Web-based peer assessment: Attitude and achievement

 基於網路的同儕評量：態度與成就

摘要

In this research, we focus predominantly on attitudes of computer science students toward Web-based peer assessment using NetPeas as the interactive channel and management center. NetPeas is a Web-based peer assessment system implemented for two-way anonymous peer assessment. In an evaluation held in 1999 spring, this study recruited a sample of fifty- eight computer science undergraduate students enrolled in an operating systems class in a research university of Taiwan. Attitudes toward Web- based peer assessment were measured by a posttest questionnaire, including several affective components, for example, “satisfied” or “unsatisfied” about the Web-based peer assessment. The result demonstrated that 1) significantly more students favored this new learning strategy and 2) students with positive attitude outperformed those with negative attitude. Thus, students’ affective components significantly influence their achievement. The specific features of the Web-based peer assessment are to utilize Internet resources to facilitate contacts between individuals and information, to assist in brainstorming among individuals, and to generate more meaningful learning at the higher education level. In the past two years, we have conducted several experiments on Web-based peer assessment and have proved that Web-based peer assessment could improve the performance of computer science students. The first stage of our experiments of Web-based peer assessment demonstrated that project score and feedback quality of students would predict their final examination score in the operating systems course. Then, we have found different thinking style students and different feedback criteria would influence their achievement significantly. However in the past research, we have not yet studied the affective components of computer science students in the Web-based peer assessment process. So the results of this research might give some useful information to researchers and educators interested in computer science education.

作者關鍵字

Affective components; NetPeas; two-way anonymous peer assessment; Web-based peer assessment

項目	摘要（英文）	摘要（翻譯）
研究背景與目的	This study investigates the relationship between students' attitudes and their achievements in a web-based peer assessment system, using NetPeas as a management tool.	本研究探討學生在基於網路的同儕評量系統中的態度與成就之間的關係，使用 NetPeas 作為管理工具。
研究方法	Participants: 58 computer science students. Tools: Post-test attitude questionnaire, project assessments by peers and experts. Procedure: Iterative peer review cycles and final grading.	參與者：58 名電腦科學學生。工具：後測態度問卷、同儕與專家評分的專案評量。程序：反覆的同儕審查循環和最終評分。
研究結果	1. Students with positive attitudes toward web-based peer assessment achieved higher project scores and feedback quality. 2. Peer assessment promoted reflective learning and collaboration.	1. 對網路同儕評量持正面態度的學生在專案得分和回饋品質上表現更佳。2. 同儕評量促進反思學習與合作。
研究貢獻	Demonstrates the influence of affective components on student performance and highlights the benefits of integrating technology into peer learning.	證明情感因素對學生表現的影響，並突出了將技術融入同儕學習的益處。
限制	Small sample size limits generalizability; focused on a single domain (computer science).	樣本規模較小，限制了結果的普適性；僅聚焦於單一領域（電腦科學）。
未來研究方向	1. Expand sample size across disciplines. 2. Examine cultural impacts on attitudes toward peer assessment. 3. Explore long-term effects of peer feedback on learning outcomes.	1. 擴大跨學科的樣本規模。2. 探討文化對同儕評量態度的影響。3. 探索同儕回饋對學習成果的長期影響。

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Lin, S. S. J., Liu, E. Z.-F., & Yuan, S. M. (2001). Web-based peer assessment: Attitude and achievement. IEEE Trans. on Educ. 44(2) , 13. https://doi.org/10.1109/13.925865

Using Distance Education Technology for After-School Online Tutoring

 運用遠距教育科技於課後線上輔導

摘要

This article introduces the Digital Companions Online Tutoring Program and the teaching characteristics and outcomes of the Northern Second Area. The program's main purpose is to deliver educational resources from urban areas to remote regions using distance education technology, providing companionship and tutoring to help rural students improve academically. It also aims to foster civic engagement and self-growth among university students. The findings indicate that different universities employed unique teaching strategies, remote students showed academic improvement and positive attitudes toward the program, university tutors reported personal growth, and local teachers expressed satisfaction with the initiative.

