Ting Ting Wu

Enhancing learning performance, attention, and meditation using a speech-to-text recognition application: evidence from multiple data sources

ABSTRACT In this study, we provide STR-texts to non-native English speaking students during English lectures to facilitate learning, attention, and meditation. We carry out an experiment to test the feasibility of our approach. Our results show that the participants in the experimental group both outperform those in the control group on the post-tests and have higher attention and meditation. In addition, our results demonstrate that lower ability students who used STR-texts had higher learning performance, attention, and meditation than lower ability students in the control group. The results also show that attention and meditation are dynamic and change throughout the lectures. Furthermore, we found that attention trendlines have a negative slope, whereas meditation trendlines have a positive slope. Our results suggest that STR-texts are useful for non-native speaking students, especially those with lower language proficiency, and can enhance their comprehension of English lectures and also raise their attention and meditation. However, educators and researchers should keep in mind that interactive strategies need to be applied in order to maintain and even increase low proficiency student attention throughout the lectures.

The design and implementation of authentic learning with mobile technology in vocational nursing practice course

In recent years, along with the development of mobile technology, vocational nursing education has improved greatly. In light of this emerging mobile technology, it brings the clinical practice of vocational nursing education closer to authentic learning than ever. In fact, some studies revealed that learners learn states and learning outcomes would be directly or indirectly influenced with mobile technology. Therefore, this study proposed an authentic learning model for vocational nursing education, validated by home-visiting activities with the assistance of the mobile technology for a nursing practice course of 60 nursing students at a vocational nursing school in Taiwan. The research was based on the framework of the paradigm of authentic learning to derive authentic learning evaluation scales. Then, the scales were employed to evaluate usability and satisfaction of the students engaging in home-visiting activities by using the mobile technology. Through the empirical experiment, our findings show that the nursing students authenticity experience and professional skill development can be enhanced through the assessment of the proposed authentical evaluation scales. [ABSTRACT FROM AUTHOR]

Assessment of Implementing a Digital Game-based Learning System over Facebook

In this study, we implemented a digital game-based learning (DGBL) system over Face book platform. For better understanding the impact of DGBL applied to social networking, the technology acceptance model (TAM) was employed for the evaluation. Results of this study showed that the DGBL incorporated into a social network website is a feasible and sound model for teaching. This study investigated the potential important design issues of the application over a social network website. It is believed that this study could bring teachers a better understanding how those characteristics of social networks can attribute to the success of users learning.

Development and Evaluation of Peer Feedback in the English Quiz Game Design in Social Network

In this study, we developed a game-based learning system on a social network platform to instruct customs and cultures in the English speaking countries in order to investigate the increase of learning willingness and motivation by using the digital game-based learning(DBGL) model. To determine the learning behaviors and results of the learning design which combines game-based and social network theories, this study involved students from an elementary school to implement a multi-player, real-time quiz game, known as Challenger, on the Facebook platform. As players, the learners can Call Out for help or assistance; however, online friends hold the decision of Replying or Not to Reply the players Call Outs. This mechanism is so called Peer Feedback. Results of this study showed that the DGBL incorporated into a social network website is a feasible and sound model for teaching. By the model, English learning will become more interesting which makes students more enjoyable in learning auxiliary materials after school if they cannot fully comprehend the course in the classroom. By the outcome, we found peer influence seems not only motivates learners participation in the game but also catalyze learning effectiveness.

A Learning Log Analysis of an English-Reading e-Book System Combined with a Guidance Mechanism.

Learning English by reading articles on multimedia e-book devices can assist students in improving their vocabulary and in understanding the associations among vocabulary, textual meaning, and paragraph composition. Adaptive integration of reading technologies and strategies not only strengthens their language ability and reading comprehension, but it also increases the effectiveness of their language learning. Therefore, this study developed an English-reading e-book system that integrated a guidance mechanism that analyses a students learning profile and recommends articles according to article difficulty, relevance, and the learners language ability. The frequency and pattern of learning behaviors as well as the system functions that students used were analyzed to evaluate the performance of the proposed system. The results indicate that the proposed reading guidance mechanism can improve students reading comprehension and reduce their reliance on the systems translation functions.

