Browsing by Author "Chen, Yu-Lung"

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    Effects of learning support in simulation- based physics learning
    (Elsevier, 2008-12-01) Chang, Kuo-En; Chen, Yu-Lung; Lin, He-Yan; Sung, Yao-Ting
    This paper describes the effects of learning support on simulation-based learning in three learning models: experiment prompting, a hypothesis menu, and step guidance. A simulation learning system was implemented based on these three models, and the differences between simulation-based learning and traditional laboratory learning were explored in the context of physics studies. The effects of the support type on learning performance were also quantified. In second-year junior high school students it was found that the outcome for learning about the basic characteristics of an optical lens was significantly better for simulation-based learning than for laboratory learning. We also investigated the influences of different learning models on the students’ abstract reasoning abilities, which showed that the different learning models do not have different effects on individuals with different abstract reasoning abilities. However, we found that students who are better at higher abstract reasoning benefit more from simulation-based learning, and also that the learning results are better for experiment prompting and a hypothesis menu than for step guidance.
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    Learning multiplication through computer-assisted learning activities
    (Elsevier, 2008-09-01) Chang, Kuo-En; Sung, Yao-Ting; Chen, Yu-Lung; Huang, Long-Hua
    This study develops and implements a computer-assisted learning (CAL) program with both multiplicative facts practices and the instruction of meaning behind these facts. The effectiveness of CAL on the development of multiplication abilities is also explored. Eight CAL activities are developed to teach multiplication to second grade elementary school students. The CAL program is comprised of three stages of instruction that addressed in succession the basic concept of multiplication, the meaning and properties of multiplication and multiplication-related computation skills. Evaluation of the effects of the learning activities reveals that CAL activities are effective in improving comprehension of the concept of multiplication and the meaning and properties of multiplication for students who have lower prior knowledge of multiplication, but it does not significantly improve the development of multiplication-related computation skills. Nevertheless, CAL activities facilitate overall learning of multiplication.