作者關鍵字

Civic Engagement, Distance Education Technology, Digital Companions, Learning Outcomes, Remote Area Education, After-School Tutoring

項目	內容摘要	翻譯
研究目的	To deliver teaching resources from urban to remote areas using distance education technology and to support remote students’ learning while fostering college students' civic engagement.	透過遠距教育科技將都市的教學資源傳送至偏鄉地區，支援偏鄉學生的學習，同時促進大學生的公民參與。
研究問題	1. How does online tutoring impact remote students’ learning outcomes?2. How do participants perceive the effectiveness of online tutoring?3. What are the benefits for college tutors?	1. 線上課輔對偏鄉學生的學習成效有何影響？2. 參與者如何看待線上課輔的效果？3. 大學生輔導員能獲得哪些好處？
研究方法	- Participants: Remote elementary and middle school students, and college tutors from several universities.- Tools: Surveys, teaching logs, and learning outcome assessments.- Analysis: Descriptive statistics and content analysis.	- 參與者：偏鄉小學與國中學生，以及來自多所大學的大學生輔導員。- 工具：調查問卷、教學日誌與學習成效評估。- 分析方法：描述性統計與內容分析。
主要結果	1. Students showed improved learning outcomes in mathematics and English (t=3.73, p<0.001).2. Participants expressed positive attitudes towards the program.3. College tutors reported personal growth and civic awareness.	1. 學生在數學與英語學習成效上有所提升（t=3.73，p<0.001）。2. 參與者對該計畫表現出正向態度。3. 大學生輔導員報告個人成長與公民意識的提升。
研究限制	- Limited to specific remote schools in Taiwan.- Relatively short tutoring duration.- Dependence on stable internet connections.	- 僅限於台灣特定的偏鄉學校。- 課輔時長較短。- 依賴穩定的網路連線。
未來研究方向	1. Expand to different regions and educational levels.2. Conduct longitudinal studies to assess long-term impacts.3. Develop strategies to improve internet connectivity in remote areas.	1. 擴展至不同地區與教育層級。2. 開展縱向研究以評估長期影響。3. 制定策略以改善偏鄉地區的網路連線品質。

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劉旨峰。（2014）。運用遠距教育科技於課業輔導。T&D 飛訊, 201, 1–26。

Game-based remedial instruction in mastery learning for upper-primary school students

 適用於高年級小學生的掌握學習遊戲化補救教學

摘要

The study examines the effectiveness of using computer games for after-school remedial mastery learning. We incorporated instructional materials related to "area of a circle" into the popular Monopoly game to enhance the performance of sixth-grade students learning mathematics. The program requires that students enter the answers to avoid the shortcomings of multiple-choice questions. Throughout the game, whenever students are unable to answer questions correctly they receive immediate remedial instruction specifically for that question. This study sought to compare the effectiveness of game-based and video-based remedial instruction incorporated with elements of mastery learning. The results demonstrate that (a) both instructional videos and the proposed Monopoly game enhance the learning of mathematical concepts; and (b) the Monopoly game is more effective than instructional videos at leveraging the benefits of mastery learning. The goal of the research was to integrate games and mastery learning into after-school remedial instruction and design a game to practice the steps of mastery learning. 

作者關鍵字

Game-based learning; Learning effectiveness; Mastery learning; Remedial instruction

項目	內容摘要 (英文)	翻譯 (繁體中文)
研究背景與目的	This study investigates the effectiveness of game-based remedial instruction compared to video-based instruction in mastery learning for mathematics.	本研究探討以遊戲為基礎的補救教學與以影片為基礎的補救教學在數學掌握學習中的效果差異。
研究方法	62 sixth-grade students were divided into control (video-based) and experimental (game-based) groups. A Monopoly-style game was used to integrate mastery learning principles.	將62名六年級學生分為控制組（影片教學）與實驗組（遊戲教學）。設計了一款類似大富翁的遊戲，融入掌握學習的原則。
主要結果	1. Both video-based and game-based instruction improved mathematical performance.2. The game-based group showed significantly greater improvement than the video-based group.3. Students in the game-based group exhibited higher engagement and motivation.	1. 影片與遊戲教學均能提升數學表現。2. 遊戲教學組的提升顯著高於影片教學組。3. 遊戲教學組學生表現出更高的參與度與動機。
討論與建議	Game-based remedial instruction can be more engaging and effective by leveraging interactive elements. It should focus on individual pacing and immediate feedback to maximize learning.	遊戲化的補救教學通過互動元素可以更具吸引力與效能，應著重於個別化進度與即時回饋以最大化學習效果。
未來研究方向	1. Investigate the long-term impacts of game-based remedial instruction.2. Explore its application in other subjects like language or science.3. Examine the role of peer collaboration in game-based learning environments.	1. 探討遊戲補救教學的長期影響。2. 探索其在語言或科學等其他學科中的應用。3. 研究同儕合作在遊戲化學習環境中的角色。

