Huei-Tse Hou

Boundary-based corner detection using eigenvalues of covariance matrices

Abstract In this paper we present a new measure for corner detection based on the eigenvalues of the covariance matrix of boundary points over a small region of support. It avoids false alarms for superfluous corners on circular arcs. Experimental results have shown that the proposed corner detection methods using curvature measures have good detection and localization for curved objects in different rotations and with varying scale changes.

Designing an electronic guidebook for learning engagement in a museum of history

Museums provide important avenues for lifelong learning, and using information and communication technology to maximize a museums lifelong learning potential is a recognized issue. This study proposed a human-computer-context interaction (HCCI) framework as a guide for designing a mobile electronic guidebook for a history museum. To fulfill the goals of the HCCI framework, two strategies, problem-based inquiry and historical-context-embedded visiting, were used to implement a HCCI guidebook. To evaluate the effects of the HCCI guidebook, this study conducted an experiment to compare three visiting modes: Visiting with the HCCI guidebook; visiting with a worksheet; and visiting without any supplementary tools. Sixty-two college students participated in the evaluation of the HCCI guidebook in the Tang dynasty tri-color glazed pottery exhibition at the National Museum of History. The results showed that the students with the HCCI guidebooks had, on average, a longer holding time with exhibits than either students with paper-based worksheets or students without supplementary materials. However, there were no significant differences in the knowledge gained about exhibits among the three modes.

A case study of online instructional collaborative discussion activities for problem-solving using situated scenarios: An examination of content and behavior cluster analysis

In some higher education courses that focus on case studies, teachers can provide situated scenarios (such as business bottlenecks and medical cases) and problem-solving discussion tasks for students to promote their cognitive skills. There is limited research on the content, performance, and behavioral patterns of teaching using online discussions and integrated situated scenarios. This case study empirically explored the learning process of adopting collaborative online instructional discussion activities for the purpose of problem-solving using situated scenarios in a higher education course. Thirty-two university students carried out problem-solving activities on case scenarios and problem-solving tasks assigned by the teacher on the discussion forum. Two forms of instructional activities were considered: 1) problem-solving in a given scenario and 2) problem-solving when learners play roles in a given scenario. The activities mentioned above were each implemented for a week. Using analytical methods that combined qualitative and quantitative approaches, we conducted quantitative content analysis, qualitative protocol analysis, and cluster analysis. We compared the differences in the quality of discussions, patterns of cognitive structure, and patterns of the clusters of possible discussion behaviors. Our study suggests that, when compared to general situated learning activity, discussions are of better quality when they involve a role-playing activity, which also yields the most diverse options for solutions. However, when learners engage in either approach to situated learning, the cognitive aspects of application, evaluation, and innovation are often still found lacking. Our study discusses the observed behavioral patterns and learning-related limitations of these activities and provides specific recommendations for teachers and researchers.

Evaluating multiple aspects of a digital educational problem-solving-based adventure game

This study aims to evaluate multiple aspects of a problem-solving-based educational adventure game, Boom Room(C). The learning effectiveness, game acceptance, and flow experience of the game were empirically investigated. The game was designed and developed for teaching knowledge of computer assembly. Sixty-seven university students in Taiwan were asked to complete a pre-test before playing the game and a post-test after playing the game. These students also provided evaluations of not only the usefulness, ease of use, and design elements of the game but also their experience with various flow dimensions of the game. A 2-stage cluster analysis was also conducted to explore the potentially different groups of students by categorizing them in accordance with their performance, degree of game acceptance and flow states. The results suggest that this game is beneficial for students with insufficient background knowledge of computer assembly, allowing these students to obtain vital knowledge of this topic if they achieved a sufficient acceptance of the game and an adequate flow experience from their game-playing experiences. The various dimensions of flow that were experienced by these students were significantly correlated with game acceptance. Suggestions for future study, game design, and instructional practice are discussed.

Applying role-playing strategy to enhance learners’ writing and speaking skills in EFL courses using Facebook and Skype as learning tools: a case study in Taiwan

English as a foreign language (EFL) instruction faces many challenges in Asia because of many cultural and environmental factors, such as the lack of interactive speaking environments, emphasis placed on test scores, and foreign language anxiety. The purpose of this research is to conduct an EFL instructional course by integrating Facebook (asynchronous online discussion) and Skype (synchronous online discussion) as platforms through which students perform role-playing based learning activities and to observe the effects of the course on the challenges mentioned above. The study consists of 42 participants who are enrolled in an English conversation course in a business college in Taiwan. This study conducted a learning performance analysis, correlation analysis, and qualitative content analysis of the learning process. The results indicate that the learners improved their speaking and writing skills through the learning tools and role-playing activities. The content analysis also demonstrated that learners could improve their speaking and writing skills via peer-to-peer and self-correction behaviors. We also provide several recommendations for EFL educators and researchers.

