Kuen Yi Lin

The evaluation of different gaming modes and feedback types on game-based formative assessment in an online learning environment

This study proposed an online learning system for energy education, modifying the typical rules of tic-tac-toe and incorporating multiple choice tests into the game in order to develop a game-based formative assessment tool for an online learning course. In order to explore how different gaming modes and feedback types in this game-based formative assessment affect knowledge acquisition effectiveness and participation perceptions, a tic-tac-toe quiz game (TRIS-Q) with two gaming modes: single-player online game (SOG) and multi-player online game (MOG), and two feedback types: immediate elaborated feedback (IEF) and no immediate elaborated feedback (no IEF), were developed. A 2(SOG vs. MOG)?×?2(IEF vs. no IEF) between-subject experiment was also conducted to investigate the effects on 109 ninth-grade students from four junior high school classes. The research findings indicated that different gaming modes of TRIS-Q did not affect the effectiveness of knowledge acquisition; providing IEF for each question answered in the game facilitated the enhancement of both energy knowledge acquisition and student tic-tac-toe ability when comparing it with the no IEF type. Additionally, the different gaming modes and feedback types did not affect participation perceptions. A tic-tac-toe quiz game for formative assessment was developed in online learning.Two different gaming modes and two feedback types was developed and investigated.Different gaming modes did not affect the learning effectiveness.Providing immediate elaborated feedback in quiz game was useful to online learners.Most students showed positive attitude toward tic-tac-toe quiz game.

The effect of hands-on ‘energy-saving house’ learning activities on elementary school students’ knowledge, attitudes, and behavior regarding energy saving and carbon-emissions reduction

Energy saving and carbon-emissions reduction (ESCER) are widely regarded as important issues for progress towards ensuring sustainable forms of economic development. This Taiwanese study focuses on the effects of a series of educational activities about ESCER on students’ knowledge, attitudes and behavior. Sixty fifth-grade students from two elementary school classes were assigned to an experimental group, and 59 from two others to the control. Covariance and qualitative data analysis were conducted after 14 lessons on the topic in both ‘treatments.’ The following key findings emerged. First, hands-on ‘energy-saving house’ learning activities seemed to have positive effects on students’ knowledge, attitudes, and behavior toward ESCER, even as the design of authentic learning activities was recognized as not being as closely aligned to the students’ daily lives as they could have been for achieving behavior-related outcomes. Second, students demonstrated slight gains in conceptual knowledge and procedural knowledge via the hands-on activities, but some ESCER misconceptions persisted. We conclude that students’ learning processes, prior learning and authentic contexts for ESCER-related work should not be ignored in the attempt to link knowledge to action in teaching and learning activities.

Energy literacy of vocational students in Taiwan

In this study, we administered a questionnaire to 1001 vocational high school students to ascertain their literacy with regard to energy saving and carbon-emissions reduction (ESCER) and to analyze whether their literacy was affected by their gender or academic major. The data analysis produced the following conclusions: (1) behaviors pertaining to ESCER among vocational high school students should be enhanced by promoting appropriate affect rather than solely by conveying knowledge; (2) female students displayed superior knowledge and affect regarding ESCER compared with male students; and (3) students majoring in agriculture performed better than other students in terms of knowledge, affect, and behavioral aspects related to ESCER. The execution and results of this study can serve as a reference for courses or education related to this topic targeting vocational high school students to promote literacy for ESCER, thereby increasing students’ effectiveness in related issues in Taiwan.

Participation in Science Service: Factors Influencing Volunteers’ Intentions

Abstract In spite of previous researches in large-scale volunteerisms have explored volunteer’s theory of planned behavior (TPB), little has been known concerning the scale development of volunteers’ Satisfaction and Motivation in related to science volunteer service. This study tested an expanded TPB model with a sample of 443 volunteers taken from a project for science volunteers run by the Ministry of Science and Technology in Taiwan. To explore volunteers’ perspectives on their involvement in science service, structured questionnaires examined their attitudes, subjective norms, perceived behavioral control, Satisfaction and motivation via continued observation throughout the duration of the project. The findings from the path analyses suggest that the TPB is a useful tool for understanding event volunteers’ intention. In addition, Satisfaction emerged as the exclusive determinant of sustained volunteering and also as the potential predictor of the effects of other variables on future volunteering behavior. However, it was found that the science volunteers’ motivation had significant negative correlation with behavioral intention. In general, the expanded model of TBP provided an appropriate framework for understanding the factors associated with volunteering. Practical implications and future research directions for science volunteer management are also discussed.

Collaborative Modes on Collaborative Problem Solving

Collaborative problem solving (CPS) is an important skill for 21st-century workplaces. We examined the effects of two collaborative modes (learner-on-computer agent mode and learner-on-learner mode) on the CPS performance of 64 college students (28 women, 36 men; age range = 18–22 yr., M = 20.1, SD = 1.2). Participants’ CPS performance scores in the learner-on-computer agent mode were significantly higher than those in the learner-on-learner mode. The optimal mode for teaching CPS skills, the practical implications of using a CPS system, and the limitations of this study are also discussed.

The study of nurses’ technology acceptance model in the on-line learning for the on-job training courses

Abstract In the 21st century, high digital, web-based, and virtual epoch information technology (IT) has become the main strength of companies to improve their competitiveness. Meanwhile, more and more people have tried to utilize IT in education, and advanced different theories in each learning field. The purpose of this study is to explore the Nurses’ Technology Acceptance Model (TAM) in online learning for on-the-job training courses. The relationship between external variables and attitudes towards using technology is proposed by developing the Nurses’ Technology Acceptance Model through the approach of Structural Equation Modelling. Three paths that enable nurses to participate in online learning courses are generated as: (1) the best path includes basic computer competence, the perceived usefulness of online learning, attitudes towards online learning, and willingness to learn online; (2) the second best path include the factors of learners’, ease of use, attitudes towards online learning, willingness to learn online; (3) the third path includes, learners’ factors, the perceived usefulness of online learning, attitudes towards online learning, willingness to learn online.