Fang‐Ying Yang
Biographic Data
| ID | 9116070 |
|---|---|
| NAME | Fang‐Ying Yang |
| GIVEN NAMES | Fang‐Ying |
| FAMILY NAME | Yang |
| SIGNATURE | YANG F Y |
| AFFILIATIONS | National Taiwan Normal University |
| ORCID | 0000-0002-0352-2686 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Analysing the relationships between argumentative reasoning and justification beliefs and the effects of prior experience of scientific information
This study explored the relationships between argumentative reasoning, justification beliefs, and prior experience with scientific information. Over 300 engineering students from India, aged 20–23, participated. An online science reading and reasoning survey with open-ended questions assessed reasoning behaviours. Prior experience with scientific information was assessed through self-reported measures of reading frequency and the number of source…
Modeling relationships among beliefs about scientific knowledge, beliefs about justification for knowing in science, and argumentative reasoning about a climate-related issue
In a sample of 323 engineering students, structural equation modeling was used to test hypothesized relationships between beliefs about the nature of knowledge in science, beliefs about the process of justification for knowing in science, and argumentative reasoning about an ill-structured social-scientific issue. Beliefs about justification for knowing were directly related to argumentative reasoning, with beliefs in justification by school-base…
Eye movements in the manipulation of hands-on and computer-simulated scientific experiments
Tracking visual attention during learning of complex science concepts with augmented 3D visualizations
The main purpose of the study was to explore how different augmented 3D visualizations may affect the learning of complex science concepts using the eye tracking method. An Augmented Reality (AR) learning system incorporated with different 3D visualizations was developed to assist conceptual learning in the topic of “molecular shapes.” Learners' visual attention during the AR learning was recorded using a mobile eye tracking system. Participants …
Analyzing visual attention during TAP learning and the effect of epistemic beliefs on the understanding of argument components
The purpose of this study was to analyze visual attention during students’ learning of Toulmin’s argument pattern (TAP) and the effects of epistemic beliefs in science on the understanding of argument components. A total of 43 undergraduates were recruited through the Internet. Online questionnaires targeting beliefs about knowledge in science [Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs i…
Tracking the process and motivation of math learning with augmented reality
Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science
In a sample of 455 Taiwanese upper‐secondary school students, latent variable structural equation modeling was used to test hypothesized relationships between beliefs about knowledge in science, beliefs about justification for knowing in science, and justification of knowledge claims concerning science encountered on the Internet. Results indicated that participants displayed adaptive beliefs in the tentative and evolving nature of scientific kno…
Tracking Students’ Cognitive Processes During Program Debugging—An Eye-Movement Approach
This study explores students' cognitive processes while debugging programs by using an eye tracker. Students' eye movements during debugging were recorded by an eye tracker to investigate whether and how high- and low-performance students act differently during debugging. Thirty-eight computer science undergraduates were asked to debug two C programs. The path of students' gaze while following program codes was subjected to sequential analysis to…
Does proactive personality matter in mobile learning
Increasing attention has been paid to mobile learning studies. However, there is still a dearth of studies investigating the moderating effect of proactive personality on mobile learning achievements. Accordingly, the primary purpose of this study is not only to investigate the key elements that could improve the effectiveness and efficiency of mobile learning, but also to examine the moderating role of proactive personality in mobile learning ou…
A review of using eye-tracking technology in exploring learning from 2000 to 2012
No prominent works on this page.
A review of using eye-tracking technology in exploring learning from 2000 to 2012
Tracking Students’ Cognitive Processes During Program Debugging—An Eye-Movement Approach
This study explores students' cognitive processes while debugging programs by using an eye tracker. Students' eye movements during debugging were recorded by an eye tracker to investigate whether and how high- and low-performance students act differently during debugging. Thirty-eight computer science undergraduates were asked to debug two C programs. The path of students' gaze while following program codes was subjected to sequential analysis to…
Does proactive personality matter in mobile learning
Increasing attention has been paid to mobile learning studies. However, there is still a dearth of studies investigating the moderating effect of proactive personality on mobile learning achievements. Accordingly, the primary purpose of this study is not only to investigate the key elements that could improve the effectiveness and efficiency of mobile learning, but also to examine the moderating role of proactive personality in mobile learning ou…
Tracking the process and motivation of math learning with augmented reality
Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science
In a sample of 455 Taiwanese upper‐secondary school students, latent variable structural equation modeling was used to test hypothesized relationships between beliefs about knowledge in science, beliefs about justification for knowing in science, and justification of knowledge claims concerning science encountered on the Internet. Results indicated that participants displayed adaptive beliefs in the tentative and evolving nature of scientific kno…
Analyzing visual attention during TAP learning and the effect of epistemic beliefs on the understanding of argument components
The purpose of this study was to analyze visual attention during students’ learning of Toulmin’s argument pattern (TAP) and the effects of epistemic beliefs in science on the understanding of argument components. A total of 43 undergraduates were recruited through the Internet. Online questionnaires targeting beliefs about knowledge in science [Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs i…
Tracking visual attention during learning of complex science concepts with augmented 3D visualizations
The main purpose of the study was to explore how different augmented 3D visualizations may affect the learning of complex science concepts using the eye tracking method. An Augmented Reality (AR) learning system incorporated with different 3D visualizations was developed to assist conceptual learning in the topic of “molecular shapes.” Learners' visual attention during the AR learning was recorded using a mobile eye tracking system. Participants …
Eye movements in the manipulation of hands-on and computer-simulated scientific experiments
Analysing the relationships between argumentative reasoning and justification beliefs and the effects of prior experience of scientific information
This study explored the relationships between argumentative reasoning, justification beliefs, and prior experience with scientific information. Over 300 engineering students from India, aged 20–23, participated. An online science reading and reasoning survey with open-ended questions assessed reasoning behaviours. Prior experience with scientific information was assessed through self-reported measures of reading frequency and the number of source…
Modeling relationships among beliefs about scientific knowledge, beliefs about justification for knowing in science, and argumentative reasoning about a climate-related issue
In a sample of 323 engineering students, structural equation modeling was used to test hypothesized relationships between beliefs about the nature of knowledge in science, beliefs about the process of justification for knowing in science, and argumentative reasoning about an ill-structured social-scientific issue. Beliefs about justification for knowing were directly related to argumentative reasoning, with beliefs in justification by school-base…
Psychology (9 works) · Computer Science (7 works) · Innovative Teaching and Learning Methods (6 works) · Eye tracking (5 works) · Artificial Intelligence (4 works) · Education and Critical Thinking Development (4 works) · Educational Strategies and Epistemologies (4 works) · Mathematics education (4 works) · Social Psychology (4 works) · Artificial Intelligence (3 works)