T
Tzu-Hua Wang
Researcher at National Tsing Hua University
Publications - 40
Citations - 1348
Tzu-Hua Wang is an academic researcher from National Tsing Hua University. The author has contributed to research in topics: Educational technology & Formative assessment. The author has an hindex of 14, co-authored 31 publications receiving 1167 citations. Previous affiliations of Tzu-Hua Wang include University of Education, Winneba.
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Learning styles and formative assessment strategy: enhancing student achievement in Web‐based learning
TL;DR: A one-way ANCOVA analysis showed that both learning style and formative assessment strategy are significant factors affecting student achievement in a Webbased learning environment, however, there is no interaction between these two factors.
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Web-based quiz-game-like formative assessment: Development and evaluation
TL;DR: The unique design of 'Ask-Hint Strategy' turns the Web-based formative assessment into an online quiz game and 'Prune Strategy' removes one incorrect option and turns the original 4-option item into a 3-option one.
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Developing an assessment-centered e-Learning system for improving student learning effectiveness
TL;DR: E-Learning models with personalized dynamic assessment are significantly more effective in facilitating student learning achievement and improvement of misconceptions, especially for students with low-level prior knowledge.
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Developing Web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-Learning environment
TL;DR: PDA-WATA appears to be significantly more effective than N-WBT in facilitating learner use of self-regulatory learning behaviors to perform self-regulated learning and in improving their e-Learning effectiveness.
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What strategies are effective for formative assessment in an e‐learning environment?
TL;DR: This research concluded that FAM-WATA benefited student learning in an e-learning environment and that field independent students appeared to make better use of FAM- WATA strategies than field dependent students.