Jerry Chih-Yuan Sun
Biographic Data
| ID | 7251062 |
|---|---|
| NAME | Jerry Chih-Yuan Sun |
| GIVEN NAMES | Jerry Chih-Yuan |
| FAMILY NAME | Sun |
| SIGNATURE | SUN J C |
| AFFILIATIONS | National Yang Ming Chiao Tung University |
| ORCID | 0000-0002-7892-4313 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Understanding online knowledge communities via social networks and self-regulation in synchronous VR co-creation for distance learning during the Covid-19 pandemic
This study examined social networks and self-regulation in two different co-creation environments (2D digital and 3D VR co-creation) through SNA and ANCOVA. The study utilized a quasi-experimental research design with 44 tenth-grade students, 24 males (55%) and 20 females (45%), from an English class at a public senior high school in northern Taiwan. To assess the effects of the environment, the classes were divided into a control group and an ex…
Empowering bilingual teachers with dynamic GenAI
Teacher Perspective on Mooc Evaluation and Competency-Based Open Learning
Quality MOOCs (massive open online courses) ensure open learning under the top-down guidance of established criteria and standards. With an evaluative approach, course providers can use the guiding frameworks in designing and refining courses while fostering students’ targeted open learning competency. This study explores the openness embedded into MOOC course design and the anticipated core competency, gathering insights from interviews with in-…
Are online behavioural characteristics effective predictors of intrinsic motivation and user engagement in the online learning environment
This study aimed to investigate the predicted relationship among online behavioural characteristics, intrinsic motivation and user engagement. An online learning platform was used to collect data on the online reading time and the number of test attempts of 161 graduate students, as well as their post-learning motivation and user engagement levels. The data were processed based on the e-learning motivation and user engagement scales. The data str…
Identifying key factors of dynamic Addie model for instructional virtual reality design
Due to the features of immersive learning and without the restrictions of time and place, virtual reality (VR) is commonly used in learning areas. For investigating functional design in the VR learning environment, previous literature proposed a series of theoretical models and strategies without considering the key factors for their development. Therefore, this study explored the key factors based on the dynamic ADDIE model for the design of VR …
Evaluating AI's impact on self-regulated language learning
Real-time virtual reality co-creation
This study investigated student engagement and focused attention in three co-creation environments (a paper-based environment, the 2D Jamboard platform, and the CoSpaces virtual reality (VR) platform). The study utilized a quasi-experimental research design with a total of 66 tenth-grade students including 34 males (52%) and 32 females (48%) from two English classes at a public senior high school in northern Taiwan. To assess the effects of the e…
Comparing technology acceptance of AR-based and 3D map-based mobile library applications
This study integrated augmented reality (AR) and three-dimensional (3D) maps into mobile learning for library use instruction. To maximize the benefits of mobile library applications (MLAs), their technology acceptance was examined. Because of the e-learning context, the General Extended Technology Acceptance Model for E-Learning (GETAMEL) developed by Abdullah and Ward ([2016]. Developing a general extended technology acceptance model for e-lear…
Effects of AR ‐ and VR ‐based wearables in teaching English
Effects of integrating an interactive response system into flipped classroom instruction on students’ anti-phishing self-efficacy, collective efficacy, and sequential behavioral patterns
Situational interest, computer self‐efficacy and self‐regulation
This study investigates possible relationships among motivational and learning variables (interest, self‐efficacy and self‐regulation) and three types of student engagement (behavioural engagement, emotional engagement and cognitive engagement) in a distance education setting. Participants were 203 students enrolled in online classes in the fall semester of 2008 in the Schools of Gerontology and Engineering at a large research university in the s…
No prominent works on this page.
Situational interest, computer self‐efficacy and self‐regulation
This study investigates possible relationships among motivational and learning variables (interest, self‐efficacy and self‐regulation) and three types of student engagement (behavioural engagement, emotional engagement and cognitive engagement) in a distance education setting. Participants were 203 students enrolled in online classes in the fall semester of 2008 in the Schools of Gerontology and Engineering at a large research university in the s…
Effects of integrating an interactive response system into flipped classroom instruction on students’ anti-phishing self-efficacy, collective efficacy, and sequential behavioral patterns
Real-time virtual reality co-creation
This study investigated student engagement and focused attention in three co-creation environments (a paper-based environment, the 2D Jamboard platform, and the CoSpaces virtual reality (VR) platform). The study utilized a quasi-experimental research design with a total of 66 tenth-grade students including 34 males (52%) and 32 females (48%) from two English classes at a public senior high school in northern Taiwan. To assess the effects of the e…
Comparing technology acceptance of AR-based and 3D map-based mobile library applications
This study integrated augmented reality (AR) and three-dimensional (3D) maps into mobile learning for library use instruction. To maximize the benefits of mobile library applications (MLAs), their technology acceptance was examined. Because of the e-learning context, the General Extended Technology Acceptance Model for E-Learning (GETAMEL) developed by Abdullah and Ward ([2016]. Developing a general extended technology acceptance model for e-lear…
Effects of AR ‐ and VR ‐based wearables in teaching English
Identifying key factors of dynamic Addie model for instructional virtual reality design
Due to the features of immersive learning and without the restrictions of time and place, virtual reality (VR) is commonly used in learning areas. For investigating functional design in the VR learning environment, previous literature proposed a series of theoretical models and strategies without considering the key factors for their development. Therefore, this study explored the key factors based on the dynamic ADDIE model for the design of VR …
Evaluating AI's impact on self-regulated language learning
Teacher Perspective on Mooc Evaluation and Competency-Based Open Learning
Quality MOOCs (massive open online courses) ensure open learning under the top-down guidance of established criteria and standards. With an evaluative approach, course providers can use the guiding frameworks in designing and refining courses while fostering students’ targeted open learning competency. This study explores the openness embedded into MOOC course design and the anticipated core competency, gathering insights from interviews with in-…
Are online behavioural characteristics effective predictors of intrinsic motivation and user engagement in the online learning environment
This study aimed to investigate the predicted relationship among online behavioural characteristics, intrinsic motivation and user engagement. An online learning platform was used to collect data on the online reading time and the number of test attempts of 161 graduate students, as well as their post-learning motivation and user engagement levels. The data were processed based on the e-learning motivation and user engagement scales. The data str…
Understanding online knowledge communities via social networks and self-regulation in synchronous VR co-creation for distance learning during the Covid-19 pandemic
This study examined social networks and self-regulation in two different co-creation environments (2D digital and 3D VR co-creation) through SNA and ANCOVA. The study utilized a quasi-experimental research design with 44 tenth-grade students, 24 males (55%) and 20 females (45%), from an English class at a public senior high school in northern Taiwan. To assess the effects of the environment, the classes were divided into a control group and an ex…
Empowering bilingual teachers with dynamic GenAI
Psychology (7 works) · Computer Science (6 works) · Mathematics education (6 works) · Human–computer interaction (4 works) · Multimedia (4 works) · Virtual Reality Applications and Impacts (4 works) · Applied Psychology (3 works) · Cognition (3 works) · Innovative Teaching and Learning Methods (3 works) · Knowledge management (3 works)