Optofluidic planar reactors for photocatalytic water treatment using solar energy     

Lei L  Wang N  Zhang XM  Tai Q  Tsai DP  Chan HL 《Biomicrofluidics》2010,4(4):43004

Optofluidics may hold the key to greater success of photocatalytic water treatment. This is evidenced by our findings in this paper that the planar microfluidic reactor can overcome the limitations of mass transfer and photon transfer in the previous photocatalytic reactors and improve the photoreaction efficiency by more than 100 times. The microreactor has a planar chamber (5 cm×1.8 cm×100 μm) enclosed by two TiO(2)-coated glass slides as the top cover and bottom substrate and a microstructured UV-cured NOA81 layer as the sealant and flow input∕output. In experiment, the microreactor achieves 30% degradation of 3 ml 3×10(-5)M methylene blue within 5 min and shows a reaction rate constant two orders higher than the bulk reactor. Under optimized conditions, a reaction rate of 8% s(-1) is achieved under solar irradiation. The average apparent quantum efficiency is found to be only 0.25%, but the effective apparent quantum efficiency reaches as high as 25%. Optofluidic reactors inherit the merits of microfluidics, such as large surface∕volume ratio, easy flow control, and rapid fabrication and offer a promising prospect for large-volume photocatalytic water treatment.  相似文献   

Exploring the effects of web-mediated socially-shared regulation of learning and experience-based learning on improving students’ learning     

Chia-Wen Tsai  Pei-Di Shen  I-Chun Chiang  Wen-Yu Chen  Yi-Fen Chen 《Interactive Learning Environments》2018,26(6):815-826

The application of online learning and educational technologies in higher education has changed teaching methods, the channels of delivering learning materials, and modes of communication between teachers and students. This study is aimed to improve learning effects and investigate, via quasi-experiments, the effects of web-mediated socially-shared regulation of learning (SSRL) and experience-based learning (ExBL) on improving students’ learning results. The experimental design in this study was a 2 (SSRL vs. non-SSRL)?×?2 (ExBL vs. non-ExBL) factorial pretest/post-test design. Four classes in a one-semester course titled “Applied Information Technology: Data Processing” at university level were chosen for this study. Based on the analysis carried out in this study, students who received the treatments of web-mediated SSRL and/or ExBL did not have significantly better computing skills in using Excel. The reasons for these insignificances and implications thereof are discussed in this paper. Nevertheless, students in the SSRL and non-ExBL class had significant increases in scores for their learning motivation at the end of semester compared with the beginning.  相似文献   

Differentiating the Sources of Taiwanese High School Students’ Multidimensional Science Learning Self-Efficacy: An Examination of Gender Differences     

Tzung-Jin Lin  Chin-Chung Tsai 《Research in Science Education》2018,48(3):575-596

The main purpose of this study was to investigate Taiwanese high school students’ multi-dimensional self-efficacy and its sources in the domain of science. Two instruments, Sources of Science Learning Self-Efficacy (SSLSE) and Science Learning Self-Efficacy (SLSE), were used. By means of correlation and regression analyses, the relationships between students’ science learning self-efficacy and the sources of their science learning self-efficacy were examined. The findings revealed that the four sources of the students’ self-efficacy were found to play significant roles in their science learning self-efficacy. By and large, Mastery Experience and Vicarious Experience were found to be the two salient influencing sources. Several gender differences were also revealed. For example, the female students regarded Social Persuasion as the most influential source in the “Science Communication” dimension, while the male students considered Vicarious Experience as the main efficacy source. Physiological and Affective States, in particular, was a crucial antecedent of the female students’ various SLSE dimensions, including “Conceptual Understanding,” “Higher-Order Cognitive Skills,” and “Science Communication.” In addition, the variations between male and female students’ responses to both instruments were also unraveled. The results suggest that, first, the male students perceived themselves as having more mastery experience, vicarious experience and social persuasion than their female counterparts. Meanwhile, the female students experienced more negative emotional arousal than the male students. Additionally, the male students were more self-efficacious than the females in the five SLSE dimensions of “Conceptual Understanding,” “Higher-Order Cognitive Skills,” “Practical Work,” “Everyday Application,” and “Science Communication.”  相似文献   

Beyond cognitive and metacognitive tools: the use of the Internet as an 'epistemological' tool for instruction     

Chin-Chung Tsai 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):525-536

This paper argues that Internet‐based instruction should not be only perceived as a cognitive tool or a metacognitive tool; rather, it can be perceived and used as an epistemological tool. When the Internet is used as an epistemological tool for instruction, learners are encouraged to evaluate the merits of information and knowledge acquired from Internet‐based environments, and to explore the nature of learning and knowledge construction. This paper further asserts that Internet‐based instruction is perceived as a way to help learners develop advanced epistemologies. On the other hand, developmentally advanced epistemological beliefs can facilitate the practice of Internet‐based instruction.  相似文献   

Usage of statistical cues for word boundary in reading Chinese sentences     

Miao-Hsuan Yen  Ralph Radach  Ovid J.-L. Tzeng  Jie-Li Tsai 《Reading and writing》2012,25(5):1007-1029

The present study examined the use of statistical cues for word boundaries during Chinese reading. Participants were instructed to read sentences for comprehension with their eye movements being recorded. A two-character target word was embedded in each sentence. The contrast between the probabilities of the ending character (C2) of the target word (C12) being used as word beginning and ending in all words containing it was manipulated. In addition, by using the boundary paradigm, parafoveal overlapping ambiguity in the string C123 was manipulated with three types of preview of the character C3, which was a single-character word in the identical condition. During preview, the combination of C23′ was a legal word in the ambiguous condition and was not a word in the control condition. Significant probability and preview effects were observed. In the low-probability condition, inconsistency in the frequent within-word position (word beginning) and the present position (word ending) lengthened gaze durations and increased refixation rate on the target word. Although benefits from the identical previews were apparent, effects of overlapping ambiguity were negligible. The results suggest that the probability of within-word positions had an influence during character-to-word assignment, which was mainly verified during foveal processing. Thus, the overlapping ambiguity between parafoveal words did not interfere with reading. Further investigation is necessary to examine whether current computational models of eye movement control should incorporate statistical cues for word boundaries together with other linguistic factors in their word processing system to account for Chinese reading.  相似文献   

Transformation for adults in an Internet‐based learning environment—is it necessary to be self‐directed?     

