Abstract The advancement of mobile technologies enables students to learn English without being l... more Abstract The advancement of mobile technologies enables students to learn English without being limited by space and time. Recent studies investigated affective factors and personality traits in English as a Foreign Language (EFL) learning. However, few studies have explored the mediating factors on the relationship between their perfectionism and English learning burnout levels in mobile learning contexts. To fill the gap, this study investigated the association between self-oriented perfectionism and English learning burnout under the influence of grit and language learning anxiety among Chinese college-level EFL learners (N = 544) through the means of structural equation modeling. The results indicated that 1) self-oriented perfectionism did not directly predict English learning burnout in mobile learning contexts, but the relationship was mediated by grit and language learning anxiety; 2) self-oriented perfectionism positively predicted grit, whereas grit negatively predicted English learning anxiety; 3) grit negatively predicted reduced academic efficacy in mobile EFL learning.
It has become common practice to video record students' in-class dance moves. Such a teaching... more It has become common practice to video record students' in-class dance moves. Such a teaching strategy is able to help students reflect on their dance performance by providing them with visualized feedback. Therefore, in this study, an online peer-feedback system for dance education has been developed in order to compare the effects of different modes of online peer-feedback on students' dance skills performance, learning motivation, self-efficacy, peer review quality, peer assessment correctness, and online learning behaviors. Moreover, interviews were also conducted to elicit the students' opinions regarding this teaching method. The participants were 100 college students from three classes who learned with different online peer-feedback modes: videos with peer comments, videos with peer ratings, and videos with a mixed mode (i.e., peer ratings plus peer comments). A 12-week experiment was conducted to evaluate the performances of the three approaches. The experimental results show that, in terms of dance skills, peer ratings could improve the students' group performance, while the mixed mode improved individuals' learning performance. In terms of learning motivation and self-efficacy, the correlation analysis shows that the students' intrinsic motivation, self-efficacy and dance skill performance were positively correlated. Via analyzing the peer feedback content, it was found that the feedback provided by the mixed mode group was of better quality than that provided by the "peer comments" group; that is, the former provided more detailed feedback to individuals than the latter. Furthermore, it was found that the scores provided by the mixed mode group were highly related to those provided by the teachers, while those provided by the "peer ratings" group were not. The online user behavior analysis further shows that the integration of peer commenting and peer rating is able to promote students' willingness to participate in online learning activities. The interview results also confirm these findings. To sum up, the integration of both peer rating and peer comments is an effective approach that can meet the students' expectations and help them improve their dance skills, peer-feedback quality, peer-scoring correctness as well as their willingness to participate in online learning activities. An online peer-feedback system for dance education was developed.An experiment was conducted to compare the effects of different peer-feedback modes.The integrated peer scoring and peer comments approach was effective.The approach improved the students' dance skills.The approach improved the students' learning motivation and self-efficacy.
Learning analytics and educational big data refers to the analysis and interpretation of educatio... more Learning analytics and educational big data refers to the analysis and interpretation of educational data, such as the logs recorded in learning management systems, the interactive contents recorded in online discussion forums, or the learning process captured on video, to provide constructive feedback to learners, instructors or educational policy makers (Hwang, Hsu, Lai, & Hsueh, 2017; Hwang & Wang, 2004; Siemens & Long, 2011). These technologies, processes, and analyses play an important role of optimizing students’ outcomes, teachers’ learning designs as well as the improving the learning environment (Greller & Drachsler, 2012; Hwang, Chu, & Yin, 2017).
