Evaluation of Teacher-Student Interaction: An Example of Digital Companions for Learning

 教師與學生互動評估：數位學伴的案例

摘要

Driving Taiwan’s digital revolution, the DIGI Plus 2017-2025 policy, a cornerstone of the Smart Nation 2025 initiative (Executive Yuan, 2021), prioritized rural empowerment in education amidst COVID-19 challenges. In this study, the authors explored the impact of teacher-student relationships in remote teaching, emphasizing the critical role of high-quality connections transcending geographical boundaries. The authors identified factors influencing these relationships, such as interaction levels and student autonomy, and discussed the concept of transactional distance, a psychological gap due to spatial separation. Proposing face-to-face interaction activities, the authors conducted a survey involving 175 university students (e-tutors), revealing positive changes in teacher-student interaction post face-to-face activities. The authors’ recommendations include continued activities, alignment with school calendars, and comprehensive e-tutor training for improved relationships.

作者關鍵字

Digital Companions; Digital Learning; Face-To-Face Interaction; Rural Education; Teacher-Student Interaction

項目	內容摘要	翻譯
研究目的	To evaluate the impact of face-to-face interaction activities on teacher-student relationships in the context of a digital tutoring program for rural education in Taiwan.	評估面對面互動活動對台灣數位輔導計畫中教師與學生關係的影響，特別針對偏鄉教育的場景。
研究問題	1. How do face-to-face activities affect teacher-student relationships?2. What changes occur in student attitudes after participating in these activities?3. What factors contribute to these changes?	1. 面對面活動如何影響教師與學生的關係？2. 學生參與這些活動後，態度有何變化？3. 哪些因素促成了這些變化？
研究方法	- Participants: 175 university students (e-tutors) and rural elementary school students.- Instruments: Pretest-posttest surveys on teacher-student relationships and student attitudes.- Statistical Analysis: T-tests and factor analysis.	- 參與者：175名大學生（e-tutors）及偏鄉小學生。- 工具：針對教師與學生關係及學生態度的前測與後測調查。- 統計分析：t檢定與因素分析。
主要結果	1. Teacher-student relationships improved significantly (t=6.67, p<0.001).2. Student attitudes also showed significant enhancement (t=7.06, p<0.001).3. Reciprocal visits and interactive activities positively influenced these outcomes.	1. 教師與學生的關係顯著改善（t=6.67，p<0.001）。2. 學生態度也有顯著提升（t=7.06，p<0.001）。3. 互訪及互動活動對結果有正面影響。
研究限制	- Limited to specific rural schools in Taiwan.- Relied on self-reported survey data.- Short-term study duration may not capture long-term effects.	- 僅限於台灣特定偏鄉學校。- 依賴於自我報告的調查數據。- 研究期間較短，可能無法觀察長期效果。
未來研究方向	1. Extend the study to include diverse rural and urban settings.2. Conduct longitudinal studies to assess long-term impacts.3. Explore the integration of gamification into face-to-face activities.	1. 擴展研究範圍至不同的偏鄉及都市地區。2. 開展縱向研究以評估長期影響。3. 探索將遊戲化融入面對面互動活動的可能性。

PDF/EPUB (download PDF,下載全文)

Cite Article

Wang, S. I. C., & Liu, E. Z. F. (2024). Evaluation of teacher-student interaction: An example of digital companions for learning. International Journal of Distance Education Technologies, 22(1), 1-15. https://doi.org/10.4018/IJDET.347216

Early adolescents’ perceptions of educational robots and learning of robotics

 早期青少年對教育機器人及機器人學習的看法

摘要

A pilot study was conducted to investigate early adolescents' perceptions of educational robots and learning of robotics. It conducted interviews to investigate early adolescents' perceptions of educational robots and learning of robotics to assign categories to the descriptions of their perceptions. It also developed a scale to collect perceptions from more students of educational robots and learning of robotics. The interview sample included fourth, fifth and sixth grade students from northern Taiwan. These early adolescents were selected from three elementary schools in the specific region of that country. A total of 16 early adolescents were selected from each elementary school to conduct interviews regarding their perceptions of educational robots and of the learning of robotics. The research data for the survey study were collected using a questionnaire with a four-point Likert scale.