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Lin, C.-H., Liu, E. Z.-F., Chen, Y.-L., Liou, P.-Y., Chang, M., Wu, C.-H., & Yuan, S.-M. (2013). Game-based remedial instruction in mastery learning for upper-primary school students. Educational Technology & Society, 16(2), 271–281. Retrieved from https://www.researchgate.net/publication/283749579_Game-Based_Remedial_Instruction_in_Mastery_Learning_for_Upper-Primary_School_Students

An analysis of teacher-student interaction patterns in a robotics course for kindergarten children: A pilot study

 幼兒園機器人課程中教師與學生互動模式之分析：一項初步研究

摘要

Compared with other media, programmable bricks provide children with the opportunity to create their own product and, through this process, to express creative thinking. Studies have found that learning robotics or integrating programming bricks into courses can help to develop students' problem-solving abilities and enhance their learning performance. This study attempted to develop a one-to-one Topobo robotics course for kindergarten children and to explore teacher-student interaction patterns. This study used a creative thinking spiral as the framework for the Topobo robotics course. The research sample included a five-year-old child and a preschool teacher. Topobo, the programmable bricks, was the main learning tool in this course, and the sequential analysis method was used to identify teacher-student interaction patterns. Based on the frequency of the teacher-student interactions, this study found that two behaviors, the student's "play" and the teacher's "guidance," appeared most frequently. Moreover, the results of sequential analysis and content analysis of the videotaped learning process indicated that the teacher's guidance helped the student to assemble or play with the Topobo bricks. The teacher's questions encouraged the student to express and share his ideas or identify and solve problems. This study proposes suggestions for future studies on this issue. 

作者關鍵字

Creative thinking spiral; Sequential analysis; Teacher-student interaction; Topobo

項目	內容摘要 (英文)	翻譯 (繁體中文)
研究背景與目的	This study analyzes teacher-student interaction patterns in a kindergarten robotics course using programmable bricks (Topobo). It aims to understand how these interactions impact creativity and problem-solving.	本研究分析幼兒園機器人課程中教師與學生的互動模式，使用可編程積木（Topobo），旨在了解這些互動如何影響創造力與問題解決能力。
研究方法	A one-on-one case study was conducted with a 5-year-old child and a teacher. The creative thinking spiral framework was applied, and video recordings were analyzed using sequential analysis methods.	研究採用一對一個案研究方法，對象為一名五歲兒童和一名教師，運用創造性思維螺旋框架，並通過錄影資料進行行為序列分析。
主要結果	1. Teacher guidance and questioning significantly influenced the child’s assembling, playing, and problem-solving behaviors.2. The child demonstrated creativity but relied on teacher support for problem-solving.3. Sequential analysis revealed significant interaction patterns such as teacher guidance leading to assembling and playing.	1. 教師的指導與提問顯著影響兒童的組裝、遊戲與解決問題行為。2. 兒童展現創造力，但在解決問題方面依賴教師支持。3. 行為序列分析揭示了如教師指導引導組裝與遊戲等重要互動模式。
討論與建議	Teachers play a crucial role in fostering creativity and problem-solving skills in young children. Strategies like providing clear guidance, structured questioning, and fostering independent thinking are recommended.	教師在培養幼兒創造力和解決問題能力中扮演關鍵角色。建議採用清晰指導、結構化提問及促進獨立思考等策略。
未來研究方向	1. Explore teacher-student interaction patterns in group settings.2. Study the impact of peer interactions in robotics learning.3. Develop courses that balance teacher guidance and child autonomy.	1. 探索團體情境中的教師與學生互動模式。2. 研究同儕互動在機器人學習中的影響。3. 開發兼顧教師指導與兒童自主性的課程。

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Liu, E. Z. F., Lin, C. H., Liou, P. Y., Feng, H. C., & Hou, H. T. (2013). An analysis of teacher-student interaction patterns in a robotics course for kindergarten children: A pilot study. The Turkish Online Journal of Educational Technology, 12(1), 9–17. Retrieved from https://www.researchgate.net/publication/288235833_An_analysis_of_teacher-student_interaction_patterns_in_a_robotics_course_for_kindergarten_children_A_pilot_study

Recent robots in STEAM education

 最近於STEAM教育中的機器人

摘要

Robotics is increasingly entering the field of education. The tools, methods, and approaches of robotics contribute to the development of all areas of STEAM education, both individually and interdisciplinary. The present work aims to highlight the robots that are most effective in STEAM education and to classify robots used in education in terms of their frequency of use, features, flexibility, manufacturer, sensors, software, programming language, connection, recommended age, usefulness in education, and their cost. It turned out that there are packages for building robots, pre-assembled robots, and social robots. Their form can be animal, human, car, etc., and they have various properties; for example, they can move and fly. Moreover, most of the robots proposed for education use block-based programming; for example, the Scratch language. Common features of robots are that the robot follows a path, reacts to sounds, and recognizes obstacles, with various sensors; for example, vision. Finally, it turned out to be necessary to design an activity guide for each lesson, which will be accompanied by instructions and specific steps for teachers and students.

