This study reported the group development training results using a digital game-based adventure e... more This study reported the group development training results using a digital game-based adventure education course. In the research, six traditional adventure education activities were developed into six digital games that are assembled and practiced in the face-to-face course. The course was designed based on Tuckman’s team development model in which students are trained to have positive human interactions and work as a team. With Hill Interaction Matrix (HIM) and focus group, the processes of students’ oral interactions in the course were documented and analysed to see each groups’ group dynamics and group development conditions. The results showed that groups of all kinds can be developed into effective groups and had positive human interactions after the course.
2012 IEEE Fourth International Conference On Digital Game And Intelligent Toy Enhanced Learning, 2012
This paper presents the designing process of the transformation of adventure education into digit... more This paper presents the designing process of the transformation of adventure education into digital games for the counseling purposes. Two collaborative games were developed namely Broken Squares and Moon Balls to involve students in the group work. In the gaming process, it is through the metaphorical teaching that the students are involved in the active thinking, interpersonla communication, and affective expression that they discover their roles in the social groups. Students¡¦ collaborative gaming process will be recorded by computers and observations will be conducted by researchers to understand students¡¦ social behaviors. Questionnaires and tests will be used to analyze students¡¦ learning transfer attempts. It is hoped that the adventure education games designed in this study can help students to lower their self-defense mechanism, involve in active truthful social interactions, and rebuild the sense of self-efficacy.
During a game, personalities and recent interaction sequences of strategies or actions can affect... more During a game, personalities and recent interaction sequences of strategies or actions can affect the likelihood of a specific game action (e.g., attack). Seventeen players played eight face-to-face, educational games (four players per game) and spoke for 8432 turns, all video recorded. A mobile game system collected their game actions. Statistical discourse analysis showed that compared to other variables, the following were less likely to yield an attack: extrovert player, exactly one extrovert in a game, lie, neutral talk, plan, threaten, criticize, pity, altruistic actions, deceive, or move. By contrast, the following were more likely to yield an attack: exactly two extrovert players, one pace/patient player, an attack in the previous turn, or an attack or criticism two turns ago. Also, consecutive attacks sharply raised the likelihood of an immediate attack. Mediation tests showed that an extrovert was more likely to plan or criticize, resulting in fewer attacks. Close examination of the transcripts showed that two extroverts will goad others to attack, and that different gaming goals (e.g., complete task, weaken opponent, revenge) motivated attacks. Together, these results show why and how players attack by identifying factors that affect the likelihood of an attack: a player's personality, personalities within a game, game actions, and group dynamics. These results inform our understanding of aggression within a framework of complex, dynamic gaming strategies and behaviors during interactive games for educational purposes.
Introduction Adventure education involves various adventurous and challenging types of group acti... more Introduction Adventure education involves various adventurous and challenging types of group activity, and was established by the Outward Bound School in the United States and Europe through the field activities of boy-scout courses. In 1970, Jerry Pieh and Gary Baker used various types of simple portable tools in their Project Adventure course and integrated outdoor activities into general courses that enable students to learn teamwork, communication, leadership, and introspection (Prouty, 1990). Adventure education emphasizes learning through experience and cultivates the self-confidence, interpersonal interaction ability, and self-development of students. The activities are often designed with rules that limit the communication channels of participants, requiring them to observe their surroundings and empathize with the people around them. However, the effects of the activities decrease when the situation becomes disordered. The facilitator must therefore be proficiently equipped with knowledge and skills to guide participants through the activities and reflect on the problem-solving process to communicate the themes of the activities. The observation duty of the facilitator is critical because one teacher can lead up to 30 participants at a time. Key actions, communication processes, and events must be recorded in a short time. Some adventure education activities are difficult to practice because of poor weather conditions, outsized equipment, or dangerous scenarios. Therefore, digital games were developed in this study to create simulated scenarios through which players can experience activities that are seldom performed. Digital games have been used for learning in various fields. As technology and creativity have advanced, game types and interface designs have changed substantially. Games can be played using keyboards, mouse, and remote and motion sensors. Microsoft released a kinesthetic game console, Xbox Kinect, which revolutionized the control rules of traditional games. Motion-sensing technology can detect and position the movement of players so that they can operate the game system directly without physical contact. Instead of a handheld or stampede controller, players use voice commands or physical