C
Chin Chung Tsai
Researcher at National Taiwan Normal University
Publications - 426
Citations - 27203
Chin Chung Tsai is an academic researcher from National Taiwan Normal University. The author has contributed to research in topics: Science education & Educational technology. The author has an hindex of 83, co-authored 409 publications receiving 23043 citations. Previous affiliations of Chin Chung Tsai include National Taiwan University & National Chiao Tung University.
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Affordances of Augmented Reality in Science Learning: Suggestions for Future Research
TL;DR: In this paper, the authors identify two major approaches of utilizing AR technology in science education, which are named as image-based and location-based AR and find that students' spatial ability, practical skills, and conceptual understanding are often afforded by image based AR and location based AR usually support inquiry-based scientific activities.
Journal Article
Criteria, Strategies and Research Issues of Context-Aware Ubiquitous Learning
TL;DR: The basic criteria, strategies, and research issues of context-aware ubiquitous learning are presented, and the necessary check items as well for the development of such learning environment are identified.
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Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web
Min Hsien Lee,Chin Chung Tsai +1 more
TL;DR: In this paper, the authors investigated teachers' perceived self-efficacy in terms of their Technological Pedagogical Content Knowledge Knowledge Knowledge-Web (TPCK-W) survey and assessed their attitudes toward Web-based instruction.
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Research trends in mobile and ubiquitous learning: a review of publications in selected journals from 2001 to 2010
Gwo-Jen Hwang,Chin Chung Tsai +1 more
Journal Article
Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK)
TL;DR: Regression analysis reveals that technological knowledge, pedagogical knowledge and content knowledge are all significant predictors of preservice teachers' TPACK, with pedagogy knowledge having the largest impact.