Examining high-school students’ preferences toward learning environments, personal beliefs and concept learning in web-based contexts

Fang-Ying Yang; Cheng-Chieh Chang

Computers & Education Vol. 52, No. 4 (May 2009) pp. 848–857

The purpose of the study is to explore three kinds of personal affective traits among high-school students and their effects on web-based concept learning. The affective traits include personal preferences about web-based learning environments,...

Exploring the cognitive loads of high-school students as they learn concepts in web-based environments

Cheng-Chieh Chang; Fang-Ying Yang

Computers & Education Vol. 55, No. 2 (September 2010) pp. 673–680

This study measured high-school learners' cognitive load as they interacted with different web-based curriculum components, and examined the interactions between cognitive load and web-based concept learning. Participants in this study were 105 11th ...

Language: English

Investigating university student preferences and beliefs about learning in the web-based context

Fang-Ying Yang; Chin-Chung Tsai

Computers & Education Vol. 50, No. 4 (May 2008) pp. 1284–1303

Psychological studies have shown that personal beliefs about learning and environmental preferences affect learning behaviors. However, these learner characteristics have not been widely discussed in the web-based context. By developing...

Language: English

I Help, Therefore, I Learn: Service Learning on Web 2.0 in an EFL Speaking Class

Yu-Chih Sun; Fang-Ying Yang

Computer Assisted Language Learning Vol. 28, No. 3 (2015) pp. 202–219

The present study integrates service learning into English as a Foreign Language (EFL) speaking class using Web 2.0 tools--YouTube and Facebook--as platforms. Fourteen undergraduate students participated in the study. The purpose of the service...

Reasoning about Science-Related Uncertain Issues and Epistemological Perspectives among Children

Fang-Ying Yang; Chin-Chung Tsai

Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 4 (July 2010) pp. 325–354

In order to fulfill social responsibility, one of the goals in science education is to equip students with the competence of scientific reasoning. Nevertheless, psychological studies have found that people in general do not have adequate ability to...

Exploring learner preferences about the forms of instructional structure, interaction and cognitive process in the web-based learning environment

Fang-Ying Yang; Cheng-Chieh Chang; Chin-Chung Tsai

World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 1200–1206

This study attempted to explore the learner preferences about the web-based learning environment, focusing on the forms of instructional structure, interaction and cognitive process. Reported here is the result of a pilot test of a large-scale...

Topics: Information Sciences, Science, Instructional Design, Interaction, Cognition

Interactions between learner preferences and views about the web-based learning and personal epistemology

Fang-Ying Yang; Cheng-Chieh Chang; Chin-Chung Tsai

World Conference on Educational Media and Technology 2006 (June 2006) pp. 1724–1730

This paper reported the preliminary analyses about the interactions between adolescent learners' preferences about the web-based learning environment, views toward the online learning, and personal epistemology. Participants were 105 11th graders...

Topics: Students, Interaction

Learning “Dinosaurs” with a multimedia presentation in the classroom environment – An eye-movement analysis

Fang-Ying Yang; Wan-Ru Jien; Chun-Yen Chang

World Conference on Educational Media and Technology 2012 (Jun 26, 2012) pp. 2352–2356

The purpose of the study was to investigate university learners' visual attention during a PowerPoint (PPT) presentation on the topic of "Dinosaur." The PPT presentation was consisted of 12 slides with various text and graphic combinations. An...

An Analysis of the web-based learning environment for earth science education in Taiwan

Cheng-Chieh Chang; Fang-Ying Yang; Chin-Chung Tsai

World Conference on Educational Media and Technology 2005 (Jun 27, 2005) pp. 4574–4579

The structure of analysis used in the study was constructed based on the analytic categories developed by Mioduser (1999). The proclaimed content indicator of the web-based learning for learners with disability was also included in the analysis,...

Topics: Social Sciences, Science, Assessment

An Exploratory Study of the Effects of Extended Online Thematic Listening Tasks on the Development of Listening Comprehension

Yu-Chih Sun; Wen-Li Chang; Fang-Ying Yang

International Journal of Computer-Assisted Language Learning and Teaching Vol. 1, No. 3 (July 2011) pp. 37–53

This study investigates the effects of employing extended online thematic listening tasks on the development of listening comprehension in an English course focusing on reading and writing skill development. To accomplish this aim, extended online...

