Facial micro-expression states as an indicator for conceptual change in students' understanding of air pressure and boiling points     

Mei-Hung Chiu  Hongming Leonard Liaw  Yuh-Ru Yu  Chin-Cheng Chou 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(1):469-480

Utilizing facial recognition technology, the current study has attempted to predict the likelihood of student conceptual change with decision tree models based on the facial micro-expression states (FMES) students exhibited when they experience conceptual conflict. While conceptual change through conceptual conflicts in science education is a well-studied field, there is little research done on conceptual change through conceptual conflict in terms of students' facial expressions. As facial expressions are one of the most direct and immediate responses one can get during instruction and that facial expressions are often representations student's emotions, a link between students' FMES and learning was explored. Facial data was collected from 90 tenth graders. Only data from the 72 students who made incorrect predictions were analyzed in this study. The concept taught was the relationship between boiling point and air pressure. Through facial recognition software analysis and decision tree models, the current study found Surprised, Sad and Disgusted to be key FMES that could be used to predict student conceptual change in a conceptual conflict-based scenario.  相似文献   

Rapid naming in relation to reading and writing in Korean (Hangul), Chinese (Hanja) and English among Korean children: a 1‐year longitudinal study          下载免费PDF全文

Jeung‐Ryeul Cho  Ming Ming Chiu 《Journal of Research in Reading》2015,38(4):387-404

The relation of rapid automatised naming (RAN) to word recognition may depend on the phonological regularity of the orthography. This study examined differential contributions of RAN to reading and writing in Korean alphabetic Hangul, logographic Hanja (Chinese) and English as a second language among 73 fifth graders in Korea across 1 year. RAN was differentially associated between reading and writing in Hangul and English. After statistically controlling for age, gender, morphological awareness, vocabulary and phonological awareness, RAN was uniquely predictive of Hangul word writing but not Hangul word recognition, and it uniquely accounted for English word recognition but not English word writing. Meanwhile, RAN explained both reading and writing in Hanja. Findings were discussed in terms of their orthography characteristics and different levels of proficiency.  相似文献   

The defence technique in Tai Chi Push Hands: a case study     

Chen HC  Cheng KY  Liu YJ  Chiu HT  Cheng KY 《Journal of sports sciences》2010,28(14):1595-1604

Developed from traditional Chinese martial arts, Tai Chi exercise includes different forms and interactive Push Hands but biomechanical analyses have focused on the former only. To analyse the techniques of Push Hands, an experienced master was asked to defend pushing by four opponents. Movements were videotaped and digitized using a motion analysis system. Surface electrodes were used to record the electromyographic activity of ten muscle groups. Two force plates were used to measure the ground reaction force on each foot. Inexperienced individuals performed the same procedure to serve as the control group. The results indicate that the master adopted a postural adjustment to maintain balance. A clear shift of body weight from the front to the rear foot and mediolateral displacement of the centre of gravity was observed. Low electromyographic activity was observed in the upper body muscle groups, while high electromyographic activity was observed in the right rectus femoris and very high activity in the left rectus femoris during the defence. All inexperienced participants lost their balance in resisting pushing. It is concluded that the Tai Chi defensive technique includes a subtle postural adjustment that slightly changes the pushing force direction, and allows the rear leg to resist the incoming force.  相似文献   

Country of origin and country of service delivery effects in transnational higher education: a comparison of international branch campuses from developed and developing nations     

Chiu Mei Chee  Muhammad Mohsin Butt  Stephen Wilkins  Fon Sim Ong 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):86-102

Over the last decade, international branch campuses have been established by universities from developing countries as well as developed countries. Little research has been conducted into students’ perceptions of branch campuses from different countries, or how universities from different countries compete in the increasingly competitive market. A framework incorporating the concepts of country of origin and country of service delivery is adopted to assess how potential undergraduate students in Malaysia perceive the home and international branch campuses of universities from the United Kingdom (UK) and India, which are used to represent universities from developed and developing nations. It was found that for a university from a developing nation, students perceived the image, reputation, quality and brand equity of its home campus more positively than its international branch campus. The results suggest that although all universities must devise and implement strategies that enhance the image and reputation of their international branch campuses, institutions from developing countries should seek niche markets where they do not have to compete directly with prestigious universities from developed countries.  相似文献   

Lakatos’ Scientific Research Programmes as a Framework for Analysing Informal Argumentation about Socio‐scientific Issues     

Shu‐Nu Chang  Mei‐Hung Chiu 《International Journal of Science Education》2013,35(13):1753-1773

