Effects of the inquiry-based mobile learning model on the cognitive load and learning achievement of students     

Gwo Jen Hwang  Po Han Wu  Ya Yen Zhuang  Yueh Min Huang 《Interactive Learning Environments》2013,21(4):338-354

The advancement of mobile device and wireless communication technologies is having a great influence on the design concept of learning activities. In this study, we attempt to integrate field study into the inquiry-based mobile learning model; moreover, a mobile learning environment that allows students to access both physical and virtual resources is developed accordingly. During the in-field learning activity, the mobile learning system is able to present the learning tasks, guide the students to visit the real-world learning targets for exploration, and provide them with supplementary materials via the mobile devices. The aim of this research focuses on the effects of this mobile learning model on students' cognitive load and learning achievements. The 51 sixth graders who participated in this research were assigned to an experimental and a control group. From the pre and posttests as well as the cognitive load questionnaire, it was found that the students who learned with the inquiry-based mobile learning approach had better learning achievement and less cognitive load than those who learned with the traditional approach. Therefore, it is concluded that the mobile learning model has positive effects on elementary students in local culture learning.  相似文献   

A case study of collaboration with multi-robots and its effect on children's interaction     

Wu-Yuin Hwang 《Interactive Learning Environments》2013,21(4):429-443

Learning how to carry out collaborative tasks is critical to the development of a student's capacity for social interaction. In this study, a multi-robot system was designed for students. In three different scenarios, students controlled robots in order to move dice; we then examined their collaborative strategies and their behavioral interactions. The following three scenarios were used: three students to three robots, three students to two robots, and two students to three robots. The experimental samples comprised sixth-grade students in elementary schools, 16 groups in total, and each group comprised three students. The results revealed three collaborative strategies for solving problems that emerged from the three scenarios: (1) independent-control (like cooperation), (2) mutual-control (like collaboration), and (3) coordinator-directed (like collaboration with coordinator). This study also found that students completed a task better with the least required time when they adopted the mutual-control strategy. In addition, coordination in the mutual-control and coordinator-directed strategies was generally regarded as helpful to task completion. With respect to behavioral interactions, students understood the importance of coordination yet still recognized that the skill of negotiation had to be learned. Our results suggest that the mutual-control and coordinator-directed collaborative strategy increased the frequency of task related interactions. Because collaboration inevitably entails conflicts, we should guide students not only in preventing these conflicts but also in learning how to cope with conflict and communicate and coordinate with others. By working together, learners had to figure out how to reduce conflicts, which was both a benefit to the completion of their collaborative tasks and an important skill for their socialization.  相似文献   

Structural change in search engine news service: a social network perspective     

Yong-Seok Hwang  Yeolib Kim 《亚洲交流杂志》2013,23(2):160-178

This research investigates structural change made by Naver's online news section and how it has impacted the overall traffic flow of Korea's online news. This paper examined 45 websites in 2008 and 2010, and the total number of pages viewed within these sites was considered in the analysis. Social network analysis was applied to study the relationships between the news sites. The analysis through degree centrality and Bonacich powers shows that there has been a shift in market leadership. In 2007, Naver, the top search engine in Korea, stepped down from its leading position after they started to provide news services. Daum, the second largest search engine, has taken over the central position as the most influential news site. Based on the results of this study, practical implications for online service markets and theoretical implications for online services are recommended accordingly.  相似文献   

Examining the Factors Affecting the Rate of IPTV Diffusion: Empirical Study on Korean IPTV     

Dong-Hee Shin  Yongsuk Hwang 《Journal of Media Economics》2013,26(3):174-200

This article has been retracted.  相似文献   

Educational modes of thinking in Neo-Confucianism: a traditional lens for rethinking modern education     

