Chia‐Ju Lin
Biographic Data
| ID | 9493909 |
|---|---|
| NAME | Chia‐Ju Lin |
| GIVEN NAMES | Chia‐Ju |
| FAMILY NAME | Lin |
| SIGNATURE | LIN C J |
| AFFILIATIONS | Department of Engineering Science National Cheng Kung University Tainan Taiwan |
| ORCID | 0000-0002-2321-1834 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Fostering tsunami awareness and vocabulary acquisition through VR
Coastal regions increasingly face climate-related hazards such as tsunamis, highlighting an urgent need for schools to equip young learners with disaster-preparedness knowledge in line with Sustainable Development Goal 13 (Climate Action). Yet SDG 13 is still rarely integrated systematically into English language education, particularly in EFL contexts. This study investigates the integration of SDG 13 (Climate Action) into English language educa…
Guided reflection in collaborative problem-solving
This study examines the impact of guided reflection on students’ learning performance, reflective thinking, and collaborative interactions in STEM problem-solving. A reflection-support system integrating natural language processing (NLP) was developed to capture and analyze students’ discussion content in real time. A randomized controlled trial with 76 undergraduates in a Micro:bit autonomous vehicle workshop compared guided reflection prompts w…
Leveraging ChatGPT in inquiry-based learning
Self-reflection is a crucial bridge that connects learning experiences with knowledge construction, and it plays a vital role in enhancing higher-order thinking. This study developed a personalized reflective system that integrates generative AI, called Reflective GPT (RGPT), to investigate its effects on students’ learning outcomes and reflective processes in inquiry-based learning. RGPT provides personalized reflective prompts at each stage of …
Advancing self-directed learning in STEM education
Precision education employs technology to diagnose learning processes and provide adaptive feedback tailored to individual needs. This study explores the impact of generative AI as a learning aid to enhance self-directed learning (SDL) in STEM education. In a four-week randomized controlled trial with 72 university students, a GPT-based learning aid was compared to a traditional FAQ tool. The GPT-based aid, powered by large language models (LLMs)…
Integrating peer assessment cycle into ChatGPT for STEM education
Enhancing students' learning outcomes in self‐regulated virtual reality learning environment with learning aid mechanisms
Virtual Reality (VR) has demonstrated significant advantages in various educational fields as it allows learners to actively learn in high interactivity and realism under their learning pace. However, for low‐achieving students, VR learning environments may introduce some challenges, which are problems encountered during their learning process, which lead to difficulties in self‐regulating their learning progress and becoming disoriented in the l…
Integrating feedback mechanisms and ChatGPT for VR-based experiential learning
This study investigates the application of Virtual Reality (VR) in the educational field, particularly its integration with GAI technologies such as ChatGPT to enhance the learning experience. The research indicates that while VR provides an immersive learning environment fostering student interaction and interest, the lack of a structured learning framework and personalized feedback may limit its educational effectiveness and potentially affect …
Signaling feedback mechanisms to promoting self-regulated learning and motivation in virtual reality transferred to real-world hands-on tasks
Virtual reality (VR) provides a unique platform for interactive learning experiences, enhancing learning, particularly in hands-on courses. However, the visual load of VR and the lack of guidance and interaction from physical teachers or peers can pose challenges for learners in self-regulated learning (SRL) and learning motivation. This study designed feedback in the VR learning environment based on the signaling principles of Cognitive Theory o…
Empowering virtual reality with feedback and reflection in hands‐on learning
Impact of anxiety and confidence in virtual reality‐mediated learning transferred to hands‐on tasks
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Impact of anxiety and confidence in virtual reality‐mediated learning transferred to hands‐on tasks
Integrating feedback mechanisms and ChatGPT for VR-based experiential learning
This study investigates the application of Virtual Reality (VR) in the educational field, particularly its integration with GAI technologies such as ChatGPT to enhance the learning experience. The research indicates that while VR provides an immersive learning environment fostering student interaction and interest, the lack of a structured learning framework and personalized feedback may limit its educational effectiveness and potentially affect …
Signaling feedback mechanisms to promoting self-regulated learning and motivation in virtual reality transferred to real-world hands-on tasks
Virtual reality (VR) provides a unique platform for interactive learning experiences, enhancing learning, particularly in hands-on courses. However, the visual load of VR and the lack of guidance and interaction from physical teachers or peers can pose challenges for learners in self-regulated learning (SRL) and learning motivation. This study designed feedback in the VR learning environment based on the signaling principles of Cognitive Theory o…
Empowering virtual reality with feedback and reflection in hands‐on learning
Leveraging ChatGPT in inquiry-based learning
Self-reflection is a crucial bridge that connects learning experiences with knowledge construction, and it plays a vital role in enhancing higher-order thinking. This study developed a personalized reflective system that integrates generative AI, called Reflective GPT (RGPT), to investigate its effects on students’ learning outcomes and reflective processes in inquiry-based learning. RGPT provides personalized reflective prompts at each stage of …
Advancing self-directed learning in STEM education
Precision education employs technology to diagnose learning processes and provide adaptive feedback tailored to individual needs. This study explores the impact of generative AI as a learning aid to enhance self-directed learning (SDL) in STEM education. In a four-week randomized controlled trial with 72 university students, a GPT-based learning aid was compared to a traditional FAQ tool. The GPT-based aid, powered by large language models (LLMs)…
Integrating peer assessment cycle into ChatGPT for STEM education
Enhancing students' learning outcomes in self‐regulated virtual reality learning environment with learning aid mechanisms
Virtual Reality (VR) has demonstrated significant advantages in various educational fields as it allows learners to actively learn in high interactivity and realism under their learning pace. However, for low‐achieving students, VR learning environments may introduce some challenges, which are problems encountered during their learning process, which lead to difficulties in self‐regulating their learning progress and becoming disoriented in the l…
Fostering tsunami awareness and vocabulary acquisition through VR
Coastal regions increasingly face climate-related hazards such as tsunamis, highlighting an urgent need for schools to equip young learners with disaster-preparedness knowledge in line with Sustainable Development Goal 13 (Climate Action). Yet SDG 13 is still rarely integrated systematically into English language education, particularly in EFL contexts. This study investigates the integration of SDG 13 (Climate Action) into English language educa…
Guided reflection in collaborative problem-solving
This study examines the impact of guided reflection on students’ learning performance, reflective thinking, and collaborative interactions in STEM problem-solving. A reflection-support system integrating natural language processing (NLP) was developed to capture and analyze students’ discussion content in real time. A randomized controlled trial with 76 undergraduates in a Micro:bit autonomous vehicle workshop compared guided reflection prompts w…
Computer Science (7 works) · Educational technology (7 works) · Psychology (7 works) · Human–computer interaction (6 works) · Mathematics education (6 works) · Innovative Teaching and Learning Methods (5 works) · Virtual Reality Applications and Impacts (5 works) · Intelligent Tutoring Systems and Adaptive Learning (4 works) · Multimedia (4 works) · Virtual reality (4 works)