gestures. A built-in camera is used to capture the movements of a player in a 3D space, thus enabling intuitive interaction with the characters and objects in the game. Virtual reality provides players with a sense of novelty, increasing their motivation to learn. This study involved using an Xbox Kinect and Unity 3D game engine to develop two multiplayer adventure education games. The games addressed cognitive, metacognitive, motivational, and behavioral aspects of learning. The games were developed based on adventure education activities to enable participants to enhance their interpersonal relationships through group interaction. The digital games emphasized learning processes that involved user-initiated control, enabling users to construct situations that fit their intrinsic cognitions, thus improving their learning effectiveness. The participants enhanced their learning and problem-solving capabilities in the process (Perry, 1998). Through the postgame reflections, the participants were guided in perceiving their roles in the group, understanding the mechanism of leadership, and collaboratively solving problems. The collaborative gaming processes were recorded using computers, and researchers conducted observations. Questionnaires were used to cross-analyze the achievements of the participants based on adventure education themes, which was the primary goal of this study. Literature review Adventure education Adventure education is an experiential learning process in which people construct knowledge through direct experience, practicing skills, and strengthening values. Kolb (1984) defined learning as the process of transferring experience to knowledge. …
In the past ten years, mobile learning (m-learning) has created a new learning environment that e... more In the past ten years, mobile learning (m-learning) has created a new learning environment that enables learners, through active learning aids. Instructional pervasive gaming (IPG) seems to be an innovative way introduced to enhance m-learning. This study employed a theoretical IPG model to construct a cultural-based pervasive game. Individual and collaborative learning methods, learning effectiveness, attitude toward mobile devices, and satisfaction of the gameplay were explored. Forty-three fifth grade students were selected as the subjects for the experiment. Two religious historical sites were the experimental locations. Open Data Kit (ODK) form was used as the interface for gathering information from the mobile device. The results indicate that IPG is helpful for learning local culture, and students' attitude toward mobile devices affects their learning achievement. Also, the more agreeable students with the game, the more learning achievement can be obtained.
Journal of Educational Media & Library Sciences, 2006
本研究之主要目的在於運用資訊科技來建構數位學習教材,規劃並建議學習之應用方式。我們在「神農e經:中草藥用藥典範數位學習內容開發及實地實驗研究」中開發了多層次的主題地圖數位教材模組,能夠自動擷取各... more 本研究之主要目的在於運用資訊科技來建構數位學習教材,規劃並建議學習之應用方式。我們在「神農e經:中草藥用藥典範數位學習內容開發及實地實驗研究」中開發了多層次的主題地圖數位教材模組,能夠自動擷取各種不同來源的中草藥用藥學習素材,由課程引擎使用自我組織映射(SOM)演算法,自動編製成多層次的主題地圖,有效的將原始資料組織成具有專業意義的學習材料。主題地圖之教材應用具有幾項特點:呈現豐富多元且專業的資料與其知識架構、提供客制化與互動化的學習機制以支援系統化與建構式學習、經由自動演算系統提供簡單易懂的操作機制。因此,學習者得以藉此獲得最即時與正確的中草藥用藥安全知識。<br>This research aims to use information technology to construct digital learning material, and discusses its design and application possibilities. This paper presents the process and result of our research related to the project "Shannon Sutra: Digital Learning Content and Experimental Research on Chinese Herb Medication Safety" granted by National Science Foundation. In this research, we use multi-level topic map digital learning material model to render tremendous original assets, and then embed text-mining techniques in course engine to produce topical learning materials. The autonomous method can process raw data and original document to generate meaningful search results, and thus d...
2018 Conference on Technologies and Applications of Artificial Intelligence (TAAI)
This paper purports to share with the higher education community the global PBL active learning c... more This paper purports to share with the higher education community the global PBL active learning curriculum and the learning environment, which have been collaboratively developed with the universities in Taiwan and Kansai University (KU). The collaborated universities developed an optimal curriculum to enhance and nurture students' "Future Work Skills 2020" defined by the Institute for the Future, such future human skills as Sense Making, Social Intelligence, Novel & Adaptive Thinking, Cross-Cultural Competencies, Computational Thinking, New Media Literacy, Transdisciplinarity, Design Mindset, Cognitive Load Management, and Virtual Collaboration. The curriculum fully employs PBL strategies in global teams, where teams for PBL are organized with students with heterogeneous cultural backgrounds in the virtual learning environment. The basic concept of such curriculum is based on COIL (Collaborative Online International Learning), originally developed by State University of New York. COIL makes full usage of IT to generate virtual learning environment for students worldwide. In order to go beyond the COIL concept incorporating the future skills defined by IFTF, the allied universities employed PBL in global AGILE teams to deepen insights from various cultural viewpoints in terms of consensus building through team discussions. Due to the spatial and temporal differences, enrolled students conducted their team learning activities in the virtual learning environment asynchronously, making use of IT technologies and cloud services in order to be on "the same page" in the progress of the project throughout the course. Further, the assessment strategies to enhance students' efficacy is the key factor in the course, which is also discussed with examples. This paper reports the global PBL active learning curriculum and environment collaboratively developed with the universities in Taiwan and Kansai University.