Teacher Guidance in two Inquiry-based Instructions for Non-science Majored High School Students

Ting-ling Lai; Ying-Shao Hsu; Fang-Ying Yang; Meng-Jung Tsai

World Conference on Educational Media and Technology 2008 (Jun 30, 2008) pp. 6343–6348

Educators generally believe that that inquiry was more appropriate for upper level, or science majors than for introductory or non-science major students. However, studies also found that given the appropriate guidance, non-science majored students...

Topics: Students, Elementary Education, Instructional Design, Teachers, Professional Development

Does proactive personality matter in mobile learning?

Rui-Ting Huang; Tzy-Wen Tang; Yi Lee; Fang-Ying Yang

Australasian Journal of Educational Technology Vol. 33, No. 2 (Jun 09, 2017)

Increasing attention has been paid to mobile learning studies. However, there is still a dearth of studies investigating the moderating effect of proactive personality on mobile learning achievements. Accordingly, the primary purpose of this study...

Students’ Scientific Epistemological Views and Their Online Information Searching Strategies

Meng-Jung Tsai; Fang-Ying Yang; Cheng-Chieh Chang; Chin-Chung Tsai

World Conference on Educational Media and Technology 2006 (June 2006) pp. 1991–1997

This paper is to present a study exploring the relationship between students' scientific epistemological views and online information searching strategies. Subjects were 145 Taiwan high school students. During an online searching activity, they were ...

Topics: Science, Change, Students, Information Sciences

Visual attention for solving multiple-choice science problem: An eye-tracking analysis

Meng-Jung Tsai; Huei-Tse Hou; Meng-Lung Lai; Wan-Yi Liu; Fang-Ying Yang

Computers & Education Vol. 58, No. 1 (January 2012) pp. 375–385

This study employed an eye-tracking technique to examine students’ visual attention when solving a multiple-choice science problem. Six university students participated in a problem-solving task to predict occurrences of landslide hazards from four...

Language: English

The relationships between elementary school teachers’ belief about web-based learning and their motivation toward web-based professional development

Chia Pin Kao; Ying Tien Wu; Chin Chung Tsai; Yu-Fang Yang

World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 2409–2414

The purpose of this study was to explore elementary teachers’ beliefs about web-based learning and their motivation toward web-based professional development. Moreover, the relationships between their beliefs about web-based learning and their...

Tracking learners' visual attention during a multimedia presentation in a real classroom

Fang-Ying Yang; Chun-Yen Chang; Wan-Ru Chien; Yu-Ta Chien; Yuen-Hsien Tseng

Computers & Education Vol. 62, No. 1 (March 2013) pp. 208–220

The purpose of the study was to investigate university learners' visual attention during a PowerPoint (PPT) presentation on the topic of “Dinosaurs” in a real classroom. The presentation, which lasted for about 12–15 min, consisted of 12 slides with ...

Language: English

Instructional Suggestions Supporting Science Learning in Digital Environments Based on a Review of Eye-Tracking Studies

Fang-Ying Yang; Meng-Jung Tsai; Guo-Li Chiou; Silvia Wen-Yu Lee; Cheng-Chieh Chang; Li-Ling Chen

Journal of Educational Technology & Society Vol. 21, No. 2 (2018) pp. 28–45

The main purpose of this study was to provide instructional suggestions for supporting science learning in digital environments based on a review of eye tracking studies in e-learning related areas. Thirty-three eye-tracking studies from 2005 to...

A review of using eye-tracking technology in exploring learning from 2000 to 2012

Meng-Lung Lai; Meng-Jung Tsai; Fang-Ying Yang; Chung-Yuan Hsu; Tzu-Chien Liu; Silvia Wen-Yu Lee; Min-Hsien Lee; Guo-Li Chiou; Jyh-Chong Liang; Chin-Chung Tsai

Educational Research Review Vol. 10, No. 1 (December 2013) pp. 90–115

This study aims to disclose how eye-tracking technology has been applied to studies of learning, and what eye movement measures have been used for investigations by reviewing studies that have employed the eye-tracking approach. A total of 81 papers ...

Language: English