作者關鍵字

3D robots; educational robots; printable robots; robotics; STEAM education

項目	內容摘要 (英文)	翻譯 (繁體中文)
研究背景與目的	This study aims to identify and classify robots used in STEAM education in recent years (2016–2022) based on their frequency of use, features, flexibility, cost, and educational applications.	本研究旨在針對2016–2022年間使用於STEAM教育的機器人進行分類，依其使用頻率、特性、靈活性、成本及教育應用進行研究與分類。
研究方法	The study conducted a systematic literature review and classified 13 robots used in STEAM education based on predefined criteria such as sensors, software, age range, and cost.	本研究採用系統性文獻回顧，根據預先定義的標準（如感測器、軟體、適用年齡範圍及成本）對13種使用於STEAM教育的機器人進行分類分析。
主要結果	1. Robots like Lego Mindstorms and NAO are the most commonly used.2. Low-cost robots, such as Otto DIY+ and Edison V2, provide flexibility and accessibility.3. Many robots lack comprehensive lesson plans for STEAM integration.4. Visual programming languages like Scratch dominate educational robotics. Robotics enhances student engagement, creativity, and interdisciplinary learning by integrating programming, mathematics, and engineering concepts. It also fosters teamwork and critical thinking.	1. Lego Mindstorms和NAO是最常用的機器人。2. 像Otto DIY+和Edison V2這類低成本機器人具有靈活性和可及性。3. 許多機器人缺乏完整的STEAM教案計畫。4. 視覺化程式語言如Scratch在教育機器人中占主導地位。機器人透過結合編程、數學及工程概念，增強了學生的學習興趣、創造力與跨學科學習能力，並促進團隊合作及批判性思考。
討論與建議	There is a need for affordable and flexible robots that are accessible for all students. Comprehensive lesson plans tailored for STEAM education should be developed. Robotics education should further emphasize integration across STEAM disciplines.	需要設計更多經濟實惠且靈活的機器人，讓所有學生都能使用。應發展專為STEAM教育設計的完整教案。機器人教育應進一步強調跨STEAM學科的整合應用。
未來研究方向	1. Investigate the long-term educational impacts of using robots in STEAM education.2. Develop inclusive robotic tools and curricula for diverse learning needs.3. Explore how visual programming can better transition students to advanced coding languages.	1. 探討機器人在STEAM教育中的長期教育影響。2. 開發能適應多樣化學習需求的包容性機器人工具和課程。3. 探索視覺化程式語言如何更有效地引導學生進階學習編程語言。

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Kalaitzidou, M., & Pachidis, T. P. (2023). Recent robots in STEAM education. Education Sciences, 13(3), 272. https://doi.org/10.3390/educsci13030272

Developing evaluative indicators for educational computer games

 開發教育電腦遊戲的評估指標

摘要

The indicators for evaluating educational computer games were developed through a content analysis of existing games and the use of the Delphi technique. The Delphi technique is a systematic interactive forecasting method for obtaining forecasts from a variety of independent experts. Six educational technology experts, six educational psychology experts, six game design experts, six elementary school students were invited to serve as experts in the Delphi survey. In this study, 196 educational computer games were analyzed. The results revealed that there are many different genres of educational computer games; puzzle games comprise the most common genre. Based on the results of the content analysis and Delphi survey, 43 indicators were obtained and classified into five categories for evaluating educational computer games, including game information, multimedia, interface design and structure, content and feedback.

