| 1. |
Fuzheng Zhao, Danqing Luo, Etsuko Kumamoto, Chengjiu Yin, Design and development of a game to improve self-efficacy: A case study of addressing modes learning, 31st International Conference on Computers in Education, ICCE 2023 - Proceedings, 1, 627-636, 2023.12, The low selt-efficacy has been an important issue in the design ot instructional methods, and its negative ettects are mainly shown by the reduced willingness to leam and the high dropout and failure rates. Game-based learning has received attention In the design of t instructional methods because of the combination of learning content and games. In this study, we use addressing modes learning in operation system course as a case object to explore the potential of improving the low self-efficacy by game-based learning. To this end, a side-scrolling video game was designed to complete the case study task to examine the effect of game-based learning on solving the low self-efficacy issue. According to the experimental results, there was no difference in learning achievement between the experimental group students who used game-based learning, and the control group students who used traditional learning methods. However, with similar scores in teaming achievement, the experimental group students showed higher self-efficacy than the control group students. In addition, it was shown that the game-based learning approach did not Impose additional cognitive load.. |
| 2. |
Bo Jiang, Yuang Wei, Meijun Gu, Chengjiu Yin, Understanding students’ backtracking behaviors in digital textbooks: a data-driven perspective, Interactive Learning Environments, 10.1080/10494820.2023.2280964, 1-18, 2023.11. |
| 3. |
Yuxi Jin, Ping Li, Wenxiao Wang, Suiyun Zhang, Di Lin, Chengjiu Yin, GAN-based pencil drawing learning system for art education on large-scale image datasets with learning analytics, Interactive Learning Environments, 10.1080/10494820.2019.1636827, 31, 5, 2544-2561, 2023.07, We design a generative adversarial network (GAN)-based pencil drawing learning system for art education on large image datasets to help students study how to draw pencil drawings for images and scenes. The system generates a pencil drawing result for a natural image based on GAN. The GAN network is trained on pencil drawing big datasets containing image pairs of natural images and their corresponding pencil drawings. Using the pencil drawing learning system, students can paint pencil drawings whenever they want and for whatever they like by uploading an image of the content they want to draw and getting a pencil drawing example of the uploaded image from the system. With the returned pencil drawing, students will see the pencil drawing effect of natural scenes clearly and realize how to draw the pencil drawing for the natural scene. Besides, with students using the pencil drawing learning system, it will be convenient for teachers assigning homework to students. Teachers can know the learning demands of students by evaluating the hand-in homework and update the content correspondingly. We have conducted two user studies for evaluating the practicality of the system, and the result of the two user studies demonstrated the applicability and practicality of the system.. |
| 4. |
Fuzheng Zhao, Gi Zen Liu, Juan Zhou, Chengjiu Yin, A Learning Analytics Framework Based on Human-Centered Artificial Intelligence for Identifying the Optimal Learning Strategy to Intervene in Learning Behavior, Educational Technology and Society, 10.30191/ETS.202301_26(1).0010, 26, 1, 132-146, 2023.01, Big data in education promotes access to the analysis of learning behavior, yielding many valuable analysis results. However, with obscure and insufficient guidelines commonly followed when applying the analysis results, it is difficult to translate information knowledge into actionable strategies for educational practices. This study aimed to solve this problem by utilizing the learning analytics (LA) framework. We proposed a learning analytics framework based on human-centered Artificial Intelligence (AI) and emphasized its analysis result application step, highlighting the function of this step to transform the analysis results into the most suitable application strategy. To this end, we first integrated evidence-driven education for precise AI analytics and application, which is one of the core ideas of human-centered AI (HAI), into the framework design for its analysis result application step. In addition, a cognitive load test was included in the design. Second, to verify the effectiveness of the proposed framework and application strategy, two independent experiments were carried out, while machine learning and statistical data analysis tools were used to analyze the emerging data. Finally, the results of the first experiment revealed a learning strategy that best matched the analysis results through the application step in the framework. Further, we conclude that students who applied the learning strategy achieved better learning results in the second experiment. Specifically, the second experimental results also show that there was no burden on cognitive load for the students who applied the learning strategy, in comparison with those who did not.. |
