Chung-Yuan Hsu
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A review of using eye-tracking technology in exploring learning from 2000 to 2012
ML Lai, MJ Tsai, FY Yang, CY Hsu, TC Liu, SWY Lee, MH Lee, GL Chiou, ...
Educational research review 10, 90-115, 2013
Surveying in-service teachers’ beliefs about game-based learning and perceptions of technological pedagogical and content knowledge of games
CY Hsu, MJ Tsai, YH Chang, JC Liang
Journal of Educational Technology & Society 20 (1), 134-143, 2017
Visual behavior, flow and achievement in game-based learning
MJ Tsai, LJ Huang, HT Hou, CY Hsu, GL Chiou
Computers & Education 98, 115-129, 2016
Facilitating preschoolers’ scientific knowledge construction via computer games regarding light and shadow: The effect of the prediction-observation-explanation (POE) strategy
CY Hsu, CC Tsai, JC Liang
Journal of Science Education and Technology 20, 482-493, 2011
A review of features of technology-supported learning environments based on participants’ perceptions
HY Chang, CY Wang, MH Lee, HK Wu, JC Liang, SWY Lee, GL Chiou, ...
Computers in human behavior 53, 223-237, 2015
The computational thinking scale for computer literacy education
MJ Tsai, JC Liang, CY Hsu
Journal of Educational Computing Research 59 (4), 579-602, 2021
Exploring preschool teachers' technological pedagogical content knowledge of educational games
CY Hsu, JC Liang, CS Chai, CC Tsai
Journal of Educational Computing Research 49 (4), 461-479, 2013
Investigation of high school students’ online science information searching performance: the role of implicit and explicit strategies
MJ Tsai, CY Hsu, CC Tsai
Journal of Science Education and Technology 21, 246-254, 2012
Facilitating third graders’ acquisition of scientific concepts through digital game-based learning: The effects of self-explanation principles
CY Hsu, CC Tsai, HY Wang
The Asia-Pacific Education Researcher 21 (1), 71-82, 2012
Epistemic beliefs, online search strategies, and behavioral patterns while exploring socioscientific issues
CY Hsu, MJ Tsai, HT Hou, CC Tsai
Journal of Science Education and Technology 23, 471-480, 2014
The role of the TPACK in game-based teaching: Does instructional sequence matter?
CY Hsu, JC Liang, YC Su
The Asia-Pacific Education Researcher 24, 463-470, 2015
High school students’ conceptions of science laboratory learning, perceptions of the science laboratory environment, and academic self-efficacy in science learning
MH Lee, JC Liang, YT Wu, GL Chiou, CY Hsu, CY Wang, JW Lin, CC Tsai
International Journal of Science and Mathematics Education 18, 1-18, 2020
Identifying Taiwanese teachers’ perceived self-efficacy for science, technology, engineering, and mathematics (STEM) knowledge
MH Lee, CY Hsu, CY Chang
The Asia-Pacific Education Researcher 28, 15-23, 2019
Examining the effects of combining self-explanation principles with an educational game on learning science concepts
CY Hsu, CC Tsai
Interactive Learning Environments 21 (2), 104-115, 2013
Probing in-service elementary school teachers’ perceptions of TPACK for games, attitudes towards games, and actual teaching usage: a study of their structural models and …
CY Hsu, JC Liang, TY Chuang, CS Chai, CC Tsai
Educational Studies 47 (6), 734-750, 2021
Structural validation for the developmental model of computational thinking
MJ Tsai, JC Liang, SWY Lee, CY Hsu
Journal of Educational Computing Research 60 (1), 56-73, 2022
High-school students’ epistemic knowledge of science and its relation to learner factors in science learning
FY Yang, SY Liu, CY Hsu, GL Chiou, HK Wu, YT Wu, S Chen, JC Liang, ...
Research in Science Education 48, 325-344, 2018
Learning from animations and computer simulations: Modality and reverse modality effects
TC Liu, YC Lin, CY Hsu, CY Hsu, F Paas
British Journal of Educational Technology 52 (1), 304-317, 2021
Visual behavior and self-efficacy of game playing: An eye movement analysis
CY Hsu, GL Chiou, MJ Tsai
Interactive Learning Environments 27 (7), 942-952, 2019
Exploring how students interact with guidance in a physics simulation: Evidence from eye-movement and log data analyses
GL Chiou, CY Hsu, MJ Tsai
Interactive Learning Environments 30 (3), 484-497, 2022
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