The effect of learning background and imagery cognitive development on visual perception     

Shyh-Bao Chiang  Chun-Wang Sun 《Educational Media International》2013,50(3):206-224

This research looked into the effect of how cognitive development toward imagery is formed through visual perception by means of a quantitative questionnaire. The main variable was the difference between the learning backgrounds of the interviewees. A two-way ANOVA mixed design was the statistical method used for the analysis of the 2 × 4 (2 by 4) study design. The analysis on the main effect was conducted, and a significant difference was also shown in the result. First, the two variables of student learning background and imagery cognitive development interact with one another. Second, there is a significant difference in students’ learning backgrounds. The cognitive level between the two was visibly apparent. Last, the four aspects that made up the visual perception all showed significant difference. Therefore, cognitive development will be affected by lifestyle, personal preferences, interests, and biological conditions which will have different levels of influence on visual perception.  相似文献   

A model for social presence in online classrooms     

Chun-Wang Wei  Nian-Shing Chen  Kinshuk 《Educational technology research and development : ETR & D》2012,60(3):529-545

It is now possible to create flexible learning environments without time and distance barriers on the internet. However, research has shown that learners typically experience isolation and alienation in online learning environments. These negative experiences can be reduced by enhancing social presence. In order to better facilitate the perceived social presence in online classrooms, this study presents a framework developed from the social cognitive theory for investigating social presence and its relationships with relevant factors. An instrument with sufficient reliability and validity was developed to measure these factors. A formal questionnaire-based survey was carried out among learners with previous learning experiences in online learning environments. A total of 522 valid samples were collected from three schools and analyzed using structural equation modeling to examine the proposed framework and hypotheses. The results show that user interface and social cues have significant effects on social presence. User interface also has significant effects on social cues. Moreover, this study evidenced that social presence has significant effects on learning interaction which in turn has significant effects on learning performance. Finally, implications of the findings were discussed for further research directions and practical applications.  相似文献   

An interactive diagnosis approach for supporting clinical nursing courses     

Chun-Wang Wei  Yi-Chun Lin 《Interactive Learning Environments》2016,24(8):1795-1811

Clinical resources in nursing schools are always insufficient for satisfying the practice requirements of each student at the same time during a formal course session. Although several studies have applied information and communication technology to develop computer-based learning tools for addressing this problem, most of these developments lack appropriate interactive and diagnostic services to assist students in bridging theory–practice gaps and realizing individual flaws in their nursing skills. Therefore, this study aims to develop an interactive clinical learning and diagnosis system that provides a web-based interactive learning environment and personalized diagnostic service for nursing education. An experiment was conducted in a foundations of nursing course at a nursing college in Taiwan. The experimental results show that the proposed approach is helpful to students in improving their learning motivation, performance, and attitude. Moreover, it was also found that most students showed positive perceptions toward the usage of the proposed system.  相似文献   

Development of a badminton teaching system with wearable technology for improving students’ badminton doubles skills     

Lin  Kuo-Chin  Wei  Chun-Wang  Lai  Chiu-Lin  Cheng  I-Ling  Chen  Nian-Shing 《Educational technology research and development : ETR & D》2021,69(2):945-969

The aim of this study was to develop a badminton teaching system using the wearable technology for improving badminton teaching and learning. This system can provide the similarity scores automatically by comparing a student’s movement and strength while playing badminton with a well-trained expert model. A quasi-experiment was conducted for eight weeks to evaluate the effectiveness of the developed system. A paired-sample t-test was analyzed to evaluate whether there is a significant difference between the pretest and posttest for the experimental group (EG) and the control group (CG) respectively. Also, an independent sample t test was utilized to compare the posttests between EG and CG. The results show that the badminton teaching system developed in this study could enhance the learning effectiveness of novice badminton learners. The results not only show that applying wearable technology, the Myo armband, can benefit learners’ badminton training, but also can demonstrate the importance of providing instant and adaptive feedback in motor skill learning.

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