作者關鍵字

Teaching of robotics, Educational technology, Research on students, High technology & education, Teaching aids

項目	內容摘要	翻譯
研究背景與目的	This study investigates early adolescents' perceptions of educational robots and robotics learning to understand their attitudes and behaviors.	本研究探討早期青少年對教育機器人及機器人學習的看法，旨在了解他們的態度與行為。
研究方法	Interviews were conducted with 48 students (grades 4–6) from three schools in Taiwan, followed by a survey with 318 students using a four-point Likert scale.	訪談對象為來自台灣三所學校的48名四到六年級學生，隨後對318名學生進行使用四點李克特量表的問卷調查。
主要結果	1. Educational robots were often seen as playthings (87.5%).2. Robotics learning was viewed as a path to high technology (62.5%) and employment (50%).3. Males were more likely to associate robotics learning with career and technology.	1. 教育機器人多被視為玩具（87.5%）。2. 機器人學習被認為是通往高科技（62.5%）和職業機會（50%）的途徑。3. 男生更傾向於將機器人學習與職業和科技聯繫起來。
討論與建議	Both genders perceive robots as playthings, but males show more motivation toward career and technology goals in robotics learning. Designers should incorporate strategies like playfulness, relevance, and confidence building to engage females.	兩性都將機器人視為玩具，但男生在機器人學習中對職業與科技目標表現出更高的動機。設計者應加入趣味性、相關性和信心培養等策略以吸引女生參與。
未來研究方向	1. Explore effective motivational strategies for females.2. Investigate the long-term impact of robotics education on career aspirations.3. Develop culturally relevant robotics education frameworks.	1. 探索針對女生的有效動機策略。2. 研究機器人教育對職業抱負的長期影響。3. 開發具有文化相關性的機器人教育框架。

PDF/EPUB (download PDF,下載全文)

Cite Article

Liu, E. Z.-F. (2010). Early adolescents’ perceptions of educational robots and learning of robotics. British Journal of Educational Technology, 41(3), E44–E47. https://doi.org/10.1111/j.1467-8535.2009.00944.x

Validating Foreign Language Classroom Anxiety Scale for High School Students

 驗證適用於高中學生的外語課堂焦慮量表

摘要

With the implementation of the Bilingual 2030 policy by the National Development Council in 2018, understanding the anxiety levels of junior and senior high school students in Taiwan regarding the English language has become crucial, especially in the context of online learning. This study reviewed the Foreign Language Classroom Anxiety Scale, modifying its factor structure and reducing the number of items to 19. The revised scale encompasses four factors: anxiety, self-efficacy, social comparison, and unwillingness to attend English classes. Data collected from 625 junior and senior high school students, within the framework of online learning, indicate the proposed scale’s effectiveness and reliability in investigating English language anxiety among students. Additionally, the study offers insights into the impact of gender, grades, and the four identified factors.

作者關鍵字

Anxiety; Foreign Language Classroom Anxiety Scale (FLCAS); High School Students; Online Learning; Self-Efficacy; Social Comparison; Unwillingness to Attend English Classes