| 5. |
Vivien Lin, Gi Zen Liu, Gwo Jen Hwang, Nian Shing Chen, Chengjiu Yin, Outcomes-based appropriation of context-aware ubiquitous technology across educational levels, Interactive Learning Environments, 10.1080/10494820.2019.1703012, 30, 8, 1515-1538, 2022.07, This review study investigates the appropriation of sensing technology in context-aware ubiquitous learning (CAUL) in the fields of sciences, engineering, and humanities. 40 empirical studies with concrete learning outcomes across mandatory and higher education have been systematically reviewed and thematically analyzed with an outcomes-based teaching and learning approach. Four derived themes have been found to describe the design and implementation of CAUL, including learner-centeredness, technological facilitation, learning ecology, and research evaluation. The learning processes enabled by context-aware sensing technology have been explicated, revealing specific ways to apply new technologies in formal and informal environments. The analysis based on intended learning outcomes suggest that more efforts should be directed to fostering competence in analyzing and creating in mandatory education, and to creating in tertiary settings. Finally, unequal distribution of CAUL implementation across world regions calls for more technological appropriation in Southeast Asia and Africa. Specific suggestions on how to improve CAUL are also provided to better prepare learners in the twenty-first century.. |
| 6. |
毛利 考佑, 島田 敬士, 殷 成久, Educational Big Data Mining of Hidden Browsing Patterns using Non-Negative Matrix Factorization, Journal of Interactive Learning Environment [WOS, IF=1.6], 10.1080/10494820.2019.1619594, 29, 7, 1176-1188, 2021.10. |
| 7. |
Bo Jiang, Wei Zhao, Xiaoqing Gu, Chengjiu Yin, Understanding the relationship between computational thinking and computational participation: a case study from Scratch online community, Educational Technology Research and Development, 10.1007/s11423-021-10021-8, 69, 5, 2399-2421, 2021.10, Social learning theory posits that learning is most effective when providing learners with opportunities to observe and interact with peers. Unfortunately, current K-12 programming education overemphasizes individual learning and discourages learners from observing and interacting with others. The Scratch online community provides youth opportunities to actively participate in the community by allowing them to observe and interact with others. However, it is unclear what motivates learners' active participation in the Scratch online community. With a large-scale database with more than two hundred thousand Scratch projects, this study explored the impact of the computational thinking reflected in Scratch projects on users' participation. We examined Scratch's online users' computational thinking profile via clustering analysis on the projects they created, then studied the influence of computational thinking level reflected in projects on the users' participation through causal analysis. The clustering analysis revealed three clusters of learners, and the advanced learners did not create more projects than others but their projects attract more participation from peers. Our statistic analysis finds a low to moderate strength of correlation between the computational thinking level reflected in projects and their popularity. However, the further causal analysis suggests that the computational thinking level reflected in projects fails to causally affect learners' participation. Our results suggest that instructors should not only attach importance to the development of basic CT skills of youth but also do well to find ways to get youth to participate actively in social interaction activity during the programming process.. |
| 8. |
毛利 考佑, 殷 成久, An Automatic Quiz Generation System Utilizing Digital Textbook Logs, In the Journal of Interactive Learning Environment [WOS, IF=1.6], 10.1080/10494820.2019.1620291, 29, 5, 743-756, 2021.07. |
| 9. |
殷 成久, A Result Confirmation-based Learning Behavior Analysis Framework for Exploring the Hidden Reasons behind Patterns and Strategies, Educational Technology & Society, 24, 1, 138-151, 2021.01. |
| 10. |