Mathematics Assisted Instruction System of M/U-Learning Environment

Mathematics is considered the foundation of development in science, technology, and thought, and its practicality for life is also evident. If it is possible to use student daily life experiences as the focus, combining mathematics with gaming, to incorporate the game context into mathematics instruction, it would enhance student interest in learning mathematics. At the same time, this would cultivate student ability in problem-solving, lower student fear for mathematics, and enhance their learning motivation. The purpose of this study is to explore the context-based game-based interactive instructional media developed by this study. The classroom is combined with u-learning of real context-aware situated learning and post-class m-learning simulated learning, and this is used to explore differences in learning effects of second grade elementary school students in the addition and subtraction units in mathematics, and questionnaires are used to understand student views toward context-based game instruction.

Problem-based learning effectiveness on micro-blog and blog for students: a case study

Problem-based learning (PBL) is regarded as an effective learning strategy to enhance cognition not only in traditional learning but also in e-learning. In e-learning settings, blogs and micro-blogs can plausibly provide a platform to conduct PBL. Recently, most studies on blogs and micro-blogs have respectively probed satisfaction and learning effectiveness. However, little effort has been made to explore their effectiveness on learning. Therefore, this study explored an application of a PBL approach on a micro-blog and blog by seventh-grade students taking an information ethics course; in particular, the effect of a micro-blog and blog on student learning with different learning achievement levels. Moreover, results showed that the micro-blog had more effect on PBL for low achievement students compared to the blog. This study suggests that using a micro-blog for PBL is more appropriate for the sake of maximizing learning effectiveness, if generally considering students with different learning achievement levels.

An authentic learning based evaluation method for mobile learning in Higher Education

Abstract If mobile learning is to be effectively developed and feasibly applied to education, it is necessary to evaluate its effectiveness. This study adopted Herrington’s nine elements of authentic learning paradigm to develop an authentic learning-based evaluation method and design approach for m-learning activities. There were 84 participants in this experiment. The study was conducted from March through May 2015. After assessing the participants, we evaluated the results of the m-learning activity to illustrate the dimensions and criteria in the evaluation. The results show that there are three different groups of people concerned with different areas; students and professors mainly focus on authentic learning activities, learning strategies, and skills training. However, systems developers focus on function or service systems. The authors suggest that the third group, m-learning researchers and designers, must understand students’ views and needs so that m-learning development can provide better opportunities to practice authentic learning.

Enhancing students’ botanical learning by using augmented reality

Scientific literacy is considered a crucial part of learners’ basic capacities. In primary schools, scientific literacy is generally cultivated through the implementation of a natural science curriculum, in which botany is an essential course. To enhance learning effectiveness, learning activities that involve observing specific plants and carried out in outdoor learning environments have been widely adopted in instructional design. Augmented reality (AR) technology can provide views of the real-world environment simulated by a computer in connection with a target learning object. Hence, AR-based learning material was employed in this study to provide multifaceted views of plants being studied, thereby enhancing the learning experience. To validate the effectiveness of this approach, 54 third-grade students were recruited as participants in a plant observation activity that involved various learning materials. Their learning outcomes when using AR were measured according to Bloom’s cognitive levels, showing the degree of learning achievement for different stages. According to the results, students in the experimental group observing the plants through AR had significantly greater comprehension compared with those in the control group, with respect to conceptual analysis and identification of leaf arrangement. The findings suggest that compared with the traditional learning approach involving plant observation, AR-based learning material could significantly enhance students’ higher-level cognitive capabilities, enabling them to more effectively scaffold knowledge about target plants in the observational learning activity.

Facilitating Comprehension of Non-Native English Speakers During Lectures in English with STR-Texts

We provide texts generated by speech-to-text-recognition (STR) technology for non-native English speakers during lectures in English. We aim to test the feasibility of our approach. Our results show that participants who learned with STR-texts outperformed those who learned without them. Results also show no significant effect of STR-texts on post-test scores of the low and high ability participants after controlling for the effect of learning ability. Besides, there is no significant difference in cognitive load and anxiety of the low and high ability participants. Based on our findings several implications are made for the teaching and research communities.