2018 Conference on Technologies and Applications of Artificial Intelligence (TAAI), 2018
This paper purports to share with the higher education community the global PBL active learning c... more This paper purports to share with the higher education community the global PBL active learning curriculum and the learning environment, which have been collaboratively developed with the universities in Taiwan and Kansai University (KU). The collaborated universities developed an optimal curriculum to enhance and nurture students' "Future Work Skills 2020" defined by the Institute for the Future, such future human skills as Sense Making, Social Intelligence, Novel & Adaptive Thinking, Cross-Cultural Competencies, Computational Thinking, New Media Literacy, Transdisciplinarity, Design Mindset, Cognitive Load Management, and Virtual Collaboration. The curriculum fully employs PBL strategies in global teams, where teams for PBL are organized with students with heterogeneous cultural backgrounds in the virtual learning environment. The basic concept of such curriculum is based on COIL (Collaborative Online International Learning), originally developed by State University ...
Knowledge Management & E-Learning: An International Journal
Many online communities nowadays are emphasized more on peer interactions and information sharing... more Many online communities nowadays are emphasized more on peer interactions and information sharing among members; very few online communities are built with knowledge management in nature supported by knowledge management system (KMS). This study aims to present a community of practice on how to effectively adopt a knowledge management system (KMS) to neutralize a cyber collaborative learning community for a research lab in a higher education setting. A longitudinal case for 7 years was used to analyze the retention and extension of participants’ community of practice experiences. Interviews were conducted for the comparison between experiences and theories. It was found that the transformations of tacit and explicit knowledge are in accordance with the framework of Nonaka’s model of knowledge management from which we elicit the strategies and suggestions to the adoption and implementation of virtual collaborative research community supported by KMS.
This study reported the group development training results using a digital game-based adventure e... more This study reported the group development training results using a digital game-based adventure education course. In the research, six traditional adventure education activities were developed into six digital games that are assembled and practiced in the face-to-face course. The course was designed based on Tuckman’s team development model in which students are trained to have positive human interactions and work as a team. With Hill Interaction Matrix (HIM) and focus group, the processes of students’ oral interactions in the course were documented and analysed to see each groups’ group dynamics and group development conditions. The results showed that groups of all kinds can be developed into effective groups and had positive human interactions after the course.
2012 IEEE Fourth International Conference On Digital Game And Intelligent Toy Enhanced Learning, 2012
This paper presents the designing process of the transformation of adventure education into digit... more This paper presents the designing process of the transformation of adventure education into digital games for the counseling purposes. Two collaborative games were developed namely Broken Squares and Moon Balls to involve students in the group work. In the gaming process, it is through the metaphorical teaching that the students are involved in the active thinking, interpersonla communication, and affective expression that they discover their roles in the social groups. Students¡¦ collaborative gaming process will be recorded by computers and observations will be conducted by researchers to understand students¡¦ social behaviors. Questionnaires and tests will be used to analyze students¡¦ learning transfer attempts. It is hoped that the adventure education games designed in this study can help students to lower their self-defense mechanism, involve in active truthful social interactions, and rebuild the sense of self-efficacy.
During a game, personalities and recent interaction sequences of strategies or actions can affect... more During a game, personalities and recent interaction sequences of strategies or actions can affect the likelihood of a specific game action (e.g., attack). Seventeen players played eight face-to-face, educational games (four players per game) and spoke for 8432 turns, all video recorded. A mobile game system collected their game actions. Statistical discourse analysis showed that compared to other variables, the following were less likely to yield an attack: extrovert player, exactly one extrovert in a game, lie, neutral talk, plan, threaten, criticize, pity, altruistic actions, deceive, or move. By contrast, the following were more likely to yield an attack: exactly two extrovert players, one pace/patient player, an attack in the previous turn, or an attack or criticism two turns ago. Also, consecutive attacks sharply raised the likelihood of an immediate attack. Mediation tests showed that an extrovert was more likely to plan or criticize, resulting in fewer attacks. Close examination of the transcripts showed that two extroverts will goad others to attack, and that different gaming goals (e.g., complete task, weaken opponent, revenge) motivated attacks. Together, these results show why and how players attack by identifying factors that affect the likelihood of an attack: a player&#39;s personality, personalities within a game, game actions, and group dynamics. These results inform our understanding of aggression within a framework of complex, dynamic gaming strategies and behaviors during interactive games for educational purposes.
