Chien Yu

Computer-mediated learning: What we have experienced and where do we go next?

Abstract:
Dramatic changes in information and communication technologies (ICTs) provide a powerful force for the growth of e-learning. E-learning has become the undeniable trend for both secondary and higher education. This chapter provides readers with an overview of e-learning computer technologies within the teaching and learning, an examination of current research studies in related areas, and a discussion of the paradigm shift as well as on the trends and issues pertinent to the development of computer-mediated instruction/learning and e-learning. Furthermore, this chapter will explore how students perceived the effectiveness of computer-mediated instruction and learning and their perceptions and attitudes toward learning using computer technology.

Citation:
Yu, C., Yu, W. C., & Lin, C. (2010). Computer-mediated learning: What we have experienced and where do we go next? In H. Yang & S. Yuen (Eds.), Handbook of Research on Practices and Outcomes in E-Learning: Issues and Trends, 1-18.

Revisit planning effective multimedia instructions

Abstract:
Multimedia benefits students learning in many different ways. There are so many things that students can do and learn because of the variety of instructional media that is available for their use. The use of instructional multimedia increases an instructor's ability to propose and execute teaching strategies that come with a multiplicity of learning styles. Therefore, there are a myriad of reasons why teachers use these resources both as a teaching tool and as a teaching resource. Several strategies can be implemented so that teachers have opportunities to become skillful in attaining technological fluency. This chapter reviews the trends and issues of today’s multimedia education, and attempts to provide strategies and guidelines for planning multimedia instruction. The effective use of pedagogical design principles with appropriate multimedia can allow greater individualization, which in turn fosters improved learning, greater learner satisfaction, and higher retention rates.

Citation:
Yu, C., Williams, A., Lin, C., & Yu, W. C. (2010). Revisit planning effective multimedia instructions. In H. Song & T. T. Kidd (Eds.), Handbook of Research on Human Performance and Instructional Technology, 131-146.

Creating computer games for class instruction

Author(s): Chien Yu & Anthony Olinzock

Abstract:
The purpose of this chapter is to provide the classroom teachers with the basic tools and fundamentals necessary to create instructional games targeted to specific courses and/or instructional objectives. By discussing the trends and issues related to today’s teaching and learning environment, the authors review the benefits of using educational games in classrooms, and provide some strategies and guidelines for creating computer games for classroom instruction. Along with discussing the fundamental issues and considerations, the authors discuss some of the challenges and impact of computer games in classrooms. Additional examples drawn from literature are also included to illustrate the use of games in education and the strategies of effective instruction.

Citation:
Yu, C., & Olinzock, A. A. (2011). Creating computer games for class instruction. In M. M. Cruz-Cunha, V. H. C. Carvalho, & P. C. A. Tavares (Eds.), Computer Games as Educational and Management Tools: Uses and Approaches, 151-166.

Multimedia database applications: Issues and concerns for classroom teaching

Abstract:
The abundance of multimedia data and information is challenging educators to effectively search, browse, access, use, and store the data for their classroom teaching. However, many educators could still be accustomed to teaching or searching for information using conventional methods, but often the conventional methods may not function well with multimedia data. Educators need to efficiently interact and manage a variety of digital media files too. The purpose of this chapter is to review current multimedia database applications in teaching and learning, and further discuss some of the issues or concerns that educators may have while incorporating multimedia data into their classrooms. Some strategies and recommendations are also provided in order for educators to be able to use multimedia data more effectively in their teaching environments.

Citation:
Yu, C., & Brandenburg, T. (2011). Multimedia database applications: Issues and concerns for classroom teaching. The International Journal of Multimedia & Its Applications, 3(1).

Enhancing collaborative learning: Impact of question prompts design for online discussion.

Author(s): Chien Yu & Anthony Olinzock

Abstract:
The purpose of study was to investigate the impact of question prompts designed to guide students’ focus on context-related issues as they solve problems in a web-based environment. Background: Online discussions integrated with collaborative learning were used to examine student interactions and behaviors in an online discussion. Method: Twenty graduate students were randomly assigned to either the treatment (ten participants) or the control group (ten participants); one group received question prompts while working in the web-based learning environment while the other did not. At the end, they were asked to fill out an online questionnaire rating their confidence and competence levels in the problem solving process. Analyses were conducted to determine the impact of question prompts. Results: Statistical results showed that students who received question prompts from the instructor received significantly higher evaluations than students who did not receive question prompts when analyzed overall and when each rubric was analyzed individually. In addition, the study also suggested that online discussion had significant positive impact in developing students’ deeper learning. Conclusion: Question prompts designed by the i

Citation:
Du, J., Yu, C., & Olinzock, A. A. (2011). Enhancing collaborative learning: Impact of question prompts design for online discussion. The Delta Pi Epsilon Journal, 33(1), 28-41.

Serious games: Issues and challenges for teaching and training

Author(s): Chien Yu, Jeng-Yang Wu & Aliesha D. Johnson

Abstract:
While the study of serious games is gradually increasing, the potential of serious games to help increase the effectiveness of training and learning has also been a subject of debate in much of the literature published in the field of teaching and training. The purpose of this book chapter is to review what has been studied in the literature regarding serious games for teaching and training. By discussing the foundation of game-based learning, the study not only discusses some of challenges and impacts of serious games for teaching and training, but it also outlines some of the fundamental issues and considerations for the effective use of serious games and strategy of game-based learning.

Citation:
Yu, C., Wu, J.Y., & Johnson, A.D. (in press). Serious games: Issues and challenges for teaching and training. In M.M. Cruz-Cunha (Ed.), Handbook of Research on