Bo Jiang, Simin Wu, Chengjiu Yin, Haifeng Zhang, Knowledge Tracing within Single Programming Practice Using Problem-Solving Process Data, IEEE Transactions on Learning Technologies, 10.1109/TLT.2020.3032980, 13, 4, 822-832, 2020.10, Accurately tracing the state of learner knowledge contributes to providing high-quality intelligent support for computer-supported programming learning. However, knowledge tracing is difficult when learners have only had a few practice opportunities, which is often common in block-based programming. This article proposed two knowledge tracing models that can exploit the problem-solving process data generated by learners from a single programming task. A novel metric, the approaching index, was developed using the tree edit distance in abstract syntax trees to measure the similarities between the learners' intermediate solutions and the optimal solution. The proposed method allows for each learner's programming path to be represented as a raw approaching index sequence (AISeq) or as a single variable (AIScore) by averaging the AISeq. A logistic regression model was first designed to predict the learners' performances using their AIScore, the number of attempts, and their current performance. A second model, a recurrent neural network model, was also developed to directly use the AISeq and to make predictions. To verify the effectiveness of these models, a series of statistical analyses and experiments were conducted on two existing large-scale block-based programming datasets, the results from which revealed that the proposed models were competitive with four state-of-the-art models on multiple metrics, such as the precision-recall curve, accuracy, specificity, and Cohen's Kappa. Especially, the proposed models were found to be more robust than the compared models in predicting who would fail to complete the tasks.. |
| 11. |
Nian Shing Chen, Chengjiu Yin, Pedro Isaias, Joseph Psotka, Educational big data: extracting meaning from data for smart education, Interactive Learning Environments, 10.1080/10494820.2019.1635395, 28, 2, 142-147, 2020.02. |
| 12. |
Anna Y. Q. Huang, Owen H. T. Lu, Jeff C. H. Huang, C. J. Yin, Stephen J. H. Yang, Predicting students’ academic performance by using educational big data and learning analytics: evaluation of classification methods and learning logs, Interactive Learning Environments (Journal), 10.1080/10494820.2019.1636086, 28, 2, 206-230, 2020.02. |
| 13. |
Tosti Hsu-Cheng Chiang, Stephen J, H. Yang, Chengjiu Yin, Effect of gender differences on 3-on-3 basketball games taught in a mobile flipped classroom, Interactive Learning Environments (Journal), 10.1080/10494820.2018.1495652, 27, 8, 1093-1105, 2019.11. |
| 14. |
C. C. Hsiao, Jeff C.H. Huang, Anna Y.Q. Huang, Owen H.T. Lu, C. J. Yin, Stephen J.H. Yang, Exploring the effects of online learning behaviors on short-term and long-term learning outcomes in flipped classrooms, Interactive Learning Environments, 10.1080/10494820.2018.1522651, 27, 8, 1160-1177, 2019.11, The flipped classroom pedagogy has been widely used recently. Despite many researches have paid attention with the learning outcome of flipped classroom, there has been limited attention in regard to investigate the relationship between learning behavior and learning outcomes in a flipped classroom. In this paper, we proposed to investigate the influence of online learning behaviors on short-term and long-term learning outcomes in a flipped classroom. This study used Calculus and grade point average (GPA) scores to represent short-term and long-term learning outcomes, respectively. Multiple linear regression indicated that students’ online learning behavior does not have a significant effect on short-term learning outcomes, but has a significant effect on long-term learning outcomes. For applying multiple correspondence analysis, students were divided into groups according to five grade levels based on their scores. According to GPA grade level, students’ online learning behaviors had a significant effect on long-term learning outcomes for the five groups (GPAa, GPAb, GPAc, GPAd, GPAe). According to their Calculus grade level, students’ online learning behaviors had a significant effect on short-term learning outcomes for three groups (CALa, CALd, and CALe), but two groups (CALb and CALc) did not demonstrate this trend. For exploring the effects of online learning behaviors on future learning outcomes, GPA can be considered representative because the GPA was calculated for the entire academic year 2015. Students in the CALa group exhibited the highest frequency of online learning behaviors and obtained the highest GPA grade levels (GPAa and GPAb). For the CALb, CALc, CALd, and CALe groups, students with a higher frequency of online learning behaviors obtained a higher GPA grade level. These results indicate that students’ online learning behaviors have a positive effect on future learning outcomes.. |
| 15. |
Gwo Jen Hwang, Chengjiu Yin, Hui Chun Chu, The era of flipped learning: promoting active learning and higher order thinking with innovative flipped learning strategies and supporting systems, Interactive Learning Environments, 10.1080/10494820.2019.1667150, 27, 8, 991-994, 2019.11. |
