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Ya-Hui Chen

Bio: Ya-Hui Chen is an academic researcher from National Taiwan University of Science and Technology. The author has contributed to research in topics: Rasch model & Collaborative learning. The author has an hindex of 1, co-authored 1 publications receiving 448 citations.

Papers
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Journal ArticleDOI
TL;DR: This study proposes a personalized e-learning system based on Item Response Theory (PEL-IRT) which considers both course material difficulty and learner ability to provide individual learning paths for learners and shows that applying Item Response theory to Web-based learning can achieve personalized learning and help learners to learn more effectively and efficiently.
Abstract: Personalized service is important on the Internet, especially in Web-based learning. Generally, most personalized systems consider learner preferences, interests, and browsing behaviors in providing personalized services. However, learner ability usually is neglected as an important factor in implementing personalization mechanisms. Besides, too many hyperlink structures in Web-based learning systems place a large information burden on learners. Consequently, in Web-based learning, disorientation (losing in hyperspace), cognitive overload, lack of an adaptive mechanism, and information overload are the main research issues. This study proposes a personalized e-learning system based on Item Response Theory (PEL-IRT) which considers both course material difficulty and learner ability to provide individual learning paths for learners. The item characteristic function proposed by Rasch with a single difficulty parameter is used to model the course materials. To obtain more precise estimation of learner ability, the maximum likelihood estimation (MLE) is applied to estimate learner ability based on explicit learner feedback. Moreover, to determine an appropriate level of difficulty parameter for the course materials, this study also proposes a collaborative voting approach for adjusting course material difficulty. Experiment results show that applying Item Response Theory (IRT) to Web-based learning can achieve personalized learning and help learners to learn more effectively and efficiently.

478 citations

Journal ArticleDOI
TL;DR: In this article , two 3D-printed pedagogical aids were designed to support elementary entomology, which could help learners in close observation of the insect body's regions and parts, and a construction kit mimicking physical insects.
Abstract: It has been challenging for city school pupils to learn about insects, given the lack of live insects. To overcome this challenge, the objective of this study is to propose the use of emerging digital media, namely three-dimensional printing (3DP) technologies, to create reusable, fake, “live” insects. In this study, we designed two 3D-printed pedagogical aids to support elementary entomology. The first aid was a set of cards showing photos of the 3D-printed insect prototype, which could help the learners in close observation of the insect body’s regions and parts, and the second 3D-printed aid was a construction kit mimicking physical insects, which were made of an enlarged 3D-printed insect prototype. The two aids were used in our field experiment to examine the effectiveness in learning and motivation. A total of 153 pupils were grouped into three groups (one using the existing multimedia e-book, one using the first 3DP aid, and one using the second aid). The results confirm that the digital media application—in this case, 3DP technologies—were able to compensate for the lack of the live insects. These results raised our confidence in using a customized size 3D-printed insect prototype to enhance rudimentary entomology inside the classroom. If the 3DP technologies are used properly, they could offer an innovative and sustainable solution.
Journal ArticleDOI
TL;DR: In this article , the authors investigated the effect of personality traits and professional skepticism on audit quality and found that the moderation effect between personality traits of "extroversion" and "professional skepticism" is significantly associated with audit quality.
Abstract: A qualified auditor is responsible for auditing the financial information of the corporation and providing recommendations for the managerial level to improve operations management, risk management, inside control, and other related operations. The study of the effects of personality traits and professional skepticism on audit quality has become critical but has not been fully clarified for the success of the audit system. This study investigates the hypothesis regarding how audit quality is affected by personality traits and professional skepticism using a quantitative model. The Big Five Model and Hurtt Model are adopted in the proposed research framework. A questionnaire with a total of 254 samples is collected. The data are analyzed using multiple linear regression analysis to test the hypothesis. The results of this study indicate that the moderation effect between personality traits of “extroversion” and “professional skepticism” is significantly associated with audit quality. Additionally, this finding contributes to human resource management decisions in that one should be mindful of the increase in perceived audit risk that arises from the professional and personal attributes of the auditor when recruiting individuals to serve on their audit procedures. This research provides empirical evidence of the important relationship between personality traits and professional skepticism regarding auditor quality. The outcomes from the study will reduce the operations risk faced by auditors and improve auditing performances.

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Journal ArticleDOI
TL;DR: It is demonstrated that instructors have very positive perceptions toward using e- learning as a teaching assisted tool, and guidelines for developing e-learning environments are proposed.
Abstract: The trend of using e-learning as a learning and/or teaching tool is now rapidly expanding into education. Although e-learning environments are popular, there is minimal research on instructors' and learners' attitudes toward these kinds of learning environments. The purpose of this study is to explore instructors' and learners' attitudes toward e-learning usage. Accordingly, 30 instructors and 168 college students are asked to answer two different questionnaires for investigating their perceptions. After statistical analysis, the results demonstrate that instructors have very positive perceptions toward using e-learning as a teaching assisted tool. Furthermore, behavioral intention to use e-learning is influenced by perceived usefulness and self-efficacy. Regarding to learners' attitudes, self-paced, teacher-led, and multimedia instruction are major factors to affect learners' attitudes toward e-learning as an effective learning tool. Based on the findings, this research proposes guidelines for developing e-learning environments.

