Min Jou
Biographic Data
| ID | 4978722 |
|---|---|
| NAME | Min Jou |
| GIVEN NAMES | Min |
| FAMILY NAME | Jou |
| SIGNATURE | JOU M |
| AFFILIATIONS | National Taiwan Normal University |
| ORCID | 0000-0002-1782-0115 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 22 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
From cognitive offloading to learning accountability erosion
Generative artificial intelligence (GAI) is reshaping higher education, yet its significance may lie less in efficiency gains than in how it reconfigures learners’ cognitive, epistemic, and responsibility-related orientations. Drawing on educational psychology, this study examines whether AI use is associated with a sequential process involving cognitive offloading, epistemic trust transfer, and reduced learning accountability. An exploratory seq…
Facing the future with AI
Although artificial intelligence (AI) is transforming work, little is known about how college students psychologically prepare for AI-induced career uncertainty. Existing research has emphasized digital skills and self-efficacy, while overlooking cognitive risk perceptions and adaptive psychological resources. To address this gap, this study examines how AI risk perception and growth mindset shape career readiness, with career adaptability as a m…
Synergistic effects of AR and reflective pedagogy
With the advancement of AI and unmanned factories, technical education must cultivate not only students’ technical abilities but also their critical thinking and problem-solving skills. This study investigates the integration of augmented reality (AR) with reflective pedagogy to enhance practical learning among students with varying academic achievement levels. A mixed-methods design was employed to examine how AR-supported reflection impacts sel…
Immersive experiential-flipped AR for culinary skill learning
Learners’ longitudinal trajectories of self-efficacy and grit in interactive AI-supported learning environments
The integration of generative artificial intelligence (GAI) into higher education has reshaped interaction, feedback, and reflection in learning environments. Grounded in a Perception–Belief–Action–Outcome framework, this study examined how early-stage perceptions of AI use were associated with technical university students’ self-efficacy, academic grit, and STEM-integrated competence over time. A longitudinal mixed-methods design was implemented…
Let technology serve learning
Despite its growing adoption, flipped learning still struggles with limited pre-class engagement, superficial in-class interaction, and insufficient individualized support. Meanwhile, the rapid uptake of generative AI (GAI) in higher education introduces opportunities for learning scaffolding alongside concerns about overreliance and diminished learner agency. To address these tensions, this study proposes a six-phase, human-centered flipped fram…
The influence of generative artificial intelligence support on learning anxiety and academic expectation stress
With the rapid integration of Generative Artificial Intelligence (GAI) into higher education, growing attention has been paid to its influence on students' psychological well-being. While prior studies have focused mainly on cognitive benefits, less is known about GAI's emotional regulation effects. Grounded in Social Cognitive Theory, this study constructed a structural model to examine how GAI support affects learning anxiety and academic expec…
Dual empowerment in VR-based technical training
Virtual reality (VR) has become an important tool in vocational education, particularly for supporting procedural rehearsal, real-time feedback, and safe skill practice. Although prior studies have explored the combination of VR and hands-on training, less is known about how these modalities should be systematically integrated within an instructional model to support both learning and sustained skill transfer. To address this gap, this study prop…
Psychological insights into enhanced online learning
Visual feedback design and cognitive immersion
Creative personal identity in the age of generative AI
Fostering Career Awareness and Self-Directed Learning through an AI-Induced Disruptive Learning Environment
The impact of question guidance and cues on learners’ online multimedia learning outcomes
Online multimedia learning is a popular teaching approach. Based on the cognitive load theory and the learning process model, question guidance reduces cognitive load by reducing attention to unnecessary material and improving learning effectiveness. Moreover, according to the attention guidance hypothesis, cues can help learners allocate attentional resources better. This study created a mediated moderation model to explain how question guidance…
The influence of mobile-learning flipped classrooms on the emotional learning and cognitive flexibility of students of different levels of learning achievement
As mobile learning (ML) becomes more and more popular, teaching methods are gradually adapting to flipped classrooms or micro-flipped classrooms. Many studies have discussed the influence of ML-based flipped classrooms on students’ learning in a macroscopic way. However, at the micro-level, the impact of these classrooms on students’ emotional learning and cognitive flexibility requires further research–particularly of students of different level…
The developmental characteristics of computational thinking and its relationship with technical skills
Previous research suggests that there should be a correlation between computational thinking and traditional cognitive and motor skills. At present, academia either considers cognitive skills a part of computational thinking, or investigates the correlation between computational thinking and cognitive skills. Current research on computational thinking focuses on the design of teaching models to improve computational thinking ability and on measur…
Talking to a bot or a wall? How chatbots vs. human agents affect anticipated communication quality
Too much overload and concerns
Investigating the attentional bias and information processing mechanism of mobile phone addicts towards emotional information
Reactions and gender differences to online pictures of covered sexual organs among heterosexual young adults—Studies based on behavior, eye movement and ERP
The long-term effect of media violence exposure on aggression of youngsters
The effect of negative energy news on social trust and helping behavior
Relationship between shyness and mobile phone addiction in Chinese young adults
