Cheng-Yu Chung
Biographic Data
| ID | 6713731 |
|---|---|
| NAME | Cheng-Yu Chung |
| GIVEN NAMES | Cheng-Yu |
| FAMILY NAME | Chung |
| SIGNATURE | CHUNG C |
| AFFILIATIONS | Arizona State University |
| ORCID | 0000-0002-1258-9380 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
AI-assisted programming question generation
Creating practice questions for programming learning is not an easy job. It requires the instructor to diligently organize heterogeneous learning resources. Although educational technologies have been adopted across levels of programming learning, programming question generation (PQG) is still predominantly performed by instructors without advanced technological support. This study proposes a knowledge-based PQG model that aims to help the instru…
Interactive CovidCampus Simulation Game
We explore how an AR simulation created by a multidisciplinary team evolved into a more interactive, student-centered learning game. The CovidCampus experience was designed to help college students understand how their decisions can affect their probability of infection throughout a day on campus. There were eight decision points throughout the day. Within group comparisons of immediate learning gains and self-reported behavioral changes were ana…
Collaborative programming problem-solving in augmented reality
Although numerous studies have demonstrated different ways that augmented reality (AR) can assist students to understand the learning content via contextualised visualisation, less explored is its effect on collaborative problem-solving (CPS) in computer programming. This study aims to investigate how AR affects a CPS in a programming task. We designed a mobile app that could visualise computer programming in AR and non-AR 3D images. The app coul…
No prominent works on this page.
Interactive CovidCampus Simulation Game
We explore how an AR simulation created by a multidisciplinary team evolved into a more interactive, student-centered learning game. The CovidCampus experience was designed to help college students understand how their decisions can affect their probability of infection throughout a day on campus. There were eight decision points throughout the day. Within group comparisons of immediate learning gains and self-reported behavioral changes were ana…
Collaborative programming problem-solving in augmented reality
Although numerous studies have demonstrated different ways that augmented reality (AR) can assist students to understand the learning content via contextualised visualisation, less explored is its effect on collaborative problem-solving (CPS) in computer programming. This study aims to investigate how AR affects a CPS in a programming task. We designed a mobile app that could visualise computer programming in AR and non-AR 3D images. The app coul…
AI-assisted programming question generation
Creating practice questions for programming learning is not an easy job. It requires the instructor to diligently organize heterogeneous learning resources. Although educational technologies have been adopted across levels of programming learning, programming question generation (PQG) is still predominantly performed by instructors without advanced technological support. This study proposes a knowledge-based PQG model that aims to help the instru…
Computer Science (2 works) · Educational Games and Gamification (2 works) · Applied Psychology (1 works) · Artificial Intelligence (1 works) · Computer security (1 works) · Dissemination (1 works) · Game design (1 works) · Graph (1 works) · Inductive programming (1 works) · Innovative Teaching and Learning Methods (1 works)