Sunny S. J. Lin

Sensation seeking and internet dependence of Taiwanese high school adolescents

The present study examined excessive Internet use of Taiwanese adolescents and a psychological aspect of users, sensation seeking, thus to differentiate motivation of Internet dependents and non-dependents. Seven hundred and fifty three Taiwanese high school students were selected using cluster sampling and 88 of them were categorized as Internet dependent users. Results indicated that Internet dependents spent more time on-line than non-dependents. While Internet dependents perceived significantly more negative Internet influences on daily routines, school performance, and parental relation than non-dependents, both Internet dependents and non-dependents viewed Internet use as enhancing peer relations. Making friends through the Internet has become a popular activity among adolescents, potentially leading to its excessive use. Internet dependents scored significantly higher on overall sensation seeking and disinhibition than Internet non-dependents. However, both groups did not differ in the life experience seeking subscale and thrill and adventure seeking subscale. This finding contradicts that of Lavin, Marvin, McLarney, Nola, and Scott [CyberPsychol. Behav. 2 (2000) 425]. Possible reasons for this discrepancy and for the relation between Internet dependence and disinhibition in Taiwanese adolescents are also discussed.

Web-based peer assessment : feedback for students with various thinking-styles

Abstract This study used aptitude treatment interaction design to examine how feedback formats (specific vs. holistic) and executive thinking styles (high vs. low) affect web-based peer assessment. An Internet-based (anonymous) peer-assessment system was developed and used by 58 computer science students who submitted assignments for peer review. The results indicated that while students with high executive thinking styles significantly improved over two rounds of peer assessment, low executive students did not improve through the cycles. In addition, high executive students contributed substantially better feedback than their low executive counterparts. In the second round of peer assessment, thinking style and feedback format interactively affected student learning. Low executive students receiving specific feedback significantly outperformed those receiving holistic feedback. In receiving holistic feedback, high executive thinkers outperformed their low executive counterparts. This study suggests that future web-based peer assessment adopts a specific feedback format for all students.

The application of social cognitive theory to web-based learning through NetPorts

Although the Web allows for flexible learning, research has found that online students tend to lack focus, willingness to participate, confidence, and discipline. This study thus attempts to promote Web-based self-regulated learning from the social cognitive perspective, which emphasizes the interactions among personal, behavioral, and environmental influences. This study has identified the most significant factors for personal, behavioral, and environmental influences in the social cognitive model of self-regulated learning, and also applied this model to the development of the NetPorts web-based learning system. NetPorts, in turn, allows us to empirically analyze the interactions between the aforementioned factors. Our Web-based findings support the social cognitive view of self-regulated learning: students who hold higher levels of motivation apply more effective strategies, and respond more appropriately to environmental demands, in the Web-based learning environment. These findings also further validate the application of the social cognitive model to Web-based learning through the NetPorts.

A Networked Peer Assessment System Based on a Vee Heuristic

This study implements a networked peer assessment system based on the use of a Vee heuristic. Using this system, students submit their homework (relating to designing science activities)via the underlying network facility. They then assess each others homework by offering suggestions – again, through the network. Students then modify their original designs based on the suggestions that they receive. This procedure is repeated for two or three consecutive rounds. In this process, each student functions as an author, a reviewer, and an adapter. This learning model allows students to further develop their critical thinking skills. Preliminary peer assessment results revealed that the networked peer-assessment model and Vee heuristic facilitated pre-service science teachers to continuously progress when designing science activities.

Design of a Networked Portfolio System.

Portfolio assessment Portfolio assessment is a systematic means of accumulating and commenting on homework samples by students. Such samples can display or clarify the learning processes of a particular student. Correspondingly, peer assessment enhances a student’s important skills (eg, problem solving) and motivation to learn, thus making it an excellent assessment strategy to evaluate adult learners. Peer assessment can also be performed through a networked system. In this study, the system incorporates two distinct functions: one focusing on peer-assessment with the other focusing on portfolio-assessment. Functions designed to facilitate peer-assessment include on-line submission of work, on-line grading and the ability to view suggestions from peers. At the end of a semester, the portfolio-assessment allows students to select their best-written assignment.

