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學習、科技與認知實驗室

實驗室簡介

劉子鍵教授 學習、科技與認知研究室(LTC Lab) 致力於以科學方法探究學習者在數位學習環境中的認知與心理歷程,進而尋找提升學習者學習成效的可能策略。本研究室的主要研究議題為數位學習環境中學習者的認知負荷、認知風格、認知策略等,包含: 電腦模擬輔助教學、以虛擬教室研究平台探討課室議題、眼動與電腦字典輔助英文閱讀等。

研究設備

EyeLink 1000/2k Eye Tracker (Desktop / Remote)
虛擬實境研究平台 (HMD顯示器: 
Oculus Quest、Oculus Quest 2)
電腦模擬輔助統計學習系統
電腦模擬輔助核能發電學習系統
電子字典輔助英語學習系統
行動學習認知負荷研究平台

研究團隊

 
教授姓名:劉子鍵
職稱:教授
授課領域:數位學習心理學專題研究、數位科技在教學與評量的應用
姓名:張祐瑄
職稱:博士後研究員
研究方向:數位閱讀、教育心理學
姓名:林怡均
職稱:博士後研究員
研究方向:認知負荷、電腦模擬輔助學習、行動學習、學習策略、教學評量
姓名:林雨蓁
職稱:專任行政助理
姓名:林思狄
職稱:專任研究助理
姓名:胡英懋
職稱:工程師
姓名:蔡博亘
職稱:專任研究助理
姓名:郭芷瑄
職稱:專任研究助理
姓名:林杜鴻
職稱:工程師


研究成果

期刊論文

Zhang, J., Yen, S.-H., Liu, T.-C., Sung, Y.-T., Chang, K.-E.* (in press). Studies on Learning Effects of AR-Assisted and PPT-Based Lectures. Asia-Pacific Education Researcher. (SSCI) (2019 SSCI Education & Educational Research, Impact Factor: 0.744) (*為通訊作者)

Liu, T.-C.*, Lin, Y.-C., Hsu, C.-Y., Hsu, C.-Y., Paas, F. (in press). Learning from animations and computer simulations: Modality and reverse modality effects. British Journal of Educational Technology. (SSCI) (2019 SSCI Education & Educational Research, Impact Factor: 2.951) (*為通訊作者)

Zhang, J., Huang, Y.-T., Liu, T.-C., Sung, Y.-T., Chang, K.-E.* (in press). Augmented reality worksheets in field trip learning. Interactive Learning Environments. (SSCI) (2019 SSCI Education & Educational Research, Impact Factor: 1.938) (*為通訊作者)


Chang, K.-E.*, Zhang, J., Huang, Y.-S., Liu, T.-C., Sung, Y.-T. (2020). Applying augmented reality in physical education on motor skills learning. Interactive Learning Environments. 28(6), 685-697. (SSCI) (2019 SSCI Education & Educational Research, Impact Factor: 1.938) (*為通訊作者)

Liu, T.-C.*, Lin, Y.-C., Gao, Y., Paas, F. (2019). The modality effect in a mobile learning environment: Learning from spoken text and real objects. British Journal of Educational Technology. 50(2), 574-586. (SSCI) (2018 SSCI Education & Educational Research, Impact Factor: 2.588) (*為通訊作者)

Chang, Y.-H., Liu, T.-C.*, Paas, F. (2018). Cognitive resources allocation in computer-mediated dictionary assisted learning: From word meaning to inferential comprehension. Computers & Education, 127, 113-129. (SSCI) (2018 SSCI Education & Educational Research, Impact Factor: 5.627) (*為通訊作者)

Yen, M. H., Wang, C. Y.*, Chang, W. H., Chen, S., Hsu, Y. S., & Liu, T. C. (2018). Assessing Metacognitive Components in Self-Regulated Reading of Science Texts in E-Based Environments. International Journal of Science and Mathematics Education, 16(5), 797-816. (SSCI) (2018 SSCI Education & Educational Research, Impact Factor: 1.027) (*為通訊作者)

Huang, S. Y., Chen, H. C., Liu, T. C., Chang, C. J., & Tsai, M. N.* (2018). Research Content Analysis for a Period of 60 Years for the Journal of National Taiwan Normal University and Journal of Research in Education Sciences. Journal of Research in Education Sciences, 63(1), 1-31. (TSSCI) (*為通訊作者)

Yen, M. H., Chen, S.*, Wang, C. Y., Chen, H. L., Hsu, Y. S., & Liu, T. C. (2018) A Framework for Self-Regulated Digital Learning (SRDL). Journal of Computer Assisted Learning. 34(5), 580-589 (SSCI) (2018 SSCI Education & Educational Research, Impact Factor: 2.451) (*為通訊作者)

Lin, P.-H., Liu, T.-C.*, Paas, F. (2017). Effects of spell checkers on English as a second language students’ incidental spelling learning: a cognitive load perspective. Reading and Writing, 30(7), 1501-1525.  (SSCI) (2017 SSCI Education & Educational Research, Impact Factor: 1.837) (*為通訊作者)

Liu, G. Z.*, Liu, T. C., Lin, C. C., Kuo, Y. L., & Hwang, G. J. (2016). Identifying learning features and models for context-aware ubiquitous learning with Phenomenological Research Method. International Journal of Mobile Learning and Organisation (IJMLO), 10(4), 238-262. (*為通訊作者)

Sung, Y. T., Chang, K. E., & Liu, T. C.* (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252-275. (SSCI) (2016 SSCI Education & Educational Research, Impact Factor: 3.819) (*為通訊作者)

Gao, Y., Liu, T.-C.*, & Paas, F. (2016). Effects of mode of target task selection on learning about plants in a mobile learning environment: Effortful manual selection versus effortless QR-Code selection. Journal of Educational Psychology, 108(5), 694-704. (SSCI) (2016 SSCI Psychology, Educational, Impact Factor: 3.459) (*為通訊作者)