719 citations

Journal ArticleDOI
TL;DR: This study investigates critical factors on e-learning adoption in South Korea and proposes a research model which consists of four independent variables (instructor characteristics, teaching materials, design of learning contents, and playfulness), two belief variables (perceived usefulness and perceived ease of use), and one dependent variable (intention to use e- learning).
Abstract: One of the most significant changes in the field of education in this information age is the paradigm shift from teacher-centered to learner-centered education. Along with this paradigm shift, understanding of students' e-learning adoption behavior among various countries is urgently needed. South Korea's dense student population and high educational standards made investment in e-learning very cost-effective. However, despite the fact that South Korea is one of the fastest growing countries in e-learning, not much of the research results have been known to the globalized world. By investigating critical factors on e-learning adoption in South Korea, our study attempts to fill a gap in the individual country-level e-learning research. Based on the extensive literature review on flow theory, service quality, and the Technology Acceptance Model, our study proposes a research model which consists of four independent variables (instructor characteristics, teaching materials, design of learning contents, and playfulness), two belief variables (perceived usefulness and perceived ease of use), and one dependent variable (intention to use e-learning). Results of regression analyses are presented. Managerial implications of the findings and future research directions are also discussed.

559 citations

Journal ArticleDOI
TL;DR: In this article, the authors present a context framework that identifies relevant context dimensions for TEL applications and present an analysis of existing TEL recommender systems along these dimensions, based on their survey results, they outline topics on which further research is needed.
Abstract: Recommender systems have been researched extensively by the Technology Enhanced Learning (TEL) community during the last decade. By identifying suitable resources from a potentially overwhelming variety of choices, such systems offer a promising approach to facilitate both learning and teaching tasks. As learning is taking place in extremely diverse and rich environments, the incorporation of contextual information about the user in the recommendation process has attracted major interest. Such contextualization is researched as a paradigm for building intelligent systems that can better predict and anticipate the needs of users, and act more efficiently in response to their behavior. In this paper, we try to assess the degree to which current work in TEL recommender systems has achieved this, as well as outline areas in which further work is needed. First, we present a context framework that identifies relevant context dimensions for TEL applications. Then, we present an analysis of existing TEL recommender systems along these dimensions. Finally, based on our survey results, we outline topics on which further research is needed.

527 citations

Journal ArticleDOI
TL;DR: In this paper, a meta-analysis was conducted on research that compared the outcomes from students learning from Intelligent Tutoring Systems (ITS) to those learning from non-ITS learning environments.
Abstract: Intelligent Tutoring Systems (ITS) are computer programs that model learners’ psychological states to provide individualized instruction. They have been developed for diverse subject areas (e.g., algebra, medicine, law, reading) to help learners acquire domain-specific, cognitive and metacognitive knowledge. A meta-analysis was conducted on research that compared the outcomes from students learning from ITS to those learning from non-ITS learning environments. The meta-analysis examined how effect sizes varied with type of ITS, type of comparison treatment received by learners, type of learning outcome, whether knowledge to be learned was procedural or declarative, and other factors. After a search of major bibliographic databases, 107 effect sizes involving 14,321 participants were extracted and analyzed. The use of ITS was associated with greater achievement in comparison with teacher-led, large-group instruction (g .42), non-ITS computer-based instruction (g .57), and textbooks or workbooks (g .35). There was no significant difference between learning from ITS and learning from individualized human tutoring (g –.11) or small-group instruction (g .05). Significant, positive mean effect sizes were found regardless of whether the ITS was used as the principal means of instruction, a supplement to teacher-led instruction, an integral component of teacher-led instruction, or an aid to homework. Significant, positive effect sizes were found at all levels of education, in almost all subject domains evaluated, and whether or not the ITS provided feedback or modeled student misconceptions. The claim that ITS are relatively effective tools for learning is consistent with our analysis of potential publication bias.

393 citations

Journal ArticleDOI
TL;DR: Experimental results indicated that applying the proposed genetic-based personalized e-learning system for web-based learning is superior to the freely browsing learning mode because of high quality and concise learning path for individual learners.
Abstract: Personalized curriculum sequencing is an important research issue for web-based learning systems because no fixed learning paths will be appropriate for all learners. Therefore, many researchers focused on developing e-learning systems with personalized learning mechanisms to assist on-line web-based learning and adaptively provide learning paths in order to promote the learning performance of individual learners. However, most personalized e-learning systems usually neglect to consider if learner ability and the difficulty level of the recommended courseware are matched to each other while performing personalized learning services. Moreover, the problem of concept continuity of learning paths also needs to be considered while implementing personalized curriculum sequencing because smooth learning paths enhance the linked strength between learning concepts. Generally, inappropriate courseware leads to learner cognitive overload or disorientation during learning processes, thus reducing learning performance. Therefore, compared to the freely browsing learning mode without any personalized learning path guidance used in most web-based learning systems, this paper assesses whether the proposed genetic-based personalized e-learning system, which can generate appropriate learning paths according to the incorrect testing responses of an individual learner in a pre-test, provides benefits in terms of learning performance promotion while learning. Based on the results of pre-test, the proposed genetic-based personalized e-learning system can conduct personalized curriculum sequencing through simultaneously considering courseware difficulty level and the concept continuity of learning paths to support web-based learning. Experimental results indicated that applying the proposed genetic-based personalized e-learning system for web-based learning is superior to the freely browsing learning mode because of high quality and concise learning path for individual learners.

353 citations