Yueh-Min Huang
Biographic Data
| ID | 320574 |
|---|---|
| NAME | Yueh-Min Huang |
| GIVEN NAMES | Yueh-Min |
| FAMILY NAME | Huang |
| SIGNATURE | HUANG Y |
| AFFILIATIONS | National Cheng Kung University |
| ORCID | 0000-0001-7052-1272 |
| VERIFIED | Yes |
| TOTAL WORKS | 42 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 42 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Unpacking the heterogeneity of pre-service teachers’ ChatGPT acceptance
Pre-service teachers’ acceptance of generative AI is highly heterogeneous, yet most studies rely on variable-centered approaches that cannot reveal qualitatively distinct subgroups. This study adopted a person-centered latent profile analysis (LPA) to identify pre-service teachers’ ChatGPT acceptance profiles and to compare STEM and non-STEM teachers in terms of profile distribution and behavioral intention. Data were collected from N = 128 pre-s…
Enhancing students’ knowledge construction and affective-domain learning objectives through computational thinking integrated into project-based learning in online learning environments
Intelligent chatbot–supported collaborative learning
Efforts to integrate intelligent chatbots into academic courses, particularly for language learning, have been gaining popularity. However, the impact of chatbot-supported collaborative learning (CL) on student engagement and English speaking skills is under-researched. This study explored the impact of utilizing intelligent chatbot–supported CL on student engagement and speaking skills of English as a foreign language (EFL) learners. It investig…
Guiding Novice Programmers With CPS-GPT
Non-computer-science novices tend to rely on memorization and imitation when learning programming-related courses. Applying structured learning strategies such as Creative Problem Solving (CPS) can scaffold learners through complex tasks, while timely and adaptive support from ChatGPT can foster active knowledge construction and the development of higher-order thinking (HOT). However, conventional ChatGPT interactions are primarily based on one-w…
From Immediate Answers to Structured Inquiry
Artificial Intelligence integration with mobile instant messaging (MIM) offers promising support for blended learning discussions, yet current implementations often favor immediacy over pedagogical structure. Despite separate studies on Socratic methods, ChatGPT applications, and MIM platforms, their systematic integration remains unexplored. This study introduces SCMIM (Socratic-based ChatGPT Mobile Instant Messaging) and compares its impact wit…
Psychosocial dimensions of immersive learning
This study investigates the effectiveness of a virtual reality (VR)-based learning system designed to enhance elementary students' conceptual understanding and motivation in learning light and shadow phenomena. Grounded in Kolb's Experiential Learning Theory and Self-Determination Theory, the VR system supports concrete experience, active experimentation, and fulfillment of psychological needs such as perceived competence, autonomy/choice, and re…
Guided reflection in collaborative problem-solving
This study examines the impact of guided reflection on students’ learning performance, reflective thinking, and collaborative interactions in STEM problem-solving. A reflection-support system integrating natural language processing (NLP) was developed to capture and analyze students’ discussion content in real time. A randomized controlled trial with 76 undergraduates in a Micro:bit autonomous vehicle workshop compared guided reflection prompts w…
Enhancing student engagement and higher-order thinking in human-centred design projects
Generative Artificial Intelligence (GAI) offers new opportunities to support creativity and problem-solving in design thinking education. However, its integration with collaborative virtual tools to enhance student engagement and higher-order thinking skills (HOTs) remains underexplored. This study examines the impact of a GAI-enhanced collaborative whiteboard (GAICW) in a DT course on occupational hygiene. Using a quasi-experimental design, 65 s…
Enhancing Flipped Learning With Convergent Feedback
While flipped learning promotes active learning in higher education, students often struggle with self‐regulation and motivation when facing complex content. Traditional search engines provide divergent feedback that can increase cognitive load and impede learning effectiveness. This study examined the impact of GPTutor, an AI‐powered tool integrating ChatGPT and Apple's Shortcuts to provide convergent feedback, on knowledge construction, motivat…
Integrating computational thinking into problem-based learning in EAP writing
Integrating computational thinking, game design, and design thinking
This study integrated the fields of computational thinking (CT), game design, and design thinking through a scoping review, exploring their research development trends, as well as their applications and implications for education. A scoping review of game-design-based learning in CT literature was conducted, with a focus on technology-enhanced learning and high-impact factor journals published in the ScienceDirect (SDOS) and ISI Web of Science (I…
