Search results for author:"Fang-Ying Yang"
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Examining high-school students’ preferences toward learning environments, personal beliefs and concept learning in web-based contexts
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,...
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...
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 the cognitive loads of high-school students as they learn concepts in web-based environments
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 ...
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...
Exploring learner preferences about the forms of instructional structure, interaction and cognitive process in the web-based learning environment
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...
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,...
An Exploratory Study of the Effects of Extended Online Thematic Listening Tasks on the Development of Listening Comprehension
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...
Interactions between learner preferences and views about the web-based learning and personal epistemology
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...
Learning “Dinosaurs” with a multimedia presentation in the classroom environment – An eye-movement analysis
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...
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...
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...
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 ...
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...
The relationships between elementary school teachers’ belief about web-based learning and their motivation toward web-based professional development
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...
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 ...