| 16. |
殷 成久, 山田 政寛, 島田 敬士, Exploring the Relationships between Reading Behavior Patterns and Learning Outcomes based on Log Data from e-books, A Human Factor Approach, International Journal of Human-Computer Interaction, 10.1080/10447318.2018.1543077, 35, 4-5, 313-322, 2019.03. |
| 17. |
毛利 考佑, 魚崎 典子, 殷 成久, Analyzing Learning Patterns Based on Log Data from Digital Textbooks, International Journal of Distance Education Technologies, 10.4018/IJDET.2019010101, 17, 1, 1-14, 2019.01. |
| 18. |
殷 成久, Roles and strategies of learning analytics in the e-publication era, Knowledge Management & E-Learning: An International Journal (KM&EL), 10, 4, 455-468, 2018.12. |
| 19. |
殷 成久, Trends and Research Issues of Emerging Technologies to Enhance Learning, International Journal of Distance Education Technologies(IJDET), 16, 4, 5-8, 2018.10. |
| 20. |
Atsushi Shimada, Fumiya Okubo, Chengjiu Yin, Hiroaki Ogata, Automatic Summarization of Lecture Slides for Enhanced Student Preview-Technical Report and User Study, IEEE Transactions on Learning Technologies, 10.1109/TLT.2017.2682086, 11, 2, 165-178, 2018.04, This paper is an extension of research originally reported in [1]. Here, we propose a novel method for summarizing lecture slides to enhance students' preview efficiency and understanding of the content. Students are often asked to prepare for a class by reading lecture materials. However, because the attention span of students is limited, this is not always beneficial. We surveyed 326 students regarding the preview of lecture materials, revealing a preference for summarized materials to preview. Therefore, we developed an automatic summarization method for condensing original lecture materials into a summarized set. Our proposed approach utilizes image and text processing to extract important pages from lecture materials, optimizing selection of pages in accordance with a specified preview time. We applied the proposed summarization method to a set of lecture slides. In an experiment with 372 students, we compared the effectiveness of the summarized slides and the original materials in terms of quiz scores, preview achievement ratio, and time spent previewing. We found that students who previewed the summarized slides achieved better scores on pre-lecture quizzes, even though they spent less time previewing the material.. |
| 21. |
Mehrasa Alizadeh, Parisa Mehran, Noriko Uosaki, Chengjiu Yin, Learning Japanese Beyond the Classroom: Recommended CALL Tools, The Language Teacher (Journal), 42, 2, 26-28, 2018.03. |
| 22. |
殷 成久, An SNS-based model for finding collaborative partners., Multimedia Tools Appl., 10.1007/s11042-015-2480-1, 76, 9, 11531-11545, 2017.05. |
| 23. |
Gwo Jen Hwang, Hui Chun Chu, Chengjiu Yin, Objectives, methodologies and research issues of learning analytics, Interactive Learning Environments, 10.1080/10494820.2017.1287338, 25, 2, 143-146, 2017.02. |
| 24. |
Analyses of learning behavior of active learners using logs of digital teaching materials
Since April 2013, Kyushu University has stated Kikan Education for cultivating "active learners" for first year students.They have to bring their own PC in their classroom and use the educational platform system called M2B system that consists of Moodle, Mahara and Booklooper. BookLooper is an application for viewing digital teaching materials like PowerPoint slides and it can record their actions such as next page, previous page, and underline. This paper describes how active learners are actively using BookLooper by analyzing their learning behaviors.. |
| 25. |
Gwo Jen Hwang, Hui Chun Chu, Chengjiu Yin, Hiroaki Ogata, Transforming the educational settings: innovative designs and applications of learning technologies and learning environments, Interactive Learning Environments, 10.1080/10494820.2014.998863, 23, 2, 127-129, 2015.03. |
| 26. |
Hyo Jeong So, Xiaoqing Gu, Tzu Chien Liu, Chengjiu Yin, Special Issue on: "Technology-Transformed Learning: Reflections and Future Research Agendas", International Journal of Mobile Learning and Organisation, 9, 285-288, 2015.01. |
| 27. |
CHENGJIU YIN, Han-Yu Sung, Gwo-Jen Hwang, Sachio Hirokawa, Hui Chun Chu, Brendan Flanagan, Yoshiyuki Tabata, Learning by Searching: a Learning Approach that Provides Searching and Analysis Facilities to Support Research Trend Surveys, Journal of Educational Technology & Society, 16, 3, 286-300, 2013.12, With the popularity of the Internet, online searching is becoming an important part of learning. In this paper, based on the “Learning by Searching” theory, a learning environment is developed, which includes a search engine to assist students in recognizing the progression of trends and keyword transitions for specific domains. To efficiently support research trend surveys, an automatic data accumulation and classification approach is proposed to construct the database excerpts instead of manual keyword registration or any other heuristic preprocesses. With an associative search module, the search engine dynamically searches for relevant words that are frequently used in the targeted academic field, and provides learners with effective visualizations to understand the trend transitions. An experiment has been conducted on a college information management course to show the effectiveness of the proposed approach. The experiment results show that the students who learned with the new approach had significantly better learning performance in terms of recognizing the trend transitions of the targeted issues than those who learned with conventional search engines.. |