Leveraging ChatGPT in inquiry-based learning
Self-reflection is a crucial bridge that connects learning experiences with knowledge construction, and it plays a vital role in enhancing higher-order thinking. This study developed a personalized reflective system that integrates generative AI, called Reflective GPT (RGPT), to investigate its effects on students’ learning outcomes and reflective processes in inquiry-based learning. RGPT provides personalized reflective prompts at each stage of …
Advancing self-directed learning in STEM education
Precision education employs technology to diagnose learning processes and provide adaptive feedback tailored to individual needs. This study explores the impact of generative AI as a learning aid to enhance self-directed learning (SDL) in STEM education. In a four-week randomized controlled trial with 72 university students, a GPT-based learning aid was compared to a traditional FAQ tool. The GPT-based aid, powered by large language models (LLMs)…
Effects of applying speech-enabled language translation technology to EMI lectures on students’ discussion quality and learning achievement
ChatGPT-enhanced mobile instant messaging in online learning
Mobile Instant Messaging is prevalent in online learning discussions but has inherent limitations in fostering higher-order thinking skills and managing information overload. This study investigates the pedagogical integration of ChatGPT within Mobile Instant Messaging platforms to enhance online learning, addressing a gap in artificial intelligence-enhanced educational technologies . In a 16-week randomized controlled trial with 63 graduate stud…
Integrating Computational Thinking Diagnostic Mechanism and Reflective Learning
Integrating peer assessment cycle into ChatGPT for STEM education
Incorporating Computational Thinking Into Virtual Laboratories to Enhance Learning Motivation, Engagement, and Higher‐Order Thinking Skills
ChatGPT in Education
The rapid proliferation of ChatGPT has fuelled expectations of transformative change in education; yet most systematic reviews remain confined to single disciplines or educational levels. Adopting general system theory (GST) and the knowledge‐skills‐attitudes (KSA) framework, this review offers a more comprehensive perspective on ChatGPT's educational impact. Following PRISMA guidelines, we searched major academic databases for studies published …
Enhancing students' learning outcomes in self‐regulated virtual reality learning environment with learning aid mechanisms
Virtual Reality (VR) has demonstrated significant advantages in various educational fields as it allows learners to actively learn in high interactivity and realism under their learning pace. However, for low‐achieving students, VR learning environments may introduce some challenges, which are problems encountered during their learning process, which lead to difficulties in self‐regulating their learning progress and becoming disoriented in the l…
Pair learning in virtual laboratories
Promoting Self-Regulation Progress and Knowledge Construction in Blended Learning via ChatGPT-Based Learning Aid
This study combines ChatGPT, Apple’s Shortcuts, and LINE to create the ChatGPT-based Intelligent Learning Aid (CILA), aiming to enhance self-regulation progress and knowledge construction in blended learning. CILA offers real-time, convergent information to learners’ inquiries, as opposed to traditional Google search engine that provide divergent information. By addressing questions promptly, CILA minimizes interruptions during the performance ph…
Integrating feedback mechanisms and ChatGPT for VR-based experiential learning
This study investigates the application of Virtual Reality (VR) in the educational field, particularly its integration with GAI technologies such as ChatGPT to enhance the learning experience. The research indicates that while VR provides an immersive learning environment fostering student interaction and interest, the lack of a structured learning framework and personalized feedback may limit its educational effectiveness and potentially affect …
Signaling feedback mechanisms to promoting self-regulated learning and motivation in virtual reality transferred to real-world hands-on tasks
Virtual reality (VR) provides a unique platform for interactive learning experiences, enhancing learning, particularly in hands-on courses. However, the visual load of VR and the lack of guidance and interaction from physical teachers or peers can pose challenges for learners in self-regulated learning (SRL) and learning motivation. This study designed feedback in the VR learning environment based on the signaling principles of Cognitive Theory o…
Empowering virtual reality with feedback and reflection in hands‐on learning
No prominent works on this page.
