K
Kun-Hung Cheng
Researcher at National Chiao Tung University
Publications - 24
Citations - 1520
Kun-Hung Cheng is an academic researcher from National Chiao Tung University. The author has contributed to research in topics: Virtual reality & Peer assessment. The author has an hindex of 13, co-authored 19 publications receiving 1039 citations. Previous affiliations of Kun-Hung Cheng include National Chung Hsing University & National Taiwan University of Science and Technology.
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Journal ArticleDOI
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.
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Children and parents' reading of an augmented reality picture book: Analyses of behavioral patterns and cognitive attainment
Kun-Hung Cheng,Chin Chung Tsai +1 more
TL;DR: This study aimed to explore how children and parents read the book through a series of analyses of behavioral patterns and cognitive attainment, including the interaction involved in child-parent shared book reading.
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A case study of immersive virtual field trips in an elementary classroom: Students’ learning experience and teacher-student interaction behaviors
Kun-Hung Cheng,Chin Chung Tsai +1 more
TL;DR: The results showed that the students' motivation was generally enhanced, particularly for the diminishment of test anxiety, and the proposed instructional strategies for appropriately guiding students to learn during the process of immersive virtual field trips were also the contribution of this study.
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Examining the role of feedback messages in undergraduate students' writing performance during an online peer assessment activity
TL;DR: Cognitive feedback was more helpful for the students' writing learning gains than was affective feedback and metacognitive feedback, however, this effect on theStudents' performance progression decreased in the last stage of the activity.
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Reading an Augmented Reality Book: An Exploration of Learners' Cognitive Load, Motivation, and Attitudes.
TL;DR: The authors explored the relationship among 153 students' perceived cognitive load, motivation, and attitudes of perceived control, perceived usefulness, behavior of learning, and behavior of AR learning, when they engaged in an AR book reading activity.