Introduction Adventure education involves various adventurous and challenging types of group acti... more Introduction Adventure education involves various adventurous and challenging types of group activity, and was established by the Outward Bound School in the United States and Europe through the field activities of boy-scout courses. In 1970, Jerry Pieh and Gary Baker used various types of simple portable tools in their Project Adventure course and integrated outdoor activities into general courses that enable students to learn teamwork, communication, leadership, and introspection (Prouty, 1990). Adventure education emphasizes learning through experience and cultivates the self-confidence, interpersonal interaction ability, and self-development of students. The activities are often designed with rules that limit the communication channels of participants, requiring them to observe their surroundings and empathize with the people around them. However, the effects of the activities decrease when the situation becomes disordered. The facilitator must therefore be proficiently equipped with knowledge and skills to guide participants through the activities and reflect on the problem-solving process to communicate the themes of the activities. The observation duty of the facilitator is critical because one teacher can lead up to 30 participants at a time. Key actions, communication processes, and events must be recorded in a short time. Some adventure education activities are difficult to practice because of poor weather conditions, outsized equipment, or dangerous scenarios. Therefore, digital games were developed in this study to create simulated scenarios through which players can experience activities that are seldom performed. Digital games have been used for learning in various fields. As technology and creativity have advanced, game types and interface designs have changed substantially. Games can be played using keyboards, mouse, and remote and motion sensors. Microsoft released a kinesthetic game console, Xbox Kinect, which revolutionized the control rules of traditional games. Motion-sensing technology can detect and position the movement of players so that they can operate the game system directly without physical contact. Instead of a handheld or stampede controller, players use voice commands or physical gestures. A built-in camera is used to capture the movements of a player in a 3D space, thus enabling intuitive interaction with the characters and objects in the game. Virtual reality provides players with a sense of novelty, increasing their motivation to learn. This study involved using an Xbox Kinect and Unity 3D game engine to develop two multiplayer adventure education games. The games addressed cognitive, metacognitive, motivational, and behavioral aspects of learning. The games were developed based on adventure education activities to enable participants to enhance their interpersonal relationships through group interaction. The digital games emphasized learning processes that involved user-initiated control, enabling users to construct situations that fit their intrinsic cognitions, thus improving their learning effectiveness. The participants enhanced their learning and problem-solving capabilities in the process (Perry, 1998). Through the postgame reflections, the participants were guided in perceiving their roles in the group, understanding the mechanism of leadership, and collaboratively solving problems. The collaborative gaming processes were recorded using computers, and researchers conducted observations. Questionnaires were used to cross-analyze the achievements of the participants based on adventure education themes, which was the primary goal of this study. Literature review Adventure education Adventure education is an experiential learning process in which people construct knowledge through direct experience, practicing skills, and strengthening values. Kolb (1984) defined learning as the process of transferring experience to knowledge. …
In the past ten years, mobile learning (m-learning) has created a new learning environment that e... more In the past ten years, mobile learning (m-learning) has created a new learning environment that enables learners, through active learning aids. Instructional pervasive gaming (IPG) seems to be an innovative way introduced to enhance m-learning. This study employed a theoretical IPG model to construct a cultural-based pervasive game. Individual and collaborative learning methods, learning effectiveness, attitude toward mobile devices, and satisfaction of the gameplay were explored. Forty-three fifth grade students were selected as the subjects for the experiment. Two religious historical sites were the experimental locations. Open Data Kit (ODK) form was used as the interface for gathering information from the mobile device. The results indicate that IPG is helpful for learning local culture, and students' attitude toward mobile devices affects their learning achievement. Also, the more agreeable students with the game, the more learning achievement can be obtained.
