National Academy for Educational Research


National Academy for Educational Research

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Lai C.,Oriental Institute of Technology | Chu Y.,National Academy for Educational Research
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) | Year: 2017

In this paper, an innovative teaching model to reinforce the teaching performance of teachers and the learning performance is proposed. Based on the digital image processing courses, an interactive teaching method containing immediate image retrieval, visual analysis and processing, imaging control, theoretical narration, and the extensive applications using AR technology and wearable devices is designed. This method converts the mode from teacher’s traditional theoretical lectures and the student’s passive learning behaviors into immediate and dynamic operations, immersive observations; changing combinations; and bi-directional interactions, exchanges, and discussions. It is expected that this method can improve student’s interest and motivation in learning and help them comprehensively understand the abstract concepts of course content and technology theories, as well as the skill in practical application, through real-time and immersive surrounding observations and interactive interface operations, thereby can enhance the learning performance. © Springer International Publishing AG 2017.

Wu H.-M.,National Academy for Educational Research | Kuo B.-C.,National Taichung University of Education | Wang S.-C.,Taiping District Sin Guang Elementary School
Educational Technology and Society | Year: 2017

In this study, a computerized dynamic assessment test with both immediately individualized feedback and adaptively property was applied to Mathematics learning in primary school. For evaluating the effectiveness of the computerized dynamic adaptive test, the performances of three types of remedial instructions were compared by a pre-test/post-test nonequivalent group design. These remedial instructions are the adaptive dynamic assessment with individualized instruction, the individualized instruction without adaptive dynamic assessment, and the traditional classroom remedial instruction. One hundred and eighteen 5th grade elementary school students from six classes participated in the study and were assigned to three remedial instruction programs on a random basis. The results demonstrated that the computerized dynamic adaptive test with individualized prompts outperformed the other two instruction methods.

Chu C.-H.,National Academy for Educational Research
Proceedings - 2016 International Computer Symposium, ICS 2016 | Year: 2016

Most of applications for halftoning images are designed for a particular halftoning method. Under an automatic system, a pre-processor is needed to recognize the halftoning images and then a suitable technique can be applied to them. In this paper, a novel technique is proposed to recognize the visual patterns by order dither technique. It takes the properties of pixel ordering in the halftoning patterns by dither matrices. Our experiments indicate that sixty halftoning images by order dither technique and error diffusion with variant parameters can be correctly classified without manual operations. © 2016 IEEE.

Lin C.-Y.,University of Illinois at Urbana - Champaign | Chen C.-H.,National Academy for Educational Research
ReCALL | Year: 2014

This study aims to investigate barriers to the adoption of information and communication technology (ICT) for teachers of Chinese as a foreign language (CFL) in US universities. Although the development of ICT for teaching is growing, few published studies address ICT specifically regarding CFL teaching. Therefore, this study has reviewed the existing ICT literature's treatment of important ICT-related matters, including barrier factors, and has examined them in the context of CFL teaching. The current study features a mixed method, consisting of a survey and semi-structured interviews. Of the 47 CFL teachers who participated in the study, five volunteered for in-depth interviews. According to our findings, the most critical barriers to these CFL teachers' adoption of ICT were insufficient support and insufficient time for developing technology-driven pedagogy and activities. These issues are reflected in CFL teachers' unique subject expertise and workloads in existing universities' curricula and approaches to instruction. In addition, age influences CFL teachers' confidence in their use of ICT for the preparation of subject material and for teaching, whereas gender influences their willingness to spend time working on ICT. Copyright © European Association for Computer Assisted Language Learning 2014.

Wu H.-M.,National Academy for Educational Research | Wu H.-M.,National Taichung University of Education | Kuo B.-C.,National Academy for Educational Research | Kuo B.-C.,National Taichung University of Education | And 2 more authors.
Educational Technology and Society | Year: 2012

In recent years, many computerized test systems have been developed for diagnosing students' learning profiles. Nevertheless, it remains a challenging issue to find an adaptive testing algorithm to both shorten testing time and precisely diagnose the knowledge status of students. In order to find a suitable algorithm, four adaptive testing algorithms, based on ordering theory, item relational structure theory, Diagnosys, and domain experts, were evaluated based on the training sample size, prediction accuracy, and the use of test items by the simulation study with paper-based test data. Based on the results of simulation study, ordering theory has the best performance. An ordering-theory-based knowledge-structure-adaptive testing system was developed and evaluated. The results of this system showed that the two different interfaces, paper-based and computer-based, did not affect the examinees' performance. In addition, the effect of correct guessing was discussed, and two methods with adaptive testing algorithms were proposed to mitigate this effect. The experimental results showed that the proposed methods improve the effect of correct guessing. © International Forum of Educational Technology & Society (IFETS).

