Chia‐Hui Cheng
Biographic Data
| ID | 9512449 |
|---|---|
| NAME | Chia‐Hui Cheng |
| GIVEN NAMES | Chia‐Hui |
| FAMILY NAME | Cheng |
| SIGNATURE | CHENG C H |
| AFFILIATIONS | National Tsing Hua University |
| ORCID | 0000-0003-0808-6489 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
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…
The impact of functional interdependencies of computer simulations on collaborative learning
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…
No prominent works on this page.
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…
The impact of functional interdependencies of computer simulations on collaborative learning
Mathematics education (4 works) · Psychology (4 works) · Computer Science (3 works) · Innovative Teaching and Learning Methods (3 works) · Education and Critical Thinking Development (2 works) · Educational Strategies and Epistemologies (2 works) · Science education (2 works) · Accountability (1 work) · Artificial Intelligence (1 work) · Augmented reality (1 work)