The Effects of Digital Games on Undergraduate Players' Flow Experiences and Affect

The purpose of this study is to investigate the effects of digital games on undergraduate playerspsila flow experiences and affect. Our findings suggested that both violent and nonviolent digital games would evoke undergraduate playerspsila flow experiences and positive affect. Digital games may not arouse participantspsila real life aggression regardless of playing violent or nonviolent digital games. Undergraduate participantspsila flow experiences and positive affect after playing nonviolent digital games were higher than playing violent digital games. The authors suggested that experimental designs and sex in the participantspsila composition would have impacts on our results. The limitation was discussed as well.

Cognitive ability, academic achievement and academic self-concept: Extending the internal/external frame of reference model

BACKGROUND Marshs internal/external (I/E) frame of reference model depicts the relationship between achievement and self-concept in specific academic domains. Few efforts have been made to examine concurrent relationships among cognitive ability, achievement, and academic self-concept (ASC) within an I/E model framework. AIM To simultaneously examine the influences of domain-specific cognitive ability and grades on domain self-concept in an extended I/E model, including the indirect effect of domain-specific cognitive ability on domain self-concept via grades. SAMPLE Tenth grade respondents (628 male, 452 female) to a national adolescent survey conducted in Taiwan. METHOD Respondents completed surveys designed to measure maths and verbal aptitudes. Data on Maths and Chinese class grades and self-concepts were also collected. RESULTS Statistically significant and positive path coefficients were found between cognitive ability and self-concept in the same domain (direct effect) and between these two constructs via grades (indirect effect). The cross-domain effects of either ability or grades on ASC were negatively significant. CONCLUSIONS Taiwanese 10th graders tend to evaluate their ASCs based on a mix of ability and achievement, with achievement as a mediator exceeding ability as a predictor. In addition, the cross-domain effects suggest that Taiwanese students are likely to view Maths and verbal abilities and achievements as distinctly different.

Cross-lagged relationships between problematic Internet use and lifestyle changes

Cross-lagged analysis of panel survey data collected from Taiwanese college students (initially 387 males and 370 females) was used to examine the temporal relationship between problematic Internet use (PIU) and lifestyle changes during the first year in college. We hypothesized that a reciprocal relationship might exist between PIU and lifestyle changes. Structural equation modeling was adopted to test several nested cross-lagged relationship models. The results showed that four measures of lifestyle changes and PIU were moderately to highly stable across one year. Moreover, PIU in freshman year predicted negative changes in lifestyle in the following year, including a reduction of physical and social activities, irregular diet and unhealthy sleep. Lifestyle changes in freshman year, in contrast, did not predict PIU in sophomore year; the hypothesized reciprocal relationship between PIU and lifestyle changes was not warranted. Implications and limitations are discussed.

Designing a networked-sharing construction environment

Introduction Some Internet-based concept mapping systems, whether they emphasize cooperative or individual knowledge construction, have been developed to enhance knowledge construction. For example, in the study of Chiu, Huang, and Chang (2000), 3 to 5 students were grouped to cooperatively construct a concept map through a discussion on-line. Unfortunately, students could “hitchhike” on the work of others due to the innate drawbacks within groups. Many web-cooperative learning studies (eg, Sun and Chou, 1996) also reported when managing group learning on the Internet, teachers might be confronted by some problems of unequal participation, such as free rider or dominance of any one member in a group. In sum, there is no easy way to ensure students’ accountability of their work.

Experiencing NetPeas: Another Way of Learning

This study implement networked peer assessment in designing and, in doing so, develops a networked peer assessment model as well. Based on the proposed model, a networked peer assessment system is designed as its main frame in conjunction with an optional Vee diagram used as its interface to facilitate designing. In this system, students turn in their homework via a friendly web browser. Students assess each others homework by offering comments through the Internet. Students then reflect and modify their homework based on those comments. This procedure is repeated for k (k?1) consecutive rounds, based on the schedule. In this process, students act as an adaptive learner, author, and reviewer. This learning model allows students to further develop their critical thinking and problem solving skills. Results revealed that the networked peer assessment model facilitated students to continuously progress when learning to design work.