Keumjoong Hwang 《Asia Pacific Education Review》2013,14(2):243-253

This article discusses the distinctive educational modes of thinking in Neo-Confucianism, with an interest of extracting Confucian reflective views for modern education of traditionally Confucian East Asia. Neo-Confucian typical modes of thinking on education are characterized as “heart-mind centered” and “learning as self-cultivation centered.” Neo-Confucianism regards education as the very task of perfecting as well as realizing the heart-mind, and furthermore puts emphasis on learning characterized as self-cultivation in accordance with the educational goal to perfect the heart-mind. Comparatively speaking, Neo-Confucian modes of thinking on education are more integral, essential, and convergent, whereas modern ones are more differentiated, functional, and divergent. When illuminating through the Neo-Confucian lens, modern education needs to intensify the perspective of integration and essentiality, as well as the perspective of appropriate differentiation, especially concerning the issues of the subject and content of education or learning.  相似文献   

Effects on learners' performance of using selected and open network resources in a problem‐based learning activity     

Ching‐Kun Hsu  Gwo‐Jen Hwang  Chien‐Wen Chuang  Chih‐Kai Chang 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):606-623

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Advancements and trends in digital game‐based learning research: a review of publications in selected journals from 2001 to 2010     

Gwo‐Jen Hwang  Po‐Han Wu 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(1):E6-E10

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An innovative concept map approach for improving students' learning performance with an instant feedback mechanism     

Po‐Han Wu  Gwo‐Jen Hwang  Marcelo Milrad  Hui‐Ru Ke  Yueh‐Min Huang 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):217-232

Concept maps have been widely employed for helping students organise their knowledge as well as evaluating their knowledge structures in a wide range of subject matters. Although researchers have recognised concept maps as being an important educational tool, past experiences have also revealed the difficulty of evaluating the correctness of a concept map. It usually takes days or weeks for teachers to manually evaluate the concept maps developed by students; consequently, the students cannot receive timely feedback from the teachers, which not only affects their learning schedules, but also significantly influences the students' learning achievements. In this paper, a computer‐based concept map‐oriented learning strategy with real‐time assessment and feedback is proposed in order to cope with the problems mentioned above. Our approach provides immediate evaluation of concept maps and gives also real‐time feedback to the students. An experiment has been conducted to evaluate the effectiveness of this new strategy in comparison with the conventional computer‐based concept map approach. It is found that our innovative approach can be significantly beneficial to promote learning achievements as well as the learning attitudes of students.  相似文献   

Examination of Middle-School Students' Independent Use of a Complex Mnemonic System     

Yooyeun Hwang  Joel R. Levin 《Journal of Experimental Education》2013,81(1):25-38

The purpose of the present 2-experiment study was to determine whether a recently developed mnemonic numeric strategy could be used more independently by middle school students. In the context of associating various 18th-, 19th-, and 20th-century inventions with their dates, the authors found that students could successfully implement the strategy in a group-instructional context (as opposed to the one-on-one individual administrations of earlier investigations). The students were not, however, able to take the basic components of the strategy and effectively apply them without complete mnemonic pictorial support. That is, students did not create their own memory-enhancing visual images in the absence of instructor-provided interactive line drawings. The results are consistent with those of previous research documenting that less sophisticated learners (including middle school students) are unable to apply complex mnemonic strategies independently unless they are provided with sufficient auxiliary support to reduce information-processing demands.  相似文献   

Teachers' environmental education as creating cracks and ruptures in school education: a narrative inquiry and an analysis of teacher rhetoric     

Seyoung Hwang 《Environmental Education Research》2009,15(6):697-714

This article discusses a narrative inquiry as a methodology for understanding and examining teachers' interpretations of their environment‐related teaching experiences. Focusing on the value of teacher stories for interrogating the discursive practices of schools as institutional contexts, four main rhetorical themes are identified to illustrate how teachers' engagements in practice and thinking with environmental education display ongoing identity work. Five Korean secondary science teachers' stories illustrate the dynamic processes and interplay between multiple discourses, such as the ‘proper’, ‘good’, ‘science’ teacher, and the cultural norms, resources and subject positions available to them, as they take up and explain their own and others' meanings and subject positions in science education and environmental education. The paper discusses the value of narrative inquiry to conceptualising teacher agency in ways that offer alternatives to conventional research perspectives in this field, and in taking account of the possible meanings of environmental education, the possibility of creating cracks and ruptures in the ‘sense‐making’ discourses and ‘sense that is made’ of experiences of environmental education and school education more widely.  相似文献