| 28. |
CHENGJIU YIN, Yanjie Song, Yoshiyuki Tabata, Hiroaki Ogata, Gwo-Jen Hwang, Developing and Implementing a Framework of Participatory Simulation for Mobile Learning Using Scaffolding, Journal of Educational Technology & Society, 16, 2, 137-150, 2013.04, This paper proposes a conceptual framework, scaffolding participatory simulation for mobile learning (SPSML),
used on mobile devices for helping students learn conceptual knowledge in the classroom. As the pedagogical
design, the framework adopts an experiential learning model, which consists of five sequential but cyclic steps:
the initial stage, concrete experience, observation and reflection, abstract conceptualization, and testing in new
situations. Goal-based and scaffolding approaches to participatory simulations are integrated into the design to
enhance students’ experiential learning. Using the SPSML framework, students can experience the following: (1)
learning in augmented reality by playing different participatory roles in mobile simulations in the micro-world
on a mobile device, and (2) interacting with people in the real world to enhance understanding of conceptual
knowledge. An example of the SPSML-based system was implemented and evaluated. The experimental results
show that the system was conducive to the students’ experiential learning and motivation. Moreover, the
students who learned with the proposed approach gained significantly higher accuracy rates in performing the
more complicated sorting algorithm.. |
| 29. |
Chengjiu Yin, Yanjie Song, Yoshiyuki Tabata, Hiroaki Ogata, Gwo-Jen Hwang, Developing and Implementing a Framework of Participatory Simulation for Mobile Learning Using Scaffolding, EDUCATIONAL TECHNOLOGY & SOCIETY, 16, 2, 137-150, 2013.04, This paper proposes a conceptual framework, scaffolding participatory simulation for mobile learning (SPSML), used on mobile devices for helping students learn conceptual knowledge in the classroom. As the pedagogical design, the framework adopts an experiential learning model, which consists of five sequential but cyclic steps: the initial stage, concrete experience, observation and reflection, abstract conceptualization, and testing in new situations. Goal-based and scaffolding approaches to participatory simulations are integrated into the design to enhance students' experiential learning. Using the SPSML framework, students can experience the following: (1) learning in augmented reality by playing different participatory roles in mobile simulations in the micro-world on a mobile device, and (2) interacting with people in the real world to enhance understanding of conceptual knowledge. An example of the SPSML-based system was implemented and evaluated. The experimental results show that the system was conducive to the students' experiential learning and motivation. Moreover, the students who learned with the proposed approach gained significantly higher accuracy rates in performing the more complicated sorting algorithm.. |
| 30. |
CHENGJIU YIN, Sachio Hirokawa, Jane Yin-Kim YAU, Tetsuya Nakatoh, Kiyota Hashimoto, Yoshiyuki Tabata, Analyzing Research Trends with Cross Tabulation Search Engine, Special Issue on: "International Workshop on Technology-Enhanced Social Learning", Vol 11. No.1, pp. 31- 44, 2013., 11, 1, 31-44, 2013.03, For junior researchers who are just beginning their research journeys, it is very important for them to conduct a research survey to collect the information required for them to build a knowledge foundation of the field, and using this information to guide the planning phases of their research projects. This is often a time-consuming process for junior and senior researchers alike. As a result, we have developed a Cross Tabulation Search Engine (CTSE). The purpose of this engine is to assist researchers to 1) conduct research surveys, 2) retrieve efficiently and effectively information (such as important researchers, research groups, keywords), and also 3) provide analytical information relating to past and current research trends in a particular field. Our CTSE system employs data-processing technologies and emphasizes the use of a "Learn by Searching" learning strategy to support students