chang; Wen Hua Chang; Hsin Kai Wu; Chih-Ming Chen
ABSTRACT In order to promote scientific inquiry in secondary schooling in Taiwan, the study developed a computer-based inquiry curriculum (including structured and guided inquiry units) and investigated how the curriculum influenced students’ science learning. The curriculum was implemented in 5 junior secondary schools in the context of a weeklong summer science course with 117 students. We first used a multi-level assessment approach to evaluate the students’ learning outcomes with the curriculum. Then, a path analysis approach was adopted for investigating at different assessment levels how the curriculum as a whole and how different types of inquiry units affected the students’ development of conceptual understandings and inquiry abilities. The results showed that the curriculum was effective in enhancing the students’ conceptual knowledge and inquiry abilities in the contexts of the six scientific topics. After the curriculum, they were able to construct interconnected scientific knowledge. The path diagrams suggested that, due to different instructional designs, the structured and guided inquiry units appeared to support the students’ learning of the topics in different ways. More importantly, they demonstrated graphically how the learning of content knowledge and inquiry ability mutually influenced one another and were reciprocally developed in a computer-based inquiry learning environment.
Archive | 2012
Douglas B. Clark; Victor Sampson; Hsin Yi Chang; Helen Zhang; Erika D. Tate; Beat A. Schwendimann
Technology Enhanced Learning in Science Center (TELS) received funding from the U.S. National Science Foundation to investigate approaches for improving learning and instruction in science classes for students in grades 6–12 with a focus on the role that information technology can play. The knowledge integration framework informs the design of TELS curricula in terms of supporting students in (1) eliciting ideas, (2) adding ideas, (3) developing criteria for evaluating ideas, and (4) sorting and connecting ideas based on those criteria. Critique, argument construction, and argumentation represent central TELS research foci for supporting those foci. This chapter provides an overview of that research. More specifically, this chapter synthesizes research on the role of critique in students’ experimentation skills, the manner in which students warrant ideas in their explanations and arguments, approaches for supporting students in critique and argumentation, approaches for supporting students in revising their explanations and arguments, designs to optimize dialogic argumentation, and approaches for analyzing students’ critique and argumentation.
Archive | 2015
Ying Shao Hsu; Hsin Yi Chang; Su-Chi Fang; Hsin Kai Wu
It is well accepted that the main goal of science education is to prepare future citizens with scientific literacy. As a means of achieving scientific literacy goals, the science education reforms in countries around the world have all made significant commitments to science curriculum redevelopment that increasingly advocates inquiry-based instruction and learning. The current education reform in Taiwan echoes the international trend in science education, highlighting the idea of engaging students in scientific inquiry process rather than having them memorize known scientific knowledge.
international conference on advanced learning technologies | 2016
Hsin Yi Chang; Yuan Tse Yu; Hsin Kai Wu; Ying Shao Hsu
In this paper we introduce our newly developed mobile augmented reality game that engages students in investigating a socioscientific issue (SSI) to decide on remedies for a campus site on which part of the soil was hypothetically polluted by a nuclear accident. The game allows students to collect virtual radiation data and interview virtual characters on the campus. The results indicate that the students gained knowledge and perceived the SSI as not that complex after learning with the AR game.
Archive | 2016
Hsin Yi Chang; Ying Shao Hsu; Jung Yi Hung
Features of the Web-based Inquiry Science Environment (WISE) such as interactive dynamic visualizations, science inquiry, and online critiquing address educational reform efforts. However, how such reform-based learning environment developed in the US addresses the needs of teachers and students in Taiwan requires investigations. In this chapter, we reviewed research on the customizations and implementations of WISE units in Taiwan to discuss issues including: teacher adaptation from teacher-centered to inquiry-based instruction, the impact of the WISE units on students’ learning of science, different instructional approaches to the use of the WISE units and their effects, and the relationship between students’ experiences of learning with WISE units and their ability to formulate scientific explanations. We reflected on the issue of the role of the WISE units as replacement for or as supplementary to the conventional textbook instruction. We also discussed the remaining issues for future research.
Computers in Education | 2013
Hsin Kai Wu; Silvia Wen-Yu Lee; Hsin Yi Chang; Jyh-Chong Liang
Educational Technology & Society | 2014
Chia Yu Wang; Hsin Kai Wu; Silvia Wen-Yu Lee; Fu Kwun Hwang; Hsin Yi Chang; Ying Tien Wu; Guo Li Chiou; Sufen Chen; Jyh-Chong Liang; Jing Wen Lin; Hao-Chang Lo; Chin-Chung Tsai
Physical Review Special Topics-physics Education Research | 2012
Sufen Chen; Hao-Chang Lo; Jing Wen Lin; Jyh-Chong Liang; Hsin Yi Chang; Fu Kwun Hwang; Guo Li Chiou; Ying Tien Wu; Silvia Wen-Yu Lee; Hsin Kai Wu; Chia Yu Wang; Chin-Chung Tsai