The purpose of this study is to explore how Lakatos’ scientific research programmes might serve as a theoretical framework for representing and evaluating informal argumentation about socio‐scientific issues. Seventy undergraduate science and non‐science majors were asked to make written arguments about four socio‐scientific issues. Our analysis showed that the science majors’ informal arguments were significantly better than the non‐science majors’ arguments. In terms of the resources for supporting reasons, we find that personal experience and scientific belief are the two categories that are generated most often in both groups of the participants. Besides, science majors made significantly greater use of analogies, while non‐science majors made significantly greater use of authority. In addition, both science majors and non‐science majors had a harder time changing their arguments after participating in a group discussion. In the study of argumentation in science, scholars have often used Toulmin’s framework of data, warrant, backing, qualifiers, claims, and rebuttal. Our work demonstrates that Lakatos’ work is also a viable perspective, especially when warrant and backing are difficult to discern, and when students’ arguments are resistant to change. Our use of Lakatos’ framework highlights how the ‘hard core’ of students’ arguments about socio‐scientific issues does, indeed, seem to be protected by a ‘protective belt’ and, thus, is difficult to alter. From these insights, we make specific implications for further research and teaching.  相似文献   

The influence of deformation on barbell mechanics during the clean pull     

Loren Z. F. Chiu  Brian K. Schilling  Andrew C. Fry  George J. Salem 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):260-273

For simplicity of biomechanical analyses, the weightlifting barbell is typically modelled as a rigid, non-deformable object. Most coaches and weightlifters, however, are aware of the elastic nature of the barbell, and its influence on the successful completion of lifting attempts. Variables such as velocity, work performed, and power output are indicators of the quality of performance during the snatch, clean, and related weightlifting pulling movements. The aim of this study was to establish whether differences exist in determining these biomechanical parameters when the centre of the barbell is analysed compared with each end of the barbell. Nine men performed three maximal-effort repetitions in the clean pull exercise at 85% of their self-reported single repetition maximum (1-RM) clean (90–155 kg) using a barbell instrumented for mechanical analysis. Results indicated that peak barbell speed was 5–30% (P < 0.05) lower for the centre of the barbell than the ends. Although differences (P < 0.05) in kinetic and potential energy were found between the centre and ends of the bar, differences between total work performed were small ( < 6%; P < 0.05) and no differences were observed for average power (P > 0.05). Although approximately the same work and power occur for the centre and ends of the barbell, they manifest as different kinematics as a result of the elastic nature of the equipment. The elastic characteristics should be considered when selecting instrumentation and variables for research involving barbells. Coaches should be aware of the elasticity of barbells, including selecting appropriate viewing angles as well as understanding how deformation may affect the ends of the barbell relative to the centre.  相似文献   

Forefoot and heel take-off strategies result in different distribution of lower extremity work during landings     

Torstein E. Dæhlin  Loren Z. F. Chiu 《Journal of sports sciences》2013,31(21):2475-2482

ABSTRACT

Previous research suggests that landing mechanics may be affected by the mechanics of the preceding jump take-off. The purpose of the present study was to investigate whether jump take-off mechanics influence the subsequent landing mechanics. Female volleyball (n = 17) and ice hockey (n = 19) players performed maximal vertical jumps with forefoot and heel take-off strategies. During forefoot and heel jumps, participants were instructed to shift their weight to their forefoot or heel, respectively, and push through this portion of the foot throughout the jump. Jump mechanics were examined using 3D motion analysis, where lower extremity net joint moment (NJM) work, NJM, and segment angles were compared between forefoot and heel jumps using multivariate ANOVA. During jump take-off, participants performed more positive ankle plantar flexor and knee extensor NJM work in forefoot compared to heel jumps (P < 0.05). From initial foot contact to foot flat, participants performed more negative ankle plantar flexor and hip extensor NJM work during heel compared to forefoot jumps (P < 0.05). The present results demonstrate that using a heel take-off strategy results in a different distribution of lower extremity NJM work and NJM during landing compared to landings following forefoot jumps.  相似文献   

Secondary school students’ intentions to learn AI: testing moderation effects of readiness,social good and optimism     

Sing  Chai Ching  Teo  Timothy  Huang  Fang  Chiu  Thomas K. F.  Xing wei  Wang 《Educational technology research and development : ETR & D》2022,70(3):765-782

As Artificial Intelligence (AI) is rapidly integrated into existing technologies which has brought forth the fourth industrial and learning revolution, designing curriculum for AI education has become an important strategic development for education authorities throughout the world. Framed broadly from the Theory of Planned Behavior, this study examined a structural equational model to establish the interrelationships of students’ perceived usefulness, attitude towards using AI, subjective norms to learn about AI, basic literacy about AI and their behavioral intention to learn about AI. In addition, it examines the moderation effects of readiness, social good, and optimism on the research model. The findings confirm the hypothesized model. In addition, various moderation effects were found among students’ perception of readiness, social good, and optimism for AI. The implications of the study point towards the need to consider these factors in designing AI curriculum to foster students’ behavioral intention to learn AI.

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Technology-enhanced learning and assessment     

Ming Ming Chiu  Magdalena Mo Ching Mok 《教育心理学》2020,40(9):1053-1055

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Special education teachers' nature of science instructional experiences     

Bridget K. Mulvey  Jennifer L. Chiu  Rajlakshmi Ghosh  Randy L. Bell 《科学教学研究杂志》2016,53(4):554-578

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