Relationship between shyness and mobile phone addiction in Chinese young adults
The effect of negative energy news on social trust and helping behavior
Investigating the attentional bias and information processing mechanism of mobile phone addicts towards emotional information
Reactions and gender differences to online pictures of covered sexual organs among heterosexual young adults—Studies based on behavior, eye movement and ERP
The long-term effect of media violence exposure on aggression of youngsters
The influence of mobile-learning flipped classrooms on the emotional learning and cognitive flexibility of students of different levels of learning achievement
As mobile learning (ML) becomes more and more popular, teaching methods are gradually adapting to flipped classrooms or micro-flipped classrooms. Many studies have discussed the influence of ML-based flipped classrooms on students’ learning in a macroscopic way. However, at the micro-level, the impact of these classrooms on students’ emotional learning and cognitive flexibility requires further research–particularly of students of different level…
The developmental characteristics of computational thinking and its relationship with technical skills
Previous research suggests that there should be a correlation between computational thinking and traditional cognitive and motor skills. At present, academia either considers cognitive skills a part of computational thinking, or investigates the correlation between computational thinking and cognitive skills. Current research on computational thinking focuses on the design of teaching models to improve computational thinking ability and on measur…
Talking to a bot or a wall? How chatbots vs. human agents affect anticipated communication quality
Too much overload and concerns
The impact of question guidance and cues on learners’ online multimedia learning outcomes
Online multimedia learning is a popular teaching approach. Based on the cognitive load theory and the learning process model, question guidance reduces cognitive load by reducing attention to unnecessary material and improving learning effectiveness. Moreover, according to the attention guidance hypothesis, cues can help learners allocate attentional resources better. This study created a mediated moderation model to explain how question guidance…
From cognitive offloading to learning accountability erosion
Generative artificial intelligence (GAI) is reshaping higher education, yet its significance may lie less in efficiency gains than in how it reconfigures learners’ cognitive, epistemic, and responsibility-related orientations. Drawing on educational psychology, this study examines whether AI use is associated with a sequential process involving cognitive offloading, epistemic trust transfer, and reduced learning accountability. An exploratory seq…
Facing the future with AI
Although artificial intelligence (AI) is transforming work, little is known about how college students psychologically prepare for AI-induced career uncertainty. Existing research has emphasized digital skills and self-efficacy, while overlooking cognitive risk perceptions and adaptive psychological resources. To address this gap, this study examines how AI risk perception and growth mindset shape career readiness, with career adaptability as a m…
Synergistic effects of AR and reflective pedagogy
With the advancement of AI and unmanned factories, technical education must cultivate not only students’ technical abilities but also their critical thinking and problem-solving skills. This study investigates the integration of augmented reality (AR) with reflective pedagogy to enhance practical learning among students with varying academic achievement levels. A mixed-methods design was employed to examine how AR-supported reflection impacts sel…
Immersive experiential-flipped AR for culinary skill learning
Learners’ longitudinal trajectories of self-efficacy and grit in interactive AI-supported learning environments
The integration of generative artificial intelligence (GAI) into higher education has reshaped interaction, feedback, and reflection in learning environments. Grounded in a Perception–Belief–Action–Outcome framework, this study examined how early-stage perceptions of AI use were associated with technical university students’ self-efficacy, academic grit, and STEM-integrated competence over time. A longitudinal mixed-methods design was implemented…
Let technology serve learning
Despite its growing adoption, flipped learning still struggles with limited pre-class engagement, superficial in-class interaction, and insufficient individualized support. Meanwhile, the rapid uptake of generative AI (GAI) in higher education introduces opportunities for learning scaffolding alongside concerns about overreliance and diminished learner agency. To address these tensions, this study proposes a six-phase, human-centered flipped fram…
The influence of generative artificial intelligence support on learning anxiety and academic expectation stress
With the rapid integration of Generative Artificial Intelligence (GAI) into higher education, growing attention has been paid to its influence on students' psychological well-being. While prior studies have focused mainly on cognitive benefits, less is known about GAI's emotional regulation effects. Grounded in Social Cognitive Theory, this study constructed a structural model to examine how GAI support affects learning anxiety and academic expec…
Dual empowerment in VR-based technical training
Virtual reality (VR) has become an important tool in vocational education, particularly for supporting procedural rehearsal, real-time feedback, and safe skill practice. Although prior studies have explored the combination of VR and hands-on training, less is known about how these modalities should be systematically integrated within an instructional model to support both learning and sustained skill transfer. To address this gap, this study prop…
Psychological insights into enhanced online learning
Visual feedback design and cognitive immersion
Creative personal identity in the age of generative AI
Fostering Career Awareness and Self-Directed Learning through an AI-Induced Disruptive Learning Environment
Psychology (11 works) · Cognition (10 works) · Educational technology (8 works) · Computer Science (7 works) · Social Psychology (6 works) · Experiential learning (4 works) · Generative grammar (4 works) · Grit, Self-Efficacy, and Motivation (4 works) · Impact of Technology on Adolescents (4 works) · Instructional design (4 works)