Fu-Yun Yu
Biographic Data
| ID | 771033 |
|---|---|
| NAME | Fu-Yun Yu |
| GIVEN NAMES | Fu-Yun |
| FAMILY NAME | Yu |
| SIGNATURE | YU F |
| AFFILIATIONS | National Cheng Kung University |
| ORCID | 0000-0001-8583-6402 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The more structured, the better? Learning effects of online scaffolds with different structures for student question generation
Research generally substantiates the positive effects of student question generation (SQG) on students’ cognitive and affective development. Nonetheless, challenges affecting its adoption in classrooms have been reported (e.g. perceived difficulty and elevated concerns over performance at the task). To alleviate such hurdles, researchers have proposed scaffolding of various types to support SQG. Scaffolding types are different in terms of structu…
Impact of scaffold structures on student-generated questions in English grammar learning
Language learners' output plays a crucial role in Second Language Acquisition, fostering hypothesis testing and metalinguistic awareness. However, novice learners, particularly in English as a Foreign Language (EFL) context, often face challenges in producing assessable language production. While student-generated questions (SGQ) offer a promising pedagogy, research on the comparative effects of different scaffolding types for SGQ in English gram…
The impact of psychological needs, social support, and sport motivation on college students’ sport commitment and sports participation
This study reveals the positive impact of basic psychological needs, exercise motivation, and social support on college students' sports participation and clarifies the mediating role of sport commitment in this process. The findings suggest that enhancing sport commitment can effectively increase college students' level of sports participation. Therefore, universities should focus on fulfilling students' basic psychological needs, stimulating ex…
A systematic review of published student question-generation systems: Supporting functionalities and design features
An online student testlet-generation system: Design principles and evidence supporting its learning potential and usefulness
Currently, 50 + learning systems supporting student question-generation (SQG) activities have been developed. While generating questions of different types is supported in many of these systems, systems allowing students to generate questions around a scenario (i.e. student testlet-generation, STG) are not yet available. Noting the increasing prevalence of testlets in contemporary testing and their learning potential through the lens of anchored …
Online peer-assessment quality control: A proactive measure, validation study, and sensitivity analysis
Despite the generally positive learning effects of peer-assessment (PA), there are some undesirable signs and troublesome behavior needed to be addressed (e.g., biased judgments, superficial-level engagement). Anchoring on the concept of individual accountability and assessment validity, while attending to other important elements (including both subjective and objective criteria, individuals’ differentiation ability across the points on the asse…
Factors influencing peer referencing behavior during an online learning activity
Cultivating critical thinking skills in referencing a plethora of information epitomizes the learning objectives of technology in education. However, different social influences in a classroom, such as academic prestige, friendship, and gender, may impact students' referencing behavior. Specifically, we investigated how various factors affect pupils' referencing of peer-generated questions during an online test-construction learning activity and …
Student- versus teacher-generated explanations for answers to online multiple-choice questions: What are the differences
Effects of student-generated feedback corresponding to answers to online student-generated questions on learning: What, why, and how
A student-constructed test learning system: The design, development and evaluation of its pedagogical potential
Although research has found that student-constructed tests (SCT) have some potential for promoting cognitive elaboration, as yet there are no systems available to support the associated activities. This study designed and developed an SCT learning system guided by the ideology of contribution-based pedagogies, accentuating the principles of adaptability and flexibility. To assess its learning potential, a group of 54 student teachers used the sys…
Effects of online procedural scaffolds and the timing of scaffolding provision on elementary Taiwanese students' question-generation in a science class
This study examined the effects of online procedural scaffolds (in the form of generic question-stems with context-specific examples) and the timing of scaffolding provision (immediate versus delayed) on supporting the online student question-generation learning process in a science class. A total of 78 fifth-grade Taiwanese students participated in eight online question-generation sessions. An online learning system equipped with a customizable …
Factors influencing peer referencing behavior during an online learning activity
Cultivating critical thinking skills in referencing a plethora of information epitomizes the learning objectives of technology in education. However, different social influences in a classroom, such as academic prestige, friendship, and gender, may impact students' referencing behavior. Specifically, we investigated how various factors affect pupils' referencing of peer-generated questions during an online test-construction learning activity and …
