Search results for author:"Ching-Chen Chen"
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Measuring the differences between traditional learning and game-based learning using electroencephalography (EEG) physiologically based methodology
Journal of Interactive Learning Research Vol. 28, No. 3 (July 2017) pp. 221–233
Students’ cognitive states can reflect a learning experience that results in engagement in an activity. In this study, we used electroencephalography (EEG) physiologically based methodology to evaluate students’ levels of attention and relaxation,...
Exploring Scaffolding Modes in PjBL: A Professional Development Course to Promote In-Service Teachers? Technology Integration
Journal of Educational Multimedia and Hypermedia Vol. 26, No. 2 (April 2017) pp. 105–129
This study investigated in-service teachers? learning experiences in a scaffolded project-based learning environment. The participants were fifty-five teachers enrolled in a graduate-level learning-by-doing design course. The participants...
Australasian Journal of Educational Technology Vol. 30, No. 3 (Aug 05, 2014)
This study presents a framework that utilizes cognitive and motivational aspects of learning to design an adaptive scaffolding e-learning system. It addresses scaffolding processes and conditions for designing adaptive scaffolds. The features and...
Journal of Interactive Learning Research Vol. 25, No. 3 (July 2014) pp. 309–325
The present study sought to investigate how to enhance students’ well- and ill-structured problem-solving skills and increase productive engagement in computer-mediated communication with the assistance of external prompts, namely procedural and...
The Effects of Response Modes and Cues on Language learning, Cognitive Load and Self-Efficacy Beliefs in Web-Based Learning
Journal of Educational Multimedia and Hypermedia Vol. 23, No. 2 (April 2014) pp. 117–134
An experiment was conducted to examine how different response modes for practice questions and the presence or absence of cues influenced students’ self-efficacy beliefs, perceived cognitive load, and performance in language recall and recognition...
Understanding by Design: An Investigation of Project-based Learning Implementation and Lesson Learned
World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 1936–1942
PBL offers a context wherein students generate possible solutions to problems and apply relevant knowledge and skills. This study examined the effect of PBL on students’ learning and the roles of teachers and peers in the completion of the project....
Effectiveness and impact of technology-enabled project-based learning with the use of process prompts in teacher education
Journal of Technology and Teacher Education Vol. 19, No. 2 (April 2011) pp. 141–167
This study investigated the effectiveness and impacts of process prompts on students’ learning and computer self-efficacy within the technology-enabled project-based learning (PBL) context in an undergraduate educational technology course. If the...
Journal of Educational Multimedia and Hypermedia Vol. 24, No. 4 (October 2015) pp. 321–341
The purpose of this study was to explore the effectiveness of adaptive assessment versus learner control in a multimedia learning system designed to help secondary students learn science. Unlike other systems, this paper presents a workflow of...
The influences of Taiwanese Student Teachers' Pedagogical Beliefs on Their Images of Technology Integration in English Language Teaching (ELT)
World Conference on Educational Media and Technology 2009 (Jun 22, 2009) pp. 2116–2123
The purpose of this study was to investigate student teachers’ beliefs of teaching and English language teaching using technology. One hundred twenty-six pre-service teachers participated in this study. The collections of data included personal...
EdMedia + Innovate Learning 2019 (Jun 24, 2019) pp. 955–958
This study examined if prior knowledge and prior experience impact problem solving differently in a scaffolded collaborative and individual environment. 39 pre-service teachers were assigned randomly to either collaborative or individual condition...