About the Lab:研究室簡介

                                                   

◆研究室簡介

在教學的過程中,「回饋」是一個重要的教學指標。透過回饋,學生能知道自己的表現狀況;教師能知道自己的教學成效。因此,在如今BYOD(Bring Your Own Device)人手一機的時代,本研究室推廣行動載具結合教學、進行教學並藉此蒐集師生回饋,透過結合回饋的教學設計,不僅能便利教師的教學、減少準備實體教具的時間,亦能利用學生已有的行動裝置進行課堂互動,提高師生的互動、提升教師的教學效果與學生的學習動機。

目前本研究室的研究方向主要為「互動學習科技 (Interactive Learning Technology) 與學習動機(Human Motivation)」,藉由在課程中增加回饋科技、互動科技,提升學生的學習動機。

本研究室所推廣的互動學習科技包含IRS即時回饋系統 (Interactive/Instant Response System) (e.g., clickers/按按按)、平板電腦、智慧化線上學習平台、穿戴式裝置應用於課堂教學等,透過這些互動學習(回饋)科技,獲得師生相互的回饋情形,藉此輔以學習分析、生理訊號分析,以了解學生的學習動機。而學習動機的研究領域則包含了學習興趣、自我調節(Self-Regulation) 、自我效能(Self-Efficacy)、目標設定、內外在動機、歸因、投入、心流等議題。

                                        

◆執行中/近期研究計畫:

  1. 大數據在教學上的應用:從智慧化線上學習到翻轉教室結合即時互動回饋之學習動機系列研究 (吳大猷先生紀念獎計畫)
  2. 智慧化穿戴式學習之即時互動回饋環境設計與學習動機系列研究 (優秀年輕學者研究計畫)
  3. 具互動功能之穿戴式行動學習系統
  4. 即時互動回饋系統之教學策略研發:輔以腦波資料探討學習動機
  5. 臺灣學術倫理中心網站建置及維運計畫
  6. 結合腦波監測與動態回饋之教學工具建置與其對學習動機之研究
  7. 反釣魚課程之教學策略: 以互動式社群回饋科技為例

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歡迎您的加入或指教。

◆近期發表的互動學習(回饋)科技學習動機之相關研究:

  1. Sun, J. C.-Y., Martinez, B., & Seli, H. (2014). Just-in-time or plenty-of-time teaching? Different electronic feedback devices and their effect on student engagement. Educational Technology & Society, 17(2), 234-244. (SSCI)
  2. Sun, J. C.-Y., Seli, H., Martinez, B., & Lin, Y.-Y. (2018). A polling-at-home approach to improving students’ learning performance. International Journal of Online Pedagogy and Course Design, 8(1), 29-41. (EI: INSPEC)
  3. Sun, J. C.-Y. (2014). Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data. Computers & Education, 72, 80-89. (SSCI/SCI)
  4. Sun, J. C.-Y., Chen, A. Y.-Z., Yeh, K. P.-C., Cheng, Y.-T., & Lin, Y.-Y. (2018). Is group polling better? An investigation of the effect of individual and group polling strategies on students’ academic performance, anxiety, and attention. Educational Technology & Society, 21(1), 12-24. (SSCI)
  5. Sun, J. C.-Y., Chang, C., Chen, M.-J., & Lin, Y.-Y. (2016). Effects of enhanced element-managed instruction integrated with tablet PC-based collaborative polling on fifth graders’ sight-word reading performance. International Journal of Mobile Learning and Organisation, 10(1/2), 102-116.
  6. Sun, J. C.-Y., & Chen, A. Y.-Z. (2016). Effects of integrating dynamic concept maps with Interactive Response System on elementary school students’ motivation and learning outcome: The case of anti-phishing education. Computers & Education, 102, 117-217. (SSCI/SCI)
  7. Sun, J. C.-Y., & Hsieh, P.-H. (2018). Application of a gamified interactive response system to enhance the intrinsic and extrinsic motivation, student engagement, and attention of English learners. Educational Technology & Society, 21(3), 104-116. (SSCI)
  8. Sun, J. C.-Y., & Lee, K.-H. (2016). Which teaching strategy is better for enhancing anti-phishing learning motivation and achievement? The concept maps on tablet PCs or worksheets? Educational Technology & Society, 19(4), 87-99. (SSCI)
  9. Sun, J. C.-Y., Hwang, G.-J., Lin, Y.-Y., Yu, S.-J., Pan, L.-C., & Chen, A. Y.-Z. (2018). A votable concept mapping approach to promoting students’ attentional behavior: An analysis of sequential behavioral patterns and brainwave data. Educational Technology & Society, 21(2), 177-191. (SSCI)
  10. Sun, J. C.-Y., & Yeh, K. P.-C. (2017). The effects of attention monitoring with EEG biofeedback on university students’ attention and self-efficacy: The case of anti-phishing instructional materials. Computers & Education, 106, 73-82. (SSCI/SCI)
  11. Sun, J. C.-Y., Yu, S.-J., & Chao, C.-H. (in press). Effects of intelligent feedback on online learners’ engagement and cognitive load: The case of research ethics education. Educational Psychology. (SSCI)