Ching-Huei Chen

TL;DR: Findings revealed that language learners with a high level of motivation in instrumentality (promotion) followed quiz mechanisms closely and thus benefited most from the flipped classroom.

TL;DR: In this paper, the authors examined the effects of scaffolding on secondary students' individual and collaborative game-based learning and found that hard scaffolding moderated the relationship between soft scaffolding and students' learning performance.

TL;DR: The qualitative findings supported the previous research on the advantages of question prompts in scaffolding ill-structured problem solving and shed light on the specific cognitive and metacognitive functions, as well as limitations, of question Prompts in different conditions.

TL;DR: This article examined the independent and interactive effects of problem-solving prompts and reflection prompts on college students' problem solving and writing within a Web-based instructional module and found that students who received problem solving prompts solved problems and wrote with more clarity than did students who did not receive problemsolving prompts.

TL;DR: A quasi-experimental study was carried out to examine whether Flip2 learn could enhance college students' self-regulatory skills and later contribute to the learning performance in the flipped classrooms, and showed that Flip2Learn not only better prepared students for flipped classrooms but also better promoted learning performance compared to the conventional flipped classrooms.