教師著作

Permanent URI for this collectionhttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/31271

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Author: search.filters.author.Yeh, C.R.Start date: 2010

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Now showing 1 - 10 of 10
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    A Case Study on the Continuing Use of Personal Response System in Taiwan from the Perspectives of IS Success Model, Motivation and Agency Theory
    (2010-01-27) Yeh, C.R.; Tao, Y.-H.
    Personal response system (PRS) is increasingly adopted in Taiwan’s higher education. As the literature mainly reports studies in UK and USA and involves few theories or models in education domain, this study attempts to conduct a small-scale case study to empirically test the perceptions of Taiwan’s college students on PRS usage from the perspectives of related theories of information system success model, motivation, and agency theory. As an initial effort in investigating PRS adoption theories from the perceptions of Taiwan’s college students, this study provides important results and implications to extend PRS usage studies to a global scope with a wider base of theoretical support.
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    Designing a Monopoly-Mechanism Online Game Platform for Business Education
    (2010-01-27) Tao, Y.-H.; Hong, W.J.; Yeh, C.R.
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    How Benefits and Challenges of Personal Response System Impact Students’ Continuance Intention? A Taiwanese Context. (conditional acceptance)
    (International Forum of Educational Technology and Society, 2012-05-01) Yeh, C.R.; Tao, Y.
    To address four issues observed from the latest Personal Response System (PRS) review by Kay and LeSage (2009), this paper investigates, through a systematic research, how the derived benefits and challenges of PRS affect the satisfaction and continuance intention of college students in Taiwan. The empirical study samples representative college students enrolled in three universities from each of the Northern, Central, Southern, and Eastern geographical regions in Taiwan. The results based on 406 valid returned questionnaires and partial least square analysis confirm that classroom environment and learning benefits have positive effects, whereas technology- and student-based challenges have negative effects on student satisfaction, thus influencing their intention to continue using PRS. In contrast, assessment benefits and teacher-based challenges do not have significant influences on student satisfaction. The present research contributes to literature by empirically testing PRS benefits and challenges derived from previous works, validating only the aspects that influence student satisfaction and, consequently, their behavioral intention to continue using PRS. The implications and suggestions derived from this rigorous research are highly relevant in practice. The findings enable a set of general design strategies for successful PRS implementations, providing the empirical basis for conducting future in-depth PRS research.
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    From West to East: Adoption of Western Measurement Scales in Taiwan’s Organizational Research
    (國立成功大學企業管理學系, 2012-11-01) Yeh, C.R.; Lin, C.-Y.; Chen, S.-Y.
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    Effects of the Heterogeneity of Game Complexity and User Population in Learning Performance of Business Simulation Games.
    (Elsevier, 2012-12-01) Tao, Y.; Yeh, C.R.; Hung, K.C.
    Previous studies on business simulation games (BSGs) have concluded that improved performance may not be the primary benefit of using BSGs, due to mixed results between student performance and perceptions. Two relevant and insightful issues attract our attention, namely, the impacts of the heterogeneous student population and the different complexity levels of BSG software. To address these issues, the present study aims to understand the relationship between student profile/characteristics and performance in the classroom with BSG-facilitated learning. An in-depth case study is conducted on a general college course designed to teach three different complexities of BSGs to students enrolled in different majors. Four student profile factors are individually tested for differences in performance scores as evaluated by the teacher. Additionally, the influences of 11 student characteristics are assessed with regard their self-reported perceived learning performances. Regression analysis and ANOVA are used to investigate the impacts of heterogeneous users and game complexity on student performance. Based on the regression analyses of the data collected from 43 respondents who participated in the general course, the study concludes that knowledge and skill may influence the heterogeneous student population; moreover, student participation and tacit learning preference improve performance, and students with an auditory learning preference or high learning motivation may not perform well in classroom BSG learning. However, the low value of adjusted R square implies that more dimensions or variables are needed to increase the explaining power of the performance scores in the regression analyses. In contrast, heterogeneous BSG software with different complexity levels present different results. The current research contributes practical and incremental knowledge on the complexity of heterogeneous BSG software on performance scores and the perceived learning performance of heterogeneous student populations. With the research limitations acknowledged, a series of suggestions for teachers pertaining to appropriate applications of BSGs in classes is offered as well as recommendations to BSG providers. Nevertheless, in-depth analyses are required, preferably with larger student population samples, to further explore the insignificant relationship between student perceptions and attitude under nonlinear extended complexity.
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    College students' intention to continue using a personal response system: Deriving a model from four theoretical perspectives
    (Australasian Society for Computers in Learning in Tertiary Education (ascilite), 2012-10-01) Yeh, C.R.; Tao, Y.
    The use of personal response systems (PRS) in classrooms is gaining popularity in the higher education institutes of Taiwan. However, past research rarely adopts theories from the information system domains, and their focus was primarily on the UK and US context. Therefore, this study adopted a theory-based approach to explore the perceptions of Taiwanese college students on PRS continuance usage, incorporating a collection of related theories, including expectation-confirmation theory, information systems success model, motivation theory, and agency theory. As an initial foray into PRS adoption theories, this study aims to provide findings and implications that will enable future researchers to extend studies on PRS usage with a wider base of theoretical support.