Chen‐Huei Liao
Datos Biográficos
| ID | 9554381 |
|---|---|
| NOMBRE | Chen‐Huei Liao |
| NOMBRES | Chen‐Huei |
| APELLIDO | Liao |
| FIRMA | LIAO C H |
| AFILIACIONES | Canadian Orthopaedic Trauma Society |
| ORCID | 0000-0003-0365-7043 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAS | 18 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2019 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Improving Reading comprehension in Taiwanese students
This study assessed the effectiveness of a dual-agent Chinese Dialogue-Based Intelligent Tutoring System (CDITS) in enhancing summarization and reading comprehension skills in low-achieving elementary students in central Taiwan. The study recruited 30 low-achieving students from the fifth and sixth grades. A 6-week instructional intervention was conducted, structured as a single-group pretest–posttest design. The findings revealed significant imp…
Constructing and Validating the Aipack Scale
This study developed and validated the Artificial Intelligence Pedagogical Content Knowledge (AIPACK) scale to assess the AI‐related instructional knowledge of primary and secondary school teachers in Taiwan. The scale includes four dimensions: AI Knowledge (AIK), AI Content Knowledge (AICK), AI Pedagogical Knowledge (AIPK), and AI Pedagogical Content Knowledge (AIPACK). Valid responses from 200 participants were analysed using confirmatory facto…
Act, Talk, Reflect, Then Act
The current mixed‐method study examined the role of natural mentors in the cyclical process of college students’ sociopolitical development, particularly their critical consciousness. College students ( N = 145) completed surveys at two time points over a one‐year period. Path analyses indicated that critical action and perceived inequalities were significantly associated with more social justice conversations with mentors and that having more so…
Emerging Adults' Social Justice Engagement
This study examines emerging adults’ perceived motivations and barriers to social justice engagement, and how their social identities shape involvement. We conducted in‐depth interviews with service‐learning students ( n = 30). Thematic analysis of interview data revealed that participants perceived several motivations and barriers to engagement, including the following: (a) the current political climate, (b) self‐efficacy to make small‐scale cha…
Mentoring Relationship Quality Profiles and Their Association With Urban, Low-Income Youth's Academic Outcomes
This study aimed to (a) identify mentoring quality profiles based on characteristics of informal mentoring relationships, (b) examine how mentor and youth demographic characteristics were related to the profiles, and (c) investigate whether the profiles were related to youth's academic outcomes. Participants were 411 ninth-grade urban, low-income students. Mentors were comprised of older siblings, extended family members, and non-familial adults.…
Mentoring Relationship Quality Profiles and Their Association With Urban, Low-Income Youth's Academic Outcomes
This study aimed to (a) identify mentoring quality profiles based on characteristics of informal mentoring relationships, (b) examine how mentor and youth demographic characteristics were related to the profiles, and (c) investigate whether the profiles were related to youth's academic outcomes. Participants were 411 ninth-grade urban, low-income students. Mentors were comprised of older siblings, extended family members, and non-familial adults.…
Act, Talk, Reflect, Then Act
The current mixed‐method study examined the role of natural mentors in the cyclical process of college students’ sociopolitical development, particularly their critical consciousness. College students ( N = 145) completed surveys at two time points over a one‐year period. Path analyses indicated that critical action and perceived inequalities were significantly associated with more social justice conversations with mentors and that having more so…
Mentoring Relationship Quality Profiles and Their Association With Urban, Low-Income Youth's Academic Outcomes
This study aimed to (a) identify mentoring quality profiles based on characteristics of informal mentoring relationships, (b) examine how mentor and youth demographic characteristics were related to the profiles, and (c) investigate whether the profiles were related to youth's academic outcomes. Participants were 411 ninth-grade urban, low-income students. Mentors were comprised of older siblings, extended family members, and non-familial adults.…
Act, Talk, Reflect, Then Act
The current mixed‐method study examined the role of natural mentors in the cyclical process of college students’ sociopolitical development, particularly their critical consciousness. College students ( N = 145) completed surveys at two time points over a one‐year period. Path analyses indicated that critical action and perceived inequalities were significantly associated with more social justice conversations with mentors and that having more so…
Emerging Adults' Social Justice Engagement
This study examines emerging adults’ perceived motivations and barriers to social justice engagement, and how their social identities shape involvement. We conducted in‐depth interviews with service‐learning students ( n = 30). Thematic analysis of interview data revealed that participants perceived several motivations and barriers to engagement, including the following: (a) the current political climate, (b) self‐efficacy to make small‐scale cha…
Improving Reading comprehension in Taiwanese students
This study assessed the effectiveness of a dual-agent Chinese Dialogue-Based Intelligent Tutoring System (CDITS) in enhancing summarization and reading comprehension skills in low-achieving elementary students in central Taiwan. The study recruited 30 low-achieving students from the fifth and sixth grades. A 6-week instructional intervention was conducted, structured as a single-group pretest–posttest design. The findings revealed significant imp…
Constructing and Validating the Aipack Scale
This study developed and validated the Artificial Intelligence Pedagogical Content Knowledge (AIPACK) scale to assess the AI‐related instructional knowledge of primary and secondary school teachers in Taiwan. The scale includes four dimensions: AI Knowledge (AIK), AI Content Knowledge (AICK), AI Pedagogical Knowledge (AIPK), and AI Pedagogical Content Knowledge (AIPACK). Valid responses from 200 participants were analysed using confirmatory facto…
Psychology (4 obras) · Youth Development and Social Support (3 obras) · Intelligent Tutoring Systems and Adaptive Learning (2 obras) · Mentoring and Academic Development (2 obras) · Social Psychology (2 obras) · Sociology (2 obras) · Academic achievement (1 obras) · Action (physics) (1 obras) · Association (psychology) (1 obras) · Career Development and Diversity (1 obras)