Chun-Chiang Huang
Biographic Data
| ID | 9662178 |
|---|---|
| NAME | Chun-Chiang Huang |
| GIVEN NAMES | Chun-Chiang |
| FAMILY NAME | Huang |
| SIGNATURE | HUANG C |
| AFFILIATIONS | National Center for Instrumentation Research |
| ORCID | 0009-0009-3774-2167 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
From awareness to transformation
The rapid expansion of generative AI in education has shifted attention from tool adoption to teachers’ learning interactions, reflection, and professional growth. This study examines teachers’ development in an AI-supported interactive learning context, focusing on how awareness, integration, and instructional transformation relate to reflective and collaborative learning. A three-module professional learning program engaged teachers across thre…
Synergistic effects of AR and reflective pedagogy
With the advancement of AI and unmanned factories, technical education must cultivate not only students’ technical abilities but also their critical thinking and problem-solving skills. This study investigates the integration of augmented reality (AR) with reflective pedagogy to enhance practical learning among students with varying academic achievement levels. A mixed-methods design was employed to examine how AR-supported reflection impacts sel…
The impact of question guidance and cues on learners’ online multimedia learning outcomes
Online multimedia learning is a popular teaching approach. Based on the cognitive load theory and the learning process model, question guidance reduces cognitive load by reducing attention to unnecessary material and improving learning effectiveness. Moreover, according to the attention guidance hypothesis, cues can help learners allocate attentional resources better. This study created a mediated moderation model to explain how question guidance…
No prominent works on this page.
The impact of question guidance and cues on learners’ online multimedia learning outcomes
Online multimedia learning is a popular teaching approach. Based on the cognitive load theory and the learning process model, question guidance reduces cognitive load by reducing attention to unnecessary material and improving learning effectiveness. Moreover, according to the attention guidance hypothesis, cues can help learners allocate attentional resources better. This study created a mediated moderation model to explain how question guidance…
From awareness to transformation
The rapid expansion of generative AI in education has shifted attention from tool adoption to teachers’ learning interactions, reflection, and professional growth. This study examines teachers’ development in an AI-supported interactive learning context, focusing on how awareness, integration, and instructional transformation relate to reflective and collaborative learning. A three-module professional learning program engaged teachers across thre…
Synergistic effects of AR and reflective pedagogy
With the advancement of AI and unmanned factories, technical education must cultivate not only students’ technical abilities but also their critical thinking and problem-solving skills. This study investigates the integration of augmented reality (AR) with reflective pedagogy to enhance practical learning among students with varying academic achievement levels. A mixed-methods design was employed to examine how AR-supported reflection impacts sel…
Educational technology (3 works) · Computer Science (2 works) · Mathematics education (2 works) · Psychology (2 works) · Academic achievement (1 work) · Augmented Reality Applications (1 work) · Cognition (1 work) · Cognitive Load (1 work) · Cognitive psychology (1 work) · Innovative Teaching and Learning Methods (1 work)