項目	內容摘要	翻譯
研究目的	To validate and modify the Foreign Language Classroom Anxiety Scale (FLCAS) for Taiwanese high school students, adapting it for better measurement of language anxiety.	驗證並修訂適用於台灣高中學生的外語課堂焦慮量表（FLCAS），以更有效地測量語言焦慮。
研究問題	1. Does the FLCAS reveal new factors for high school students?2. How does gender influence language anxiety?3. Do grades affect anxiety levels?	1. FLCAS是否揭示了高中學生的新焦慮因素？2. 性別如何影響語言焦慮？3. 年級是否影響語言焦慮程度？
研究方法	- Participants: 625 Taiwanese high school students.- Tools: Modified 19-item FLCAS-HS.- Analyses: Exploratory factor analysis (EFA), t-tests, and reliability tests.	- 參與者：625名台灣高中學生。- 工具：修訂後的19項FLCAS-HS量表。- 分析：探索性因素分析（EFA）、t檢定與信度測試。
主要結果	1. Identified four factors: anxiety, self-efficacy, social comparison, and unwillingness to attend English classes.2. Significant differences in anxiety based on gender and grade level.	1. 確定四個因素：焦慮、自我效能、社會比較與不願參加英語課。2. 性別與年級對焦慮有顯著影響。
研究限制	- Focused only on high school students.- Only two items for the "unwillingness to attend" factor.- Self-reported data may contain bias.	- 僅聚焦於高中學生。- 「不願參加」因素僅包含兩個項目。- 自我報告數據可能存在偏差。
未來研究方向	1. Expand FLCAS-HS to include more items for each factor.2. Investigate anxiety in diverse cultural contexts.3. Explore longitudinal effects of language learning anxiety.	1. 擴展FLCAS-HS，為每個因素增加更多項目。2. 探討不同文化背景中的焦慮情況。3. 探索語言學習焦慮的長期影響。

PDF/EPUB (download PDF,下載全文)

Cite Article

Wang, S. I. C., & Liu, E. Z. F. (2023). Validating Foreign Language Classroom Anxiety Scale for high school students. International Journal of Online Pedagogy and Course Design, 14(1), 1-16. https://doi.org/10.4018/IJOPCD.338323

Developing a New Computer Game Attitude Scale for Taiwanese Early Adolescents

 為台灣成年初期人群開發新的電腦遊戲態度量表

摘要
With ever increasing exposure to computer games, gaining an understanding of the attitudes held by young adolescents toward such activities is crucial; however, few studies have provided scales with which to accomplish this. This study revisited the Computer Game Attitude Scale developed by Chappell and Taylor in 1997, reworking the overall structure of the instrument, and increasing the number of items to 22. The revised scale covers five factors: learning, confidence, liking, participation, and leisure, grouped into three subscales of cognition, affection and behavior. Data gathered from 354 elementary school students has demonstrated the validity and reliability of the proposed scale for investigating the attitudes of elementary students toward learning through computer games, providing additional insight into the influence of gender and Internet usage. © International Forum of Educational Technology & Society (IFETS).

作者關鍵字

Computer game; Computer game attitude scale; Early adolescents; Taiwanese early adolescents

項目	內容摘要	翻譯
研究目的	To develop a Computer Game Attitude Scale (CGAS) tailored to Taiwanese early adolescents, exploring their perceptions and attitudes toward computer games.	開發一個適用於台灣成年初期人群的電腦遊戲態度量表（CGAS），以探索他們對電腦遊戲的看法與態度。
研究問題	1. What are the dimensions of computer game attitudes among Taiwanese early adolescents?2. Is the CGAS a reliable tool for measuring these attitudes?	1. 台灣成年初期人群對電腦遊戲態度的維度為何？2. CGAS是否為一個可靠的測量工具？
研究方法	- Participants: 759 early adolescents from Taiwan.- Instrument: A newly developed 22-item CGAS.- Analysis: Exploratory factor analysis (EFA) and internal consistency tests.	- 參與者：來自台灣的759名成年初期人群。- 工具：新開發的22項目CGAS量表。- 分析方法：探索性因素分析（EFA）與內部一致性測試。
主要結果	1. The CGAS identified three dimensions: "positive attitudes," "negative attitudes," and "game knowledge." 2. The scale demonstrated high reliability (α = 0.89).	1. CGAS識別出三個維度：「正面態度」、「負面態度」與「遊戲知識」。2. 量表顯示出高可靠性（α = 0.89）。
研究限制	- Focused only on Taiwanese early adolescents.- Self-reported data may contain bias.- Did not examine attitudes across specific game genres or platforms.	- 僅聚焦於台灣成年初期人群。- 自我報告數據可能存在偏差。- 未檢視針對特定遊戲類型或平台的態度。
未來研究方向	1. Investigate attitudes toward gaming in diverse cultural contexts.2. Examine correlations between gaming attitudes and behaviors like socialization or learning.3. Extend analysis to include specific game genres and their impacts.	1. 探討在不同文化背景下對遊戲的態度。2. 檢視遊戲態度與行為（如社交或學習）的相關性。3. 擴展分析範圍至特定遊戲類型及其影響。