This study explores the effects of integrated concept maps and classroom polling systems on stude... more This study explores the effects of integrated concept maps and classroom polling systems on students’ learning performance, attentional behavior, and brainwaves associated with attention. Twenty-nine students from an Educational Research Methodology course were recruited as participants. For data collection, inclass quizzes, attentional behavior analysis, and a 20-minute structured interview were applied, and the attention-associated brainwaves of the participants were measured. In the first week, a group-polling method was introduced in class; in the second week, participants were asked to draw concept maps using pen and paper (PnP concept mapping); and in the third week, the polling system and concept maps were integrated (votable concept mapping) and applied. The results showed that the PnP concept mapping approach improved the quiz results of students with lower learning motivation prior to the course, while the votable concept mapping method was effective in stimulating students’ attention during class. It was therefore suggested that instructors adopt methods integrating concept maps and polling tools to stimulate students’ attention and thereby promote a positive cycle of attentional behavior in the classroom. For example, students’ attentional behavior during an activity facilitated their attentional behavior after the activity, and this behavior continued until the next activity.
Recent progress in mobile and wireless communication technologies has led to new development of t... more Recent progress in mobile and wireless communication technologies has led to new development of technology-enhanced learning, enabling students to learn in the way that encompasses formal and informal learning across locations and time with supports or guidance from learning systems (Hwang, Wu, Zhuang, & Huang, 2013). The field of mobile learning and ubiquitous learning exemplifies such a trend in developing innovative learning approaches (Frohberg, Goth, & Schwabe, 2009; Wong & Looi, 2011; Wu, Hwang, & Chai, 2013). This trend is probably also reflected by the evolution of the definitions or expositions of mobile learning--from "e-learning using mobile devices and wireless transmission" (Hoppe, Joiner, Milrad, & Sharples, 2003, p. 255) (i.e., e-learning through mobile devices) to "any sort of learning that happens when the learner is not a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies" (O'Malley et al., 2003, p. 9) (i.e., the mobility of the learning devices) to "increasing a learner's capability to move their own learning environment as they move" (Barbosa, Geyer, & Barbosa, 2005, p. 1) (i.e., the mobility of learners). In a related vein, ubiquitous learning is explicated as an a learning approach that where the ubiquitous technology is leveraged to support the learners in the right way, in the right place, and at the right time, based on the personal and environmental contexts in the real world (Hwang, Tsai, & Yang, 2008). In the past decade, various issues concerning mobile and ubiquitous learning have been widely discussed. In the meantime, researchers have reported the effectiveness of adopting mobile and ubiquitous learning approach in various learning contexts (e.g., Kukulska-Hulme, Sharples, Milrad, Arnedillo-Sanchez, & Vavoula, 2009; Milrad et al., 2013; Shih, Chuang, & Hwang, 2010). Recognizing such an emerging trend, the educational authorities of many countries have identified the development of mobile and ubiquitous learning as one of the strategic thrusts in their national educational policy. Consequently, more international, national, regional or institutional-scale mobile and ubiquitous learning initiatives have been embarked on across the globe in recent years (e.g., Buckner & Kim, inpress; Cochrane & Bateman, 2010). The common aim is to seek efficient and effective ways of harnessing mobile and wireless communication technologies to create scalable and sustainable learning environments to nurture a new breed of learners with 21st century skills. In spite of articles reporting on short-term, episodic empirical studies, this special issue seeks papers that trace, summarize and reflect upon individual research programs that may have spanned through several research cycles or consist of multiple sub-projects. Each of the accepted papers covers (the evolution of, if applicable) the background objectives, design rationales of the learning systems/environments, pedagogies and/or learning scenarios, empirical studies and the findings of their projects or studies. In addition, the discussion/conclusion sections of the papers are placing greater emphasis on informing fellow researchers, educators or policy makers about the nuances of translating and sustaining the reported innovative solutions. This special issue features ten of such papers from ten different countries or economies, which would collectively offer a global perspective in the opportunities and challenges in bridging the research and practice in mobile and ubiquitous learning. From Taiwan, Hwang, Hung, Chen and Liu report a four-year national research project known as "Mindtool-Assisted In-field Learning" (MAIL), with a series of ubiquitous technology-assisted learning and assessment models being developed and evaluated, which has eventually informed and been incorporated into a government initiative of nationwide scaling up of mobile and ubiquitous strategies. …
Abstract The advancement of mobile technologies enables students to learn English without being l... more Abstract The advancement of mobile technologies enables students to learn English without being limited by space and time. Recent studies investigated affective factors and personality traits in English as a Foreign Language (EFL) learning. However, few studies have explored the mediating factors on the relationship between their perfectionism and English learning burnout levels in mobile learning contexts. To fill the gap, this study investigated the association between self-oriented perfectionism and English learning burnout under the influence of grit and language learning anxiety among Chinese college-level EFL learners (N = 544) through the means of structural equation modeling. The results indicated that 1) self-oriented perfectionism did not directly predict English learning burnout in mobile learning contexts, but the relationship was mediated by grit and language learning anxiety; 2) self-oriented perfectionism positively predicted grit, whereas grit negatively predicted English learning anxiety; 3) grit negatively predicted reduced academic efficacy in mobile EFL learning.