作者關鍵字

Education; Interfaces (computer); Surveys; Content analysis; Delphi techniques; Educational computer games; Educational psychologies; Educational technologies; Elementary schools; Forecasting methods; Game designs; Interface designs; Puzzle games

項目	內容摘要	翻譯
研究目的	To develop and validate evaluative indicators for assessing the quality of educational computer games, ensuring their effectiveness for learning purposes.	開發並驗證評估教育電腦遊戲品質的指標，確保其對學習目的的有效性。
研究問題	1. What are the critical indicators for evaluating educational computer games?2. How can these indicators improve the selection and design of such games?	1. 評估教育電腦遊戲的關鍵指標是什麼？2. 這些指標如何改善此類遊戲的選擇與設計？
研究方法	- Content analysis of 196 educational computer games.- Delphi technique involving 36 experts from technology, psychology, game design, and education fields.	- 對196款教育電腦遊戲進行內容分析。- 使用德爾菲技術，邀請來自科技、心理學、遊戲設計與教育領域的36位專家參與。
主要結果	1. Developed 43 evaluative indicators categorized into 5 groups: Game Information, Multimedia, Interface Design, Content, and Feedback.2. Puzzle games were the most common genre, with pictures and animations frequently used.	1. 開發了43個評估指標，分為五類：遊戲資訊、多媒體、介面設計、內容與回饋。2. 拼圖遊戲是最常見類型，且圖片與動畫被廣泛使用。
研究限制	- Limited to existing games available in Taiwan.- Expert opinions may not fully reflect the diverse needs of all learners.	- 僅限於台灣可用的現有遊戲。- 專家意見可能無法完全反映所有學習者的多樣需求。
未來研究方向	1. Expand research to include international educational games.2. Investigate the impact of these indicators on game-based learning outcomes.3. Develop dynamic indicators that adapt to different learning contexts.	1. 擴展研究範圍至國際教育遊戲。2. 探討這些指標對遊戲式學習成效的影響。3. 開發可適應不同學習情境的動態指標。

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Liu, E. Z.-F., & Lin, C.-H. (2008). Developing evaluative indicators for educational computer games. British Journal of Educational Technology, 39(6), 1044–1050. https://doi.org/10.1111/j.1467-8535.2008.00852.x

Exploring online game players' flow experiences and positive affect

 探索線上遊戲玩家的心流體驗與正向情緒

摘要

The authors conducted two studies to explore online game players' flow experiences and positive affect. Our findings indicated that online game are capable of evoking flow experiences and positive affect, and games of violent or nonviolent type may not arouse players' aggression. The players could be placed into four flow conditions: Flow, boredom, anxiety, and apathy, as determined by level of perceived challenges and skills. The majority of players entered the flow condition when playing violent or non-violent online game. The path analysis results suggested that violent online games may have a significant but indirect effect on positive affect via flow experience mediation. 

作者關鍵字

Aggression; Flow; Non-violent online game; Online game play; Violent online game

項目	內容摘要	翻譯
研究目的	To examine the effects of violent and nonviolent online games on players’ flow experiences and positive affect, while investigating if such games induce aggression.	探討暴力與非暴力線上遊戲對玩家心流體驗與正向情緒的影響，並調查此類遊戲是否引發攻擊性行為。
研究問題	1. Do violent and nonviolent online games trigger different levels of flow experiences and positive affect?2. Do violent games increase aggression in players?	1. 暴力與非暴力線上遊戲是否引發不同程度的心流體驗與正向情緒？2. 暴力遊戲是否會增加玩家的攻擊性？
研究方法	- Study 1: 30 college students, experiment with pretest-posttest design, violent (GTA) and nonviolent (Mario Racing) games.- Study 2: 337 college students surveyed for flow and positive affect.	- 研究1：30名大學生，使用前後測實驗設計，遊戲為暴力（GTA）與非暴力（Mario賽車）。- 研究2：對337名大學生進行調查，測量心流與正向情緒。
主要結果	1. Nonviolent games triggered higher flow experiences and positive affect compared to violent games.2. Neither game type increased aggression.	1. 非暴力遊戲比暴力遊戲引發更高的心流體驗與正向情緒。2. 兩種遊戲類型都未增加攻擊性。
研究限制	- Small sample size in Study 1.- Limited focus on college students.- Gender imbalance in Study 1 (majority female).	- 研究1樣本量較小。- 僅聚焦於大學生。- 研究1性別比例失衡（女性居多）。
未來研究方向	1. Explore the effects of violent and nonviolent games on younger populations.2. Investigate long-term impacts of flow experiences.3. Develop more balanced gender samples.	1. 探討暴力與非暴力遊戲對年輕群體的影響。2. 調查心流體驗的長期影響。3. 開發更性別平衡的樣本。

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Chiang, Y.-T., Lin, S. S. J., Cheng, C.-Y., & Liu, E. Z.-F. (2003). Exploring online game players' flow experiences and positive affect. Turkish Online Journal of Educational Technology, 2(1), 78–84. Retrieved from https://www.researchgate.net/publication/232716614_Exploring_online_game_players'_flow_experiences_and_positive_affect