Facilitating learners’ web-based information problem-solving by query expansion-based concept mapping
Web-based information problem-solving has been recognised as a critical ability for learners. However, the development of students’ abilities in this area often faces several challenges, such as difficulty in building well-organised knowledge structures to support complex problems that require higher-order skills (e.g., system thinking). To resolve these issues, this study employs a semi-automatic tool that supports query expansion-based concept …
Effects of using mobile devices on English listening diversity and speaking for EFL elementary students
This study designed learning activities supported by a mobile learning system for students to develop listening and speaking skills in English as a foreign language (EFL). How students perceive learning activities and a mobile learning system were examined in this study. Additionally, how different practices relate to students’ language proficiency was also explored. It was found that students had positive perceptions and intentions toward learni…
Investigating Applications of Speech-to-Text Recognition to Assist Learning in Online and Traditional Classrooms
This study applied Speech-to-Text Recognition (STR) technology during teaching and learning activities to assist learning. Two experiments were carried out in this study. In the first experiment, the STR technology was applied during one-way lectures and students' oral presentations in an online synchronous cyber classroom. In the second experiment, the STR technology was applied during seminars in a traditional classroom. This study aimed to inv…
A pilot study
This study investigated three aspects: how project-based collaborative learning facilitates cross-cultural understanding; how students perceive project-based collaborative learning implementation in a collaborative cyber community (3C) online environment; and what types of communication among students are used. A qualitative case study approach was applied to explore these aspects using a variety of data sources. First, students’ reflections were…
Measuring performance in leaning process of digital game-based learning and static E-learning
Exploring the influence of technological support, cultural constructs, and social networks on online cross-cultural learning
In this study, we carried out an online cross-cultural learning activity supported by speech-enabled language translation technology on a social network service with representatives from 13 nationalities. The participants were assigned into two groups: Group I discussed the traditions and related culture of interest whereas Group II discussed traditions, culture, and any other topics of interest. We tested the effectiveness of the learning activi…
Enhancing Comprehension of Lecture Content in a Foreign Language as the Medium of Instruction
Scholars suggest that not every student completely comprehends the content of a lecture in a foreign language as the medium of instruction, especially in the case of those with low language ability. To facilitate comprehension of lectures in a foreign language, learning content was presented to students in multiple modalities; that is, in addition to verbal (speech of the instructor) and visual (lecture slides) content, texts generated by speech-…
Cross-cultural learning in virtual reality environment
Understanding Teacher Learning Through Teacher-Created Knowledge Products and Transactions
Mutual learning between teachers and their colleagues plays a vital role in their professional growth. However, previous studies show that collaborative teacher learning tends to be confined to small groups, and that it is difficult to make it explicit, showcase, or transfer teachers' tacit knowledge. This study explores this problem by creating a digital system that allows teachers to create, display, and trade their knowledge products; 508 teac…
An Internet Articles Retrieval Agent Combined With Dynamic Associative Concept Maps to Implement Online Learning in an Artificial Intelligence Course
Online learning has been widely discussed in education research, and open educational resources have become an increasingly popular way to help learners acquire knowledge. However, these resources contain massive amounts of information, making it difficult for learners to identify Web articles that refer to computer science knowledge. This study developed an Internet articles retrieval agent combined with dynamic associative concept maps (DACMs).…
Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills
Antecedences of the success of crowdsourcing projects in developing crowd-capital
This paper aims to investigate the antecedents of how crowdfunded projects succeed over crowdsourcing platforms (CFPs) on the Internet. As CFPs make quite a large number of open innovations feasible, little is known about knowledge sharing and cross-project learning (CPL) in association with the success of crowdfunded projects. No study has considered the success of CFP projects in terms of gaining crowd capital with respect to generating ideas, …
