Improving Learning Performance with Happiness by Interactive Scenarios

Chuang, Chi Hung; Chen, Ying Nong; Tsai, Luo Wei; Lee, Chun Chieh; Tsai, Hsin Chun

doi:10.1155/2014/807347

Cited by 11 publications

(6 citation statements)

References 28 publications

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“…Even though the results showed that the iPhone method achieved higher knowledge results than the traditional classroom lesson, no statistically significant differences were found between the iPhone and the classroom lesson. Chuang et al (Chuang et al, 2014) studied how happiness can improve learning performance by using interactive systems. The proposed system was a somatosensory system, which is a system that is made up of a number of different receptors like thermoreceptors, photoreceptors, mechanoreceptors, or chemoreceptors like the human body.…”

Section: Related Workmentioning

confidence: 99%

The effects of computer-based games and collaboration in large groups vs. collaboration in pairs or traditional methods

Martín-SanJosé

Juan

Seguí³

et al. 2015

Computers & Education

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As new technologies have emerged in the last few years, the learning process has been changing. New and powerful e-learning systems are being developed and new teaching methods can be used in classrooms. In this paper, we present a computer-based game with an educational background that is played on a large-size tabletop display. The game can be used as reinforcement for educational content related to historical ages. The game uses natural interaction. A study to compare the traditional learning method with a collaborative learning method using the game was carried out. A group of up to 12 children could learn together using the game. The experience of children in large groups was also compared with the experience of children playing in pairs. One hundred children between 8 and 11 years old participated in the study; they were divided into three groups (LGroup, Pairs, TClass). When the pretest and the post-test results were compared, it was shown that the children learned the contents in all three groups. The results also showed that there were statistically significant differences between the traditional method and the game played in a large group in favour of children who played the game in the large group. The knowledge acquired was independent from gender and age. There were no statistically significant differences between learning in large groups or learning in pairs. In both cases, the children expressed their satisfaction for the game and found it easy to use. Therefore, playing games of this type collaboratively in large groups or in pairs can be a valuable learning method that can be combined with traditional methods.

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Section: Related Workmentioning

confidence: 99%

The effects of computer-based games and collaboration in large groups vs. collaboration in pairs or traditional methods

Martín-SanJosé

Juan

Seguí³

et al. 2015

Computers & Education

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“…Past studies showed that digital games with more motion‐sensitive interactions had a positive influence on participants' learning, helping them improve their learning performance (Chuang et al, 2014; Pan, 2017). Therefore, it was possible that the digital games adopted in the course would affect students' learning, and the different movements might also influence their learning outcome.…”

Section: Discussionmentioning

confidence: 99%

Comparing the Taiwanese learning effects of Shaking‐On and Kahoot!

Hong

Tai

Luo

et al. 2022

Computer Assisted Learning

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Background: Many gamification applications (apps) have been designed to motivate students to learn particular content. Based on the brain activation approach, the present study adapted an app, named Shaking-On, which requires students to shake their mobile devices to send their answers to multiple-choice questions to the teacher. Students then learn from their performance.Objectives: To understand how this approach can stimulate participants' emotions when achieving their learning goals, the present study compared Shaking-On to Kahoot! by checking participants' gameplay anxiety, learning interest, perceived learning value, and learning achievement while learning the Taiwanese language.Methods: The students were divided into two groups to play with one of the two apps, Shaking-On or Kahoot!, as part of a quasi-experimental study in which they used the assigned app six times in 6 weeks. Moreover, a questionnaire was distributed to participants and 151 useful responses from the Shaking-On group, and 148 from the Kahoot! group were returned.Results and Conclusions: After statistical analysis, the results of this study revealed that besides no difference in gameplay anxiety when comparing the two groups of students, there were significant differences in game interest, flow experience, perceived learning value, and learning achievement, further indicating that Shaking-On with hands-on shaking outperformed Kahoot!.

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“…The results in the study demonstrate that learners in the experimental group who used the ECIRS to support their digital reading of a Q&A article had significantly better reading comprehension than those in the control group who used the MCIRS, but the difference in comprehension of a pure text article was not significant. Previous studies (Chuang et al, 2014;Hsiao and Chen, 2016) have found learning interfaces that respond naturally to human sensory organs, such as somatosensorily controlled learning games, can significantly influence learning outcomes because they enable learners to immerse themselves in the learning atmosphere, thus improving learning performance. The proposed ECIRS is very close to natural human reading by eye and so yields better reading comprehension than the (Hall et al, 2005;Kendeou and van den Broek, 2007) have found that text structure affects learners' reading comprehension and memory, and articles with well-structured or highly organized contents favour reading comprehension.…”

Section: Discussionmentioning

confidence: 99%

A visual interactive reading system based on eye tracking technology to improve digital reading performance

Chen

Wang

Lin

2019

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Purpose Developing attention-aware systems and interfaces based on eye tracking technology could revolutionize mainstream human–computer interaction to make the interaction between human beings and computers more intuitive, effective and immersive than can be achieved traditionally using a computer mouse. This paper aims to propose an eye-controlled interactive reading system (ECIRS) that uses human eyes instead of the traditional mouse to control digital text to support screen-based digital reading. Design/methodology/approach This study uses a quasi-experimental design to examine the effects of an experimental group and a control group of learners who, respectively, used the ECIRS and a mouse-controlled interactive reading system (MCIRS) to conduct their reading of two types of English-language text online – pure text and Q&A-type articles on reading comprehension, cognitive load, technology acceptance, and reading behavioural characteristics. Additionally, the effects of learners with field-independent (FI) and field-dependence (FD) cognitive styles who, respectively, used the ECIRS and MCIRS to conduct their reading of two types of English-language text online – pure text and Q&A-type articles on reading comprehension are also examined. Findings Analytical results reveal that the reading comprehension of learners in the experimental group significantly exceeded those in the control group for the Q&A article, but the difference was insignificant for the pure text article. Moreover, the ECIRS improved the reading comprehension of field-independent learners more than it did that of field-dependent learners. Moreover, neither the cognitive loads of the two groups nor their acceptance of the technology differed significantly, whereas the reading time of the experimental group significantly exceeded that of the control group. Interestingly, for all articles, the control group of learners read mostly from top to bottom without repetition, whereas most of the learners in the experimental group read most paragraphs more than once. Clearly, the proposed ECIRS supports deeper digital reading than does the MCIRS. Originality/value This study proposes an emerging ECIRS that can automatically provide supplementary information to a reader and control a reading text based on a reader’s eye movement to replace the widely used mouse-controlled reading system on a computer screen to effectively support digital reading for English language learning. The implications of this study are that the highly interactive reading patterns of digital text with ECIRS support increase motivation and willingness to learn while giving learners a more intuitive and natural reading experience as well as reading an article online with ECIRS support guides learners’ attention in deeper digital reading than does the MCIRS because of simultaneously integrating perceptual and cognitive processes of selection, awareness and control based on human eye movement.

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Improving Learning Performance with Happiness by Interactive Scenarios

Cited by 11 publications

References 28 publications

The effects of computer-based games and collaboration in large groups vs. collaboration in pairs or traditional methods

The effects of computer-based games and collaboration in large groups vs. collaboration in pairs or traditional methods

Comparing the Taiwanese learning effects of Shaking‐On and Kahoot!

A visual interactive reading system based on eye tracking technology to improve digital reading performance

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