Search results for author:"Gloria Yi-Ming Kao"
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Enhancing the quality of peer review by reducing student “free riding”: Peer assessment with positive interdependence
British Journal of Educational Technology Vol. 44, No. 1 (Jan 29, 2013) pp. 112–124
Collaborative learning tasks have been hampered by problems of unequal participation such as the presence of a free rider or dominance by a member of a group. Researchers in the collaborative learning domain respond to these problems with approaches ...
Breaking concept boundaries to enhance creative potential: Using integrated concept maps for conceptual self-awareness
Computers & Education Vol. 51, No. 4 (December 2008) pp. 1718–1728
The authors address the role of computer support for building conceptual self-awareness—that is, enabling students to think outside of concept boundaries in hope of enhancing creative potential. Based on meta-cognition theory, we developed an...
Customizing scaffolds for game-based learning in physics: Impacts on knowledge acquisition and game design creativity
Computers & Education Vol. 113, No. 1 (October 2017) pp. 294–312
Scaffolds in games have the potential to facilitate learning effects in addition to assisting the gaming process. However, studies on game-based science learning usually only adopt questionnaires to evaluate scientific concepts, and use interviews...
Reading behavior and the effect of embedded selfies in role-playing picture e-books: An eye-tracking investigation
Computers & Education Vol. 136, No. 1 (July 2019) pp. 99–112
Digital and interactive media platforms, such as e-books, are becoming important tools in reading and education. In particular, picture e-books can embed multimedia effects such as sound, animation or personalized images, with potential benefits for ...
Educational Technology & Society Vol. 11, No. 3 (2008) pp. 82–96
The authors describe their design for an Internet-based learning environment called BeyondShare in which students are encouraged to gain a deep understanding of the learning material, reflect on the quality of individual constructions through...
The effects of high/low interactive electronic storybooks on elementary school students’ reading motivation, story comprehension and chromatics concepts
Computers & Education Vol. 100, No. 1 (September 2016) pp. 56–70
Providing e-books does not automatically increase readers’ comprehension. E-books must be designed to facilitate students’ learning effects. We designed two versions (high/low interactive) of the electronic picture book titled “Color Monster’s...