Lin M.-C.,National Academy for Educational Research | Cheng Y.-S.,National Taiwan Normal University | Lin S.-H.,National Taiwan Normal University | Hsieh P.-J.,National Academy for Educational Research
Perceptual and Motor Skills | Year: 2015

The purpose of the study was to investigate the effects of researcharticle writing motivation and use of self-regulatory writing strategies in explaining second language (L2) research-article abstract writing ability, alongside the L2 literacy effect. Four measures were administered: a L2 literacy test, a research abstract performance assessment, and inventories of writing motivation and strategy. Participants were L2 graduate students in Taiwan (N = 185; M age = 25.8 yr., SD = 4.5, range = 22–53). Results of structural equation modeling showed a direct effect of motivation on research-article writing ability, but no direct effect of strategy or indirect effect of motivation via strategy on research-article writing ability, with L2 literacy controlled. The findings suggest research-article writing instruction should address writing motivation, besides L2 literacy. © Perceptual & Motor Skills 2015

Lin C.-L.,National Academy for Educational Research | Tsai S.-J.,Soochow University of Taiwan
Doctoral Student Consortium (DSC) - Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015 | Year: 2015

The present study aims to develop the "Collaborative problem solving scale", which is able to reveal the collaborative problem solving competency. The participants of this study were 76 high school students (tenth graders) who received a collaborative problem task for 70-80 minutes. After completing the collaborative problem solving task, the participants filled out the preliminary version of "Collaborative problem solving scale". Exploratory factor analysis was conducted and four major subscales yielded: "Reflect", "Propose", "Passive", and "Role". Based on the results, the scale will be subjected to further analysis such as correlation analysis and multiple regression analysis with other scales so as to further examine the criterion-related validity of this "Collaborative problem solving scale" (CPSS).

Hsieh M.,National Academy for Educational Research
International Journal of Innovative Computing, Information and Control | Year: 2012

The purpose of this study was to apply a Bayesian procedure in the context of fixed-length mastery tests. The Bayesian procedure was compared with two conventional procedures (conventional-Proportion Correct and conventional-EAP) across different simulation conditions. Two loss functions, including linear and threshold loss function were manipulated. The results show that the Bayesian procedure appeared to effectively control false negative and false positive error rates. The differences in the percentages of correct classifications and phi correlations between true and predicted status for the Bayesian procedures and conventional procedures were quite small. However, there was no consistent advantage for either the linear or threshold loss function. © 2012 ICIC International.

Hsieh M.,National Academy for Educational Research
ICIC Express Letters | Year: 2013

No Child Left Behind Act of 2001 (NCLB) was put into law on January 8, 2002. This reform requires each state to develop its own method to evaluate individual schools' improvement every year, and to set up an index, called the adequate yearly progress (AYP), as a goal for schools to meet yearly. The purpose of this study is to estimate the role of standard error in different AYP models and use the testing data to study the effect of random sampling error. The results show that AYP is impacted by school size, percent proficient, change of proportion in student proficiency in each year and correlation of the successive grades performance score. Thus, it is better to set up separate goals for school buildings of different sizes and starting point percent proficient, instead of setting the omnibus target for all schools in the state. © 2013 ICIC International.

Liew J.,Texas A&M University | Lench H.C.,Texas A&M University | Kao G.,Texas A&M University | Yeh Y.-C.,National Academy for Educational Research | Kwok O.-M.,Texas A&M University
Anxiety, Stress and Coping | Year: 2014

Background and Objectives: Standardized testing has become a common form of student evaluation with high stakes, and limited research exists on understanding the roles of students' personality traits and social-evaluative threat on their academic performance. This study examined the roles of avoidance temperament (i.e., fear and behavioral inhibition) and evaluative threat (i.e., fear of failure and being viewed as unintelligent) in standardized math test and course grades in college students. Design and Methods: Undergraduate students (N = 184) from a large public university were assessed on temperamental fear and behavioral inhibition. They were then given 15 minutes to complete a standardized math test. After the test, students provided data on evaluative threat and their math performance (scores on standardized college entrance exam and average grades in college math courses). Results: Results indicate that avoidance temperament was linked to social-evaluative threat and low standardized math test scores. Furthermore, evaluative threat mediated the influence of avoidance temperament on both types of math performance. Conclusions: Results have educational and clinical implications, particularly for students at risk for test anxiety and underperformance. Interventions targeting emotion regulation and stress management skills may help individuals reduce their math and test anxieties. © 2014 Taylor & Francis.

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