Journal of Educational Media & Library Sciences, 2006
本研究之主要目的在於運用資訊科技來建構數位學習教材,規劃並建議學習之應用方式。我們在「神農e經:中草藥用藥典範數位學習內容開發及實地實驗研究」中開發了多層次的主題地圖數位教材模組,能夠自動擷取各... more 本研究之主要目的在於運用資訊科技來建構數位學習教材,規劃並建議學習之應用方式。我們在「神農e經:中草藥用藥典範數位學習內容開發及實地實驗研究」中開發了多層次的主題地圖數位教材模組,能夠自動擷取各種不同來源的中草藥用藥學習素材,由課程引擎使用自我組織映射(SOM)演算法,自動編製成多層次的主題地圖,有效的將原始資料組織成具有專業意義的學習材料。主題地圖之教材應用具有幾項特點:呈現豐富多元且專業的資料與其知識架構、提供客制化與互動化的學習機制以支援系統化與建構式學習、經由自動演算系統提供簡單易懂的操作機制。因此,學習者得以藉此獲得最即時與正確的中草藥用藥安全知識。<br>This research aims to use information technology to construct digital learning material, and discusses its design and application possibilities. This paper presents the process and result of our research related to the project "Shannon Sutra: Digital Learning Content and Experimental Research on Chinese Herb Medication Safety" granted by National Science Foundation. In this research, we use multi-level topic map digital learning material model to render tremendous original assets, and then embed text-mining techniques in course engine to produce topical learning materials. The autonomous method can process raw data and original document to generate meaningful search results, and thus d...
2018 Conference on Technologies and Applications of Artificial Intelligence (TAAI)
This paper purports to share with the higher education community the global PBL active learning c... more This paper purports to share with the higher education community the global PBL active learning curriculum and the learning environment, which have been collaboratively developed with the universities in Taiwan and Kansai University (KU). The collaborated universities developed an optimal curriculum to enhance and nurture students' "Future Work Skills 2020" defined by the Institute for the Future, such future human skills as Sense Making, Social Intelligence, Novel & Adaptive Thinking, Cross-Cultural Competencies, Computational Thinking, New Media Literacy, Transdisciplinarity, Design Mindset, Cognitive Load Management, and Virtual Collaboration. The curriculum fully employs PBL strategies in global teams, where teams for PBL are organized with students with heterogeneous cultural backgrounds in the virtual learning environment. The basic concept of such curriculum is based on COIL (Collaborative Online International Learning), originally developed by State University of New York. COIL makes full usage of IT to generate virtual learning environment for students worldwide. In order to go beyond the COIL concept incorporating the future skills defined by IFTF, the allied universities employed PBL in global AGILE teams to deepen insights from various cultural viewpoints in terms of consensus building through team discussions. Due to the spatial and temporal differences, enrolled students conducted their team learning activities in the virtual learning environment asynchronously, making use of IT technologies and cloud services in order to be on "the same page" in the progress of the project throughout the course. Further, the assessment strategies to enhance students' efficacy is the key factor in the course, which is also discussed with examples. This paper reports the global PBL active learning curriculum and environment collaboratively developed with the universities in Taiwan and Kansai University.
2018 Conference on Technologies and Applications of Artificial Intelligence (TAAI), 2018
This paper purports to share with the higher education community the global PBL active learning c... more This paper purports to share with the higher education community the global PBL active learning curriculum and the learning environment, which have been collaboratively developed with the universities in Taiwan and Kansai University (KU). The collaborated universities developed an optimal curriculum to enhance and nurture students' "Future Work Skills 2020" defined by the Institute for the Future, such future human skills as Sense Making, Social Intelligence, Novel & Adaptive Thinking, Cross-Cultural Competencies, Computational Thinking, New Media Literacy, Transdisciplinarity, Design Mindset, Cognitive Load Management, and Virtual Collaboration. The curriculum fully employs PBL strategies in global teams, where teams for PBL are organized with students with heterogeneous cultural backgrounds in the virtual learning environment. The basic concept of such curriculum is based on COIL (Collaborative Online International Learning), originally developed by State University ...
Knowledge Management & E-Learning: An International Journal
Many online communities nowadays are emphasized more on peer interactions and information sharing... more Many online communities nowadays are emphasized more on peer interactions and information sharing among members; very few online communities are built with knowledge management in nature supported by knowledge management system (KMS). This study aims to present a community of practice on how to effectively adopt a knowledge management system (KMS) to neutralize a cyber collaborative learning community for a research lab in a higher education setting. A longitudinal case for 7 years was used to analyze the retention and extension of participants’ community of practice experiences. Interviews were conducted for the comparison between experiences and theories. It was found that the transformations of tacit and explicit knowledge are in accordance with the framework of Nonaka’s model of knowledge management from which we elicit the strategies and suggestions to the adoption and implementation of virtual collaborative research community supported by KMS.
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