PDF/EPUB (download PDF,下載全文)

Cite Article

Liu, E. Z.-F., Lee, C.-Y., & Chen, J.-H. (2013). Developing a new computer game attitude scale for Taiwanese early adolescents. Educational Technology & Society, 16(1), 183–193. https://doi.org/10.279904721

Game-Based Language Learning in Technological Contexts: An Integrated Systematic Review and Bibliometric Analysis

 技術情境中的遊戲式語言學習：綜合系統性文獻回顧與文獻計量分析

摘要

In the COVID-19 pandemic, delivering learning content to students via the use of technologies has become mainstream. Among various technology-supported learning modes, game-based language learning (GBLL) has been considered an effective approach to engaging learners in joyful and interactive contexts. This study aims to provide an overview of GBLL using bibliometric mapping analysis and coding analysis. This systematic review provides a scoping overview of empirical evidence on the use and impacts of games in language learning from 1989 to 2020. Based on a set of criteria retrieved from the Web of Science, 101 articles were analyzed. The coding analysis were three aspects to identify the research issues, performance issues, and interaction issues. Moreover, in a comprehensive review of the research on GBLL, insights are provided for educators and future research. The findings differing from those of previous reviews can serve as a reference for researchers on GBLL-related studies.

作者關鍵字

Bibliometric Mapping Analysis, Game-Based Learning, Language Education, Literature Review, TechnologySupported Learning

項目	內容摘要 (英文)	翻譯 (繁體中文)
研究背景與目的	Game-based language learning (GBLL) has gained attention due to its interactive and enjoyable contexts for language education. This study systematically reviews GBLL literature and uses bibliometric and coding analysis to identify research trends, issues, and impacts.	遊戲化語言學習（GBLL）因其互動性和趣味性的學習環境而受到關注。本研究系統回顧了相關文獻，並通過文獻計量和編碼分析探索研究趨勢、問題與影響。
研究方法	Systematic review and bibliometric analysis of 101 GBLL studies (1989–2020) using Web of Science database. Coding covered research methods, learner demographics, strategies, language acquisition, psychological states, game genres, and tools.	利用Web of Science資料庫，系統回顧1989-2020年間的101篇GBLL研究，並對研究方法、學習者特徵、策略、語言習得、心理狀態、遊戲類型與工具進行編碼分析。
主要結果	1. Quantitative methods dominated (70%). 2. English was the most targeted language (71%). 3. Vocabulary learning was the primary focus (49 studies). 4. Higher education and elementary education were the most studied demographics. 5. Computer-based games were the most used environment (69 studies).	1. 量化研究占主導地位（70%）。2. 英語是主要學習目標語言（71%）。3. 詞彙學習是主要研究焦點（49篇研究）。4. 高等教育和小學教育是最常研究的對象。5. 基於電腦的遊戲環境最常被使用（69篇研究）。
討論與建議	Emphasis on mobile and ubiquitous games is growing. Research should expand to other languages and focus on underexplored aspects like grammar, pronunciation, and listening. Greater attention is needed on cognitive load and qualitative methods.	行動和無處不在的遊戲正逐漸受到重視。未來研究應拓展至其他語言，並關注較少探索的領域，如語法、發音和聽力。同時需加強對認知負荷和質性研究的關注。
未來研究方向	1. Develop GBLL for less-studied languages. 2. Explore advanced technologies like AR/VR and metaverse for language learning. 3. Investigate the integration of GBLL into traditional classrooms. 4. Study the long-term impacts of GBLL on learners’ skills and motivation.	1. 開發針對較少研究語言的GBLL。2. 探索AR/VR和元宇宙等先進技術在語言學習中的應用。3. 研究GBLL與傳統課堂的整合方式。4. 探討GBLL對學習者技能與動機的長期影響。

PDF/EPUB (download PDF,下載全文)