Regina Juchun Chu  Anita Zichun Chu  Cathy Weng  Chin‐Chung Tsai  Chia‐chun Lin 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):205-216

This research explores the relationships between self‐directed learning readiness and transformative learning theory (TLT) reflected by the Constructivist Internet‐based Learning Environment Scale (CILES). A questionnaire survey about adult learner's perceptions of Internet‐based learning was administered to adults enrolled in classes in community colleges in Taiwan. A total of 593 valid questionnaires were used for the structural equation modeling analysis. The findings confirmed a second‐order hierarchical factor relationship of TLT (technical, dialectical and emancipatory learning interests) from CILES. Moreover, the three domains of learning interests of transformative learning were proved to have a developmental relationship, moderated by the readiness of self‐directed learning for adult learners in Internet‐based learning.  相似文献   

Development of a personalized educational computer game based on students’ learning styles   总被引：1，自引：0，他引：1  

Gwo-Jen Hwang  Han-Yu Sung  Chun-Ming Hung  Iwen Huang  Chin-Chung Tsai 《Educational technology research and development : ETR & D》2012,60(4):623-638

In recent years, many researchers have been engaged in the development of educational computer games; however, previous studies have indicated that, without supportive models that take individual students?? learning needs or difficulties into consideration, students might only show temporary interest during the learning process, and their learning performance is often not as good as expected. Learning styles have been recognized as being an important human factor affecting students?? learning performance. Previous studies have shown that, by taking learning styles into account, learning systems can be of greater benefit to students owing to the provision of personalized learning content presentation that matches the information perceiving and processing styles of individuals. In this paper, a personalized game-based learning approach is proposed based on the sequential/global dimension of the learning style proposed by Felder and Silverman. To evaluate the effectiveness of the proposed approach, a role-playing game has been implemented based on the approach; moreover, an experiment has been conducted on an elementary school natural science course. From the experimental results, it is found that the personalized educational computer game not only promotes learning motivation, but also improves the learning achievements of the students.  相似文献   

Using the Cognitive Apprenticeship Web-based Argumentation System to Improve Argumentation Instruction     

Chun-Yen Tsai  Brady Michael Jack  Tai-Chu Huang  Jin-Tan Yang 《Journal of Science Education and Technology》2012,21(4):476-486

This study investigated how the instruction of argumentation skills could be promoted by using an online argumentation system. This system entitled ??Cognitive Apprenticeship Web-based Argumentation?? (CAWA) system was based on cognitive apprenticeship model. One hundred eighty-nine fifth grade students took part in this study. A quasi-experimental design was adopted and qualitative and quantitative analyses were used to evaluate the effectiveness of this online system in measuring students?? progress in learning argumentation. The results of this study showed that different teaching strategies had effects on students?? use of argumentation in the topics of daily life and the concept of ??vision.?? When the CAWA system was employed during the instruction and practice of argumentation on these two topics, the students?? argumentation performance improved. Suggestions on how the CAWA system could be used to enhance the instruction of argumentation skills in science education were also discussed.  相似文献   

Peer effects on academic cheating among high school students in Taiwan     

Chun-Li Tsai 《Asia Pacific Education Review》2012,13(1):147-155

Although academic cheating has been found to be a common phenomenon in high schools, few studies investigate how peers influence individual cheating behavior among high school students. In this paper, we estimate the cross-gender and intra-gender interaction effects on academic cheating among high school students in Taiwan. We detect the evidence of male–male and female–female peer interactions on academic cheating. The female–female interaction effect is stronger than the male–male interaction effect. These results imply girls are more influenced by female peers on academic cheating. The cross-gender interactions (male to female, female to male interactions) are not significant. Whereas, we find that all of the social interaction coefficients become insignificant when this model allows for school-specific fixed effects.  相似文献   

Improving ranking performance with cost-sensitive ordinal classification via regression     

Yu-Xun Ruan  Hsuan-Tien Lin  Ming-Feng Tsai 《Information Retrieval》2014,17(1):1-20

This paper proposes a novel ranking approach, cost-sensitive ordinal classification via regression (COCR), which respects the discrete nature of ordinal ranks in real-world data sets. In particular, COCR applies a theoretically sound method for reducing an ordinal classification to binary and solves the binary classification sub-tasks with point-wise regression. Furthermore, COCR allows us to specify mis-ranking costs to further improve the ranking performance; this ability is exploited by deriving a corresponding cost for a popular ranking criterion, expected reciprocal rank (ERR). The resulting ERR-tuned COCR boosts the benefits of the efficiency of using point-wise regression and the accuracy of top-rank prediction from the ERR criterion. Evaluations on four large-scale benchmark data sets, i.e., "Yahoo! Learning to Rank Challenge" and "Microsoft Learning to Rank,” verify the significant superiority of COCR over commonly used regression approaches.  相似文献