It has become common practice to video record students' in-class dance moves. Such a teaching... more It has become common practice to video record students' in-class dance moves. Such a teaching strategy is able to help students reflect on their dance performance by providing them with visualized feedback. Therefore, in this study, an online peer-feedback system for dance education has been developed in order to compare the effects of different modes of online peer-feedback on students' dance skills performance, learning motivation, self-efficacy, peer review quality, peer assessment correctness, and online learning behaviors. Moreover, interviews were also conducted to elicit the students' opinions regarding this teaching method. The participants were 100 college students from three classes who learned with different online peer-feedback modes: videos with peer comments, videos with peer ratings, and videos with a mixed mode (i.e., peer ratings plus peer comments). A 12-week experiment was conducted to evaluate the performances of the three approaches. The experimental results show that, in terms of dance skills, peer ratings could improve the students' group performance, while the mixed mode improved individuals' learning performance. In terms of learning motivation and self-efficacy, the correlation analysis shows that the students' intrinsic motivation, self-efficacy and dance skill performance were positively correlated. Via analyzing the peer feedback content, it was found that the feedback provided by the mixed mode group was of better quality than that provided by the "peer comments" group; that is, the former provided more detailed feedback to individuals than the latter. Furthermore, it was found that the scores provided by the mixed mode group were highly related to those provided by the teachers, while those provided by the "peer ratings" group were not. The online user behavior analysis further shows that the integration of peer commenting and peer rating is able to promote students' willingness to participate in online learning activities. The interview results also confirm these findings. To sum up, the integration of both peer rating and peer comments is an effective approach that can meet the students' expectations and help them improve their dance skills, peer-feedback quality, peer-scoring correctness as well as their willingness to participate in online learning activities. An online peer-feedback system for dance education was developed.An experiment was conducted to compare the effects of different peer-feedback modes.The integrated peer scoring and peer comments approach was effective.The approach improved the students' dance skills.The approach improved the students' learning motivation and self-efficacy.
Learning analytics and educational big data refers to the analysis and interpretation of educatio... more Learning analytics and educational big data refers to the analysis and interpretation of educational data, such as the logs recorded in learning management systems, the interactive contents recorded in online discussion forums, or the learning process captured on video, to provide constructive feedback to learners, instructors or educational policy makers (Hwang, Hsu, Lai, & Hsueh, 2017; Hwang & Wang, 2004; Siemens & Long, 2011). These technologies, processes, and analyses play an important role of optimizing students’ outcomes, teachers’ learning designs as well as the improving the learning environment (Greller & Drachsler, 2012; Hwang, Chu, & Yin, 2017).