to analyze such research trends, for example, by comparing the number of papers (retrieved by the system) to determine which country has been more actively in the specified research area. To show the effectiveness of CTSE, a pilot experiment has been conducted, where participants were arranged to do some research survey tasks and then answer a questionnaire regarding the effectiveness and usability of the system. The experimental results showed that the system has been helpful to students in conducting research surveys, and the research trend transitions that our system presented were effective for producing research trend surveys. Moreover, results from the questionnaires showed that most students had favorable attitudes toward the usage and usability of the system. In summary, the study results showed that by using the CTSE system, it was possible that students could gain more knowledge in a particular research field as well as in different research fields, in a short period of time. Additionally, students commented that they wanted to use the system in the future for assisting them to conduct research. The implementation of this system and the study results are elaborated on in this paper. As part of our future work, we plan to extend the system for promoting social collaborative learning activities between individual learners. . |
| 31. |
Chengjiu Yin, Sachio Hirokawa, Jane Yin Kim Yau, Kiyota Hashimoto, Yoshiyuki Tabata, Tetsuya Nakatoh, Research trends with cross tabulation search engine, International Journal of Distance Education Technologies, 10.4018/jdet.2013010103, 11, 1, 31-44, 2013.01, To help researchers in building a knowledge foundation of their research fields which could be a timeconsuming process, the authors have developed a Cross Tabulation Search Engine (CTSE). Its purpose is to assist researchers in 1) conducting research surveys, 2) efficiently and effectively retrieving information (such as important researchers, research groups, keywords), and also 3) providing analytical information relating to past and current research trends in a particular field. Their CTSE system employs data-processing technologies and emphasizes the use of a "Learn by Searching" learning strategy to support students to analyze such research trends. To show the effectiveness of CTSE, a pilot experiment has been conducted, where participants were assigned to do research survey tasks and then answer a questionnaire regarding the effectiveness and usability of the system. The results showed that the system has been helpful to students in conducting research surveys, and the research trend transitions that our system presented were effective for producing research trend surveys. Moreover, the results showed that most students had favorable attitudes toward the usage and usability of the system, and those students were satisfied in gaining more know ledge in a particular research field in a short period. Copyright © 2013, IGI Global.. |
| 32. |
Yuqin Liu, Chengjiu Yin, Hiroaki Ogata, Guojun Qiao, Yoneo Yano, A FAQ-based e-learning environment to support Japanese language learning, International Journal of Distance Education Technologies, 10.4018/jdet.2011070104, 9, 3, 45-55, 2011.07, In traditional classes, having many questions from learners is important because these questions indicate difficult points for learners and for teachers. This paper proposes a FAQ-based e-Learning environment to support Japanese language learning that focuses on learner questions. This knowledge sharing system enables learners to interact and share information and knowledge through FAQ and e-mail. Teachers contribute answers to discussion among learners. The system also allows learners to discuss and collaborate, stimulating their motivation to study Japanese as a foreign language. All questions are stored in a FAQ database, allowing other learners to reuse resources, helping learners learn by themselves and reduce teacher workloads. Copyright © 2011, IGI Global.. |
| 33. |
CHENGJIU YIN, Hiroaki Ogata, Yoshiyuki Tabata, Yoneo Yano, Supporting the Acquisition of Japanese Polite Expressions in Context-Aware Ubiquitous Learning, Int. J. Mobile Learning and Organisation, 4, 2, 214-234, 2010.05. |
| 34. |
Chengjiu Yin, Hiroaki Ogata and Yoneo Yano, Participatory Simulation Framework to Support Learning Computer Science, International Journal of Mobile Learning and Organisation, Vol.1, No.3, pp.288-304, 2007.09. |
| 35. |
Chengjiu Yin，Hiroaki Ogata，and Yoneo Yano, JAPELAS: Supporting Japanese Polite Expressions Learning Using PDA towards Ubiquitous Learning, The Journal of Information and Systems in Education, Vol．3, No．1, pp．33-39, 2005.01. |
| 36. |
Chengjiu Yin, 緒方広明, 矢野米雄, JAPELAS: Supporting Japanese Polite Expressions Learning Using PDA towards Ubiquitous Learning, Journal of Information and Systems in Education, 3, 1, 33-39, 2005.01. |