Facilitating information literacy and intercultural competence development through the VR Tour production learning activity
Enhancing student's computational thinking skills with student-generated questions strategy in a game-based learning platform
Impact of anxiety and confidence in virtual reality‐mediated learning transferred to hands‐on tasks
Promoting Self-Regulation Progress and Knowledge Construction in Blended Learning via ChatGPT-Based Learning Aid
This study combines ChatGPT, Apple’s Shortcuts, and LINE to create the ChatGPT-based Intelligent Learning Aid (CILA), aiming to enhance self-regulation progress and knowledge construction in blended learning. CILA offers real-time, convergent information to learners’ inquiries, as opposed to traditional Google search engine that provide divergent information. By addressing questions promptly, CILA minimizes interruptions during the performance ph…
Integrating feedback mechanisms and ChatGPT for VR-based experiential learning
This study investigates the application of Virtual Reality (VR) in the educational field, particularly its integration with GAI technologies such as ChatGPT to enhance the learning experience. The research indicates that while VR provides an immersive learning environment fostering student interaction and interest, the lack of a structured learning framework and personalized feedback may limit its educational effectiveness and potentially affect …
Signaling feedback mechanisms to promoting self-regulated learning and motivation in virtual reality transferred to real-world hands-on tasks
Virtual reality (VR) provides a unique platform for interactive learning experiences, enhancing learning, particularly in hands-on courses. However, the visual load of VR and the lack of guidance and interaction from physical teachers or peers can pose challenges for learners in self-regulated learning (SRL) and learning motivation. This study designed feedback in the VR learning environment based on the signaling principles of Cognitive Theory o…
Empowering virtual reality with feedback and reflection in hands‐on learning
Intercultural competence development through a tele‐collaborative project supported by speech‐enabled corrective feedback technology
Identification of Problem-Solving Techniques in Computational Thinking Studies
Problem-solving skills are an ability that must be cultivated to equip students with the skills needed to deal with today’s increasingly complex and volatile environment. Computational thinking represents a new paradigm in problem-solving skills. After Wing proposed Computational Thinking as problem-solving skills in 2006, other scholars investigated this topic; nevertheless, the link between Computational Thinking and problem-solving has not bee…
Integrating computational thinking, game design, and design thinking
This study integrated the fields of computational thinking (CT), game design, and design thinking through a scoping review, exploring their research development trends, as well as their applications and implications for education. A scoping review of game-design-based learning in CT literature was conducted, with a focus on technology-enhanced learning and high-impact factor journals published in the ScienceDirect (SDOS) and ISI Web of Science (I…
Leveraging ChatGPT in inquiry-based learning
Self-reflection is a crucial bridge that connects learning experiences with knowledge construction, and it plays a vital role in enhancing higher-order thinking. This study developed a personalized reflective system that integrates generative AI, called Reflective GPT (RGPT), to investigate its effects on students’ learning outcomes and reflective processes in inquiry-based learning. RGPT provides personalized reflective prompts at each stage of …
Advancing self-directed learning in STEM education
Precision education employs technology to diagnose learning processes and provide adaptive feedback tailored to individual needs. This study explores the impact of generative AI as a learning aid to enhance self-directed learning (SDL) in STEM education. In a four-week randomized controlled trial with 72 university students, a GPT-based learning aid was compared to a traditional FAQ tool. The GPT-based aid, powered by large language models (LLMs)…
Effects of applying speech-enabled language translation technology to EMI lectures on students’ discussion quality and learning achievement
Computer Science (29 works) · Psychology (27 works) · Mathematics education (20 works) · Educational technology (19 works) · Innovative Teaching and Learning Methods (12 works) · Pedagogy (10 works) · Human–computer interaction (9 works) · Multimedia (9 works) · Artificial Intelligence (8 works) · Cognition (8 works)