Effects of online procedural scaffolds and the timing of scaffolding provision on elementary Taiwanese students' question-generation in a science class
This study examined the effects of online procedural scaffolds (in the form of generic question-stems with context-specific examples) and the timing of scaffolding provision (immediate versus delayed) on supporting the online student question-generation learning process in a science class. A total of 78 fifth-grade Taiwanese students participated in eight online question-generation sessions. An online learning system equipped with a customizable …
A student-constructed test learning system: The design, development and evaluation of its pedagogical potential
Although research has found that student-constructed tests (SCT) have some potential for promoting cognitive elaboration, as yet there are no systems available to support the associated activities. This study designed and developed an SCT learning system guided by the ideology of contribution-based pedagogies, accentuating the principles of adaptability and flexibility. To assess its learning potential, a group of 54 student teachers used the sys…
Effects of student-generated feedback corresponding to answers to online student-generated questions on learning: What, why, and how
Student- versus teacher-generated explanations for answers to online multiple-choice questions: What are the differences
Factors influencing peer referencing behavior during an online learning activity
Cultivating critical thinking skills in referencing a plethora of information epitomizes the learning objectives of technology in education. However, different social influences in a classroom, such as academic prestige, friendship, and gender, may impact students' referencing behavior. Specifically, we investigated how various factors affect pupils' referencing of peer-generated questions during an online test-construction learning activity and …
Online peer-assessment quality control: A proactive measure, validation study, and sensitivity analysis
Despite the generally positive learning effects of peer-assessment (PA), there are some undesirable signs and troublesome behavior needed to be addressed (e.g., biased judgments, superficial-level engagement). Anchoring on the concept of individual accountability and assessment validity, while attending to other important elements (including both subjective and objective criteria, individuals’ differentiation ability across the points on the asse…
A systematic review of published student question-generation systems: Supporting functionalities and design features
An online student testlet-generation system: Design principles and evidence supporting its learning potential and usefulness
Currently, 50 + learning systems supporting student question-generation (SQG) activities have been developed. While generating questions of different types is supported in many of these systems, systems allowing students to generate questions around a scenario (i.e. student testlet-generation, STG) are not yet available. Noting the increasing prevalence of testlets in contemporary testing and their learning potential through the lens of anchored …
Impact of scaffold structures on student-generated questions in English grammar learning
Language learners' output plays a crucial role in Second Language Acquisition, fostering hypothesis testing and metalinguistic awareness. However, novice learners, particularly in English as a Foreign Language (EFL) context, often face challenges in producing assessable language production. While student-generated questions (SGQ) offer a promising pedagogy, research on the comparative effects of different scaffolding types for SGQ in English gram…
The impact of psychological needs, social support, and sport motivation on college students’ sport commitment and sports participation
This study reveals the positive impact of basic psychological needs, exercise motivation, and social support on college students' sports participation and clarifies the mediating role of sport commitment in this process. The findings suggest that enhancing sport commitment can effectively increase college students' level of sports participation. Therefore, universities should focus on fulfilling students' basic psychological needs, stimulating ex…
The more structured, the better? Learning effects of online scaffolds with different structures for student question generation
Research generally substantiates the positive effects of student question generation (SQG) on students’ cognitive and affective development. Nonetheless, challenges affecting its adoption in classrooms have been reported (e.g. perceived difficulty and elevated concerns over performance at the task). To alleviate such hurdles, researchers have proposed scaffolding of various types to support SQG. Scaffolding types are different in terms of structu…
Psychology (9 works) · Innovative Teaching and Learning Methods (8 works) · Mathematics education (8 works) · Computer Science (7 works) · Mathematics (4 works) · Artificial Intelligence (3 works) · Education and Critical Thinking Development (3 works) · Educational Strategies and Epistemologies (3 works) · Multimedia (3 works) · Online and Blended Learning (3 works)