Applying lag sequential analysis to detect visual behavioural patterns of online learning activities

Introduction The recent trend towards Web 2.0 focuses on users’ active participation and interaction via online environment (Musser, O’Reilly & the O’Reilly Radar Team, 2006), and makes educational strategies more interactive and diverse. Many teaching strategies are also integrated with online learning activities. However, this raises questions about how learners conduct these online learning behaviours and about the visual sequential behavioural patterns that they employ. These patterns may provide an important reference for teachers’ or intelligent agents’ guidance for enhancing learners’ learning. Lag sequential analysis (Bakeman & Gottman, 1997) can individually examine whether the sequential relationship between each behaviour has been achieved significantly and visualise the patterns. This study tries to conduct an empirical observation and apply sequential analysis to detect learners’ behavioural patterns. Based on our initial findings, we also provide suggestions, which are expected to promote in-depth online learning.

Exploring the learner’s knowledge construction and cognitive patterns of different asynchronous platforms: comparison of an online discussion forum and Facebook

The primary purpose of this study is to explore the knowledge construction behaviour and cognitive patterns involved in students’ online discussion using online forum and Facebook (FB). This study employed quantitative content analysis and lag sequential analysis to examine the content and behavioural patterns of 50 students from a private university in Taiwan in their online discussion with a project-based learning activity. Results showed that FB, in contrast to online discussion forum, better facilitated students’ social interaction, as they exhibited more off-topic discussion and focusing on the subject of discussion in terms of behavioural continuity. Results also showed that students were primarily sharing knowledge and involving cognitive process of ‘understanding’ during discussion. Nonetheless, more advanced knowledge construction behaviour and cognitive process were not observed in this study. Accordingly, this study suggests that incorporating FB in learning with adequate guidance by the instructor could be beneficial to improve students’ engagement.

Exploring students’ emotional responses and participation in an online peer assessment activity: a case study

In the social interactions among individuals of learning communities, including those individuals engaged in peer assessment activities, emotion may be a key factor in learning. However, research regarding the emotional response of learners in online peer assessment activities is relatively scarce. Detecting learners’ emotion when they make comments and responses to peers may be helpful to better understand their learning and participation behaviours. Therefore, the aim of this study is to explore the emotional responses and participation of university students in online peer assessment. The self-assessment manikin (SAM) (Lang, P.J. (1985). The cognitive psychophysiology of emotion: Fear and anxiety, In A.H. Tuma & J.D. Maser (Eds.), Anxiety and the anxiety disorder (pp. 131–170). Hillsdale, NJ: Lawrence Erlbaum.) measurement was integrated into the online peer assessment system to measure learners’ emotional responses, and a cluster analysis was implemented to identify various features of the different groups. The results show that response behaviours may reflect a learner’s participation and status of emotional response during an online peer assessment process. Using cluster analysis, the groups were divided into three clusters; each clusters representation of emotional response patterns was then analysed and discussed. Finally, this study proposed technical mechanisms in online peer assessment systems (i.e. data mining or RSS feeds) for improving learners’ participation and supporting teachers or researchers to intervene to provide relevant assistance and guidance when necessary.

Analysis of Learning Behavior in Problem-Solving-Based and Project-Based Discussion Activities within the Seamless Online Learning Integrated Discussion (SOLID) System.

Both asynchronous and synchronous discussions have advantages and limitations for online learning. This study conducts an empirical analysis of these discussion activities while applying the proposed Seamless Online Learning Integrated Discussion (SOLID) system, which can instantly integrate Facebooks asynchronous discussion function with the MSN Messengers synchronous discussion function. This study examines two teaching activities (a problem-solving-based activity and a project-based discussion activity) within the SOLID system and compares their differences in knowledge construction phases and cognitive dimensions via a quantitative content analysis and lag sequential analysis. The results show that both cognitive and knowledge construction dimensions exhibit a higher diversity of interaction in the project-based activity than in the problem-solving-based activity. In addition, based on the results of the research, this study offers, as reference, recommendations to instructors and researchers for the implementation of online discussion activities.

Exploring the effects of employing Google Docs in collaborative concept mapping on achievement, concept representation, and attitudes

This study investigated the effectiveness of using Google Docs in collaborative concept mapping (CCM) by comparing it with a paper-and-pencil approach. A quasi-experimental study was conducted in a physics course. The control group drew concept maps using the paper-and-pencil method and face-to-face discussion, whereas the experimental group employed Google Docs to create concept maps and used Google Chat for discussion. Learning achievements, physics concept representation, attitudes toward science, and attitudes toward CCM were examined to identify the differences between the two groups and the effectiveness of Google Docs. The results suggested that the use of Google Docs did not significantly affect physics achievement. However, Google Docs fostered physics concept representation and enhanced attitudes toward science. Moreover, the Google Docs group tended to learn more collaboratively. The students in this group also agreed with the superiority of observation and modification functions provided by the real-time co-editing mechanism and revision history.