Search results for author:"S-J Yang"
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Journal of Computer Assisted Learning Vol. 28, No. 4 (August 2012) pp. 322–335
Various writing assistance tools have been developed through efforts in the areas of natural language processing with different degrees of success of curriculum integration depending on their functional rigor and pedagogical designs. In this paper,...
Effects of anxiety levels on learning performance and gaming performance in digital game-based learning
Journal of Computer Assisted Learning Vol. 34, No. 3 (June 2018) pp. 324–334
Anxiety plays an influential role in foreign language learning. However, a lack of attention was paid to examining the effects of anxiety levels on learning performance and gaming performance in digital game-based learning. To this end, this study...
Journal of Educational Technology & Society Vol. 19, No. 1 (2016) pp. 263–276
This study developed a 5-step vocabulary learning (FSVL) strategy and a mobile learning tool in a situational English vocabulary learning environment and assessed their effects on the learning motivation and performance of English as a foreign...
Effects of Annotations and Homework on Learning Achievement: An Empirical Study of Scratch Programming Pedagogy
Educational Technology & Society Vol. 18, No. 4 pp. 331–343
In Taiwan elementary schools, Scratch programming has been taught for more than four years. Previous studies have shown that personal annotations is a useful learning method that improve learning performance. An annotation-based Scratch programming (...
Educational Technology & Society Vol. 13, No. 3 (2010) pp. 78–92
Recently, the rising of Web 2.0 has made online community gradually become popular, like Facebook, blog, etc. As a result, the online knowledge sharing network formed by interpersonal interaction is now a major character of Web 2.0, and therefore,...
Interactive Learning Environments Vol. 19, No. 1 (January 2011) pp. 45–62
Knowledge sharing in computer supported collaborative learning (CSCL) requires intensive social interactions among participants, typically in the form of annotations. An annotation refers to an explicit expression of knowledge that is attached to a...
Investigating the role of computer-supported annotation in problem-solving-based teaching: An empirical study of a Scratch programming pedagogy
British Journal of Educational Technology Vol. 45, No. 4 (Jul 23, 2014) pp. 647–665
For more than 2 years, Scratch programming has been taught in Taiwanese elementary schools. However, past studies have shown that it is difficult to find appropriate learning methods or tools to boost students’ Scratch programming performance. This...
Exploring Students' Learning Effectiveness and Attitude in Group Scribbles-Supported Collaborative Reading Activities: A Study in the Primary Classroom
Journal of Computer Assisted Learning Vol. 30, No. 1 (February 2014) pp. 68–81
Improving students' reading comprehension is of significance. In this study, collaborative learning supported by Group Scribbles (GS), a networked technology, was integrated into a primary reading class. Forty-seven 10-year-old students from...
Journal of Applied Testing Technology Vol. 7, No. 3 (July 2005) pp. 1–43
With the continual progress of computer technologies, computer automated scoring (CAS) has become a popular tool for evaluating writing assessments. Research of applications of these methodologies to new types of performance assessments is still...
Journal of Computer Assisted Learning Vol. 21, No. 3 (June 2005) pp. 181–189
"1:1" educational computing refers to a scenario where every student in a group or class uses a computing device equipped with wireless communication capability to conduct a learning task. This paper, drawing from design experiences with our digital ...
Jessica L. Fede; Margaret E. Pierce; Craig S. Wells William J. Matthews; Candice Southall; Teresa Taber-Doughty Gulnoza Yakubova; Tom J. Clees John Langone; Jessica L. Fede; Margaret E. Pierce; Craig S. Wells William J. Matthews; Candice Southall; Teresa Taber-Doughty Gulnoza Yakubova; Tom J. Clees John Langone; Jessica L. Fede; Margaret E. Pierce; Craig S. Wells William J. Matthews; Candice Southall; Teresa Taber-Doughty Gulnoza Yakubova; Tom J. Clees John Langone; Edward L. Meyen; Chien-Hui Yang
Journal of Special Education Technology Vol. 20, No. 1 (2005) pp. 41–54
The Online Delivery Model Project was funded by the Office of Special Education Programs in follow-up to the Online Academy (Award # HO29K73002). The purpose of the project was to engage teams of educators from nine states in the development of...