This study explores the effects of integrated concept maps and classroom polling systems on stude... more This study explores the effects of integrated concept maps and classroom polling systems on students’ learning performance, attentional behavior, and brainwaves associated with attention. Twenty-nine students from an Educational Research Methodology course were recruited as participants. For data collection, inclass quizzes, attentional behavior analysis, and a 20-minute structured interview were applied, and the attention-associated brainwaves of the participants were measured. In the first week, a group-polling method was introduced in class; in the second week, participants were asked to draw concept maps using pen and paper (PnP concept mapping); and in the third week, the polling system and concept maps were integrated (votable concept mapping) and applied. The results showed that the PnP concept mapping approach improved the quiz results of students with lower learning motivation prior to the course, while the votable concept mapping method was effective in stimulating students’ attention during class. It was therefore suggested that instructors adopt methods integrating concept maps and polling tools to stimulate students’ attention and thereby promote a positive cycle of attentional behavior in the classroom. For example, students’ attentional behavior during an activity facilitated their attentional behavior after the activity, and this behavior continued until the next activity.
Recent progress in mobile and wireless communication technologies has led to new development of t... more Recent progress in mobile and wireless communication technologies has led to new development of technology-enhanced learning, enabling students to learn in the way that encompasses formal and informal learning across locations and time with supports or guidance from learning systems (Hwang, Wu, Zhuang, & Huang, 2013). The field of mobile learning and ubiquitous learning exemplifies such a trend in developing innovative learning approaches (Frohberg, Goth, & Schwabe, 2009; Wong & Looi, 2011; Wu, Hwang, & Chai, 2013). This trend is probably also reflected by the evolution of the definitions or expositions of mobile learning--from "e-learning using mobile devices and wireless transmission" (Hoppe, Joiner, Milrad, & Sharples, 2003, p. 255) (i.e., e-learning through mobile devices) to "any sort of learning that happens when the learner is not a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies" (O'Malley et al., 2003, p. 9) (i.e., the mobility of the learning devices) to "increasing a learner's capability to move their own learning environment as they move" (Barbosa, Geyer, & Barbosa, 2005, p. 1) (i.e., the mobility of learners). In a related vein, ubiquitous learning is explicated as an a learning approach that where the ubiquitous technology is leveraged to support the learners in the right way, in the right place, and at the right time, based on the personal and environmental contexts in the real world (Hwang, Tsai, & Yang, 2008). In the past decade, various issues concerning mobile and ubiquitous learning have been widely discussed. In the meantime, researchers have reported the effectiveness of adopting mobile and ubiquitous learning approach in various learning contexts (e.g., Kukulska-Hulme, Sharples, Milrad, Arnedillo-Sanchez, & Vavoula, 2009; Milrad et al., 2013; Shih, Chuang, & Hwang, 2010). Recognizing such an emerging trend, the educational authorities of many countries have identified the development of mobile and ubiquitous learning as one of the strategic thrusts in their national educational policy. Consequently, more international, national, regional or institutional-scale mobile and ubiquitous learning initiatives have been embarked on across the globe in recent years (e.g., Buckner & Kim, inpress; Cochrane & Bateman, 2010). The common aim is to seek efficient and effective ways of harnessing mobile and wireless communication technologies to create scalable and sustainable learning environments to nurture a new breed of learners with 21st century skills. In spite of articles reporting on short-term, episodic empirical studies, this special issue seeks papers that trace, summarize and reflect upon individual research programs that may have spanned through several research cycles or consist of multiple sub-projects. Each of the accepted papers covers (the evolution of, if applicable) the background objectives, design rationales of the learning systems/environments, pedagogies and/or learning scenarios, empirical studies and the findings of their projects or studies. In addition, the discussion/conclusion sections of the papers are placing greater emphasis on informing fellow researchers, educators or policy makers about the nuances of translating and sustaining the reported innovative solutions. This special issue features ten of such papers from ten different countries or economies, which would collectively offer a global perspective in the opportunities and challenges in bridging the research and practice in mobile and ubiquitous learning. From Taiwan, Hwang, Hung, Chen and Liu report a four-year national research project known as "Mindtool-Assisted In-field Learning" (MAIL), with a series of ubiquitous technology-assisted learning and assessment models being developed and evaluated, which has eventually informed and been incorporated into a government initiative of nationwide scaling up of mobile and ubiquitous strategies. …
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Papers by Gwo-Jen Hwang