Cite Article

Hwang, G.-J., Chen, P.-Y., Chu, S.-T., Chuang, W.-H., Juan, C.-Y., & Chen, H.-Y. (2023). Game-based language learning in technological contexts: An integrated systematic review and bibliometric analysis. International Journal of Online Pedagogy and Course Design, 13(1). https://doi.org/10.4018/IJOPCD.316184

A Literature Review on the Evaluation of E-Learning Effectiveness in Taiwanese Corporations

 台灣企業數位學習成效評估之文獻回顧

摘要

Purpose:Corporations  have  increasingly  recognized the  significance  of  employee  training  through  e-learning for better sustainability, flexibility in terms of time and space, boosting national competitiveness, and to promote a culture of lifelong learning. This literature review  examined  the  effectiveness  of  e-learning  in Taiwanese  corporations  and  its  corresponding research  outcomes,  aiming  to  explore  the  balance between academic theories and practical management strategies. Methodology:By  using  the  literature analysis methodology, 38 scholarly articles published from 2005  to 2022  were retrieved  from the  National Digital Library of Theses and Dissertations in Taiwan. These studies helped to investigate the current state of research on the effectiveness of corporate e-learning and understand the impact of various factors on e-learning in enterprises. Findings:This study facilitated a compilation of past and current insights on the effectiveness of e-learning and placed a more effective focus on learning theories and key corporate decision-making. The findings indicated that research on e-learning effectiveness is rich in  the  fields  of  management,  human  resources,  and  education;  however,  scattered  literature  in engineering and communication highlighted issues relatedto technology adoption not limited to the fields. Implications:It is hoped that future research in diverse disciplines would contribute to the evaluation of e-learning effectiveness, providing a broader range of perspectives.

作者關鍵字

E-Learning, Effectiveness Evaluation, Corporations, Behavior, Technology Adoption.

項目	內容摘要	翻譯
研究目的	To explore the effectiveness of digital learning in Taiwanese corporations and examine the balance between academic theories and practical management strategies.	探討台灣企業數位學習的成效，並檢視學術理論與實務管理策略之間的平衡。
研究問題	1. What is the publication timeline and volume of research on digital learning effectiveness in corporations?2. What research methodologies and evaluation models are employed?3. Which industries and professional roles are covered in the literature?	1. 數位學習成效相關文獻的發表時間線與數量如何？2. 使用了哪些研究方法與評估模型？3. 涵蓋哪些產業與專業角色？
研究方法	- Literature review of 38 studies from 2005 to 2022.- Analysis based on variables such as industry, job title, and research methods.- Kirkpatrick’s four-level evaluation model applied.	- 對2005至2022年間的38篇研究進行文獻回顧。- 根據產業、職位及研究方法等變數進行分析。- 使用Kirkpatrick四層評估模型。
主要結果	1. Most studies achieved the first level (reaction) of Kirkpatrick’s model; few advanced to higher levels (behavior, results).2. Surveys were the most common methodology.	1. 大多數研究達到Kirkpatrick模型的第一層（反應），僅少數達到更高層次（行為與成果）。2. 問卷調查為最常用的方法。
研究限制	- Limited evaluation beyond the first level due to resource constraints.- Most research focused on management-related disciplines.	- 由於資源限制，評估多停留在第一層。- 研究多集中於管理相關領域。
未來研究方向	1. Conduct longitudinal studies to evaluate long-term effectiveness.2. Incorporate qualitative methods to complement surveys and deepen insights.3. Explore interdisciplinary approaches to enhance evaluations.	1. 進行長期研究以評估長期成效。2. 結合質性方法補充調查並深入洞察。3. 探索跨領域方法以增強評估效果。

PDF/EPUB (download PDF,下載全文)

Cite Article

Wang, S. I.-C., Fang, C.-Y., & Liu, E. Z.-F. (2024). A literature review on the evaluation of e-learning effectiveness in Taiwanese corporations. Eurasian Journal of Educational Research, 112(131-156). https://doi.org/10.14689/ejer.2024.112.08

The Impact of Integrating Gamification Strategies Into Courses on Students’ English Speaking Anxiety: Is Gamification Teaching a Solution to English Learning Anxiety?

 將遊戲化策略融入課程對學生英語口說焦慮的影響：遊戲化教學是否能成為解決英語學習焦慮的方法？

摘要

Before speaking a foreign language, people will always spend more time and think more than they do about their native language. Such “more” has been defined as foreign language learning anxiety since the work of Horwitz et al. in 1986. Gamification teaching is one of the potential teaching methods that have been found by many educators to benefit learners, in terms of both learning motivation and self-confidence. In this study, the group activities were integrated into the fifth-grade English curriculum of Taiwan’s elementary school to explore the correlation between students’ English-speaking anxiety and English-speaking performance; through an empirically experimental test, it was found that the experimental group’s English speaking effectiveness and English anxiety showed a significant negative correlation, but there was no significant correlation in the control group. The interview records showed that students enjoyed the learning method of integrating English into group activities because not only was it easy and enjoyable, but it also enabled them to learn while playing and interacting with peers. © 2024 IGI Global. All rights reserved.

作者關鍵字

Elementary School Students; FLCAS; Foreign Language Learning; Gamification Learning; Group Activities; Horwitz; Speaking Anxiety; T-Test

項目	內容摘要	翻譯
研究目的	To investigate the impact of integrating group games into English courses for fifth-grade students in Taiwan on their English-speaking anxiety and oral performance.	探討將團體遊戲融入台灣國小五年級英語課程中對學生英語口語焦慮和口語能力的影響。
研究問題	1. Does group gaming affect English-speaking anxiety?2. Does it improve English-speaking performance?3. If yes, what are the reasons?	1. 團體遊戲是否影響英語口語焦慮？2. 團體遊戲是否改善英語口語表現？3. 若有影響，原因為何？
研究方法	- Quasi-experimental design- Two groups: Experimental (26 students) and Control (22 students)- Tools: FLCAS anxiety scale and oral tests	- 準實驗設計- 兩組學生：實驗組（26人）和對照組（22人）- 工具包括FLCAS焦慮量表與口語測驗
實驗設計	- Seven types of group games designed for the experimental group, such as "Heart to Heart," "Guess What I Say," and "Imaginative Drawing." - The control group used traditional lecture-style teaching.	- 為實驗組設計7種團體遊戲，如「心連心」、「你說我猜」、「畫畫想像」。- 對照組使用傳統講述式教學。
主要結果	1. Students in the experimental group showed reduced English-speaking anxiety (communication and test anxiety).2. The experimental group's oral performance improved and was negatively correlated with anxiety.	1. 實驗組學生的英語焦慮（溝通焦慮、測驗焦慮）降低。2. 實驗組的英語口語能力提升，並與焦慮呈負相關。
學生回饋	- Students found game-based learning to be fun and interactive, enhancing motivation.- Some students reported challenges adapting to unfamiliar tasks.	- 學生認為遊戲式學習輕鬆有趣，增強互動和動機。- 學生也指出不熟悉的挑戰可能增加焦慮。
研究限制	- Limited time reduced the observed impact.- Some students struggled with adapting to the game-based format, which influenced their anxiety and performance.	- 時間限制導致效果不顯著。- 部分學生對遊戲的適應困難影響焦慮與表現。
未來研究方向	1. Extend the research duration to observe long-term effects.2. Provide foundational knowledge before games to reduce unfamiliarity and improve confidence.	1. 延長研究時間，觀察長期效果。2. 在遊戲前補充基礎知識，以減少挑戰的陌生感。

PDF/EPUB (download PDF,下載全文)

Cite Article

Pai, J. Y., Liu, Y. H., Liu, E. Z. F., & Wen, J. M. (2024). The Impact of Integrating Gamification Strategies Into Courses on Students' English Speaking Anxiety: Is Gamification Teaching a Solution to English Learning Anxiety?. International Journal of Online Pedagogy and Course Design (IJOPCD), 14(1), 1-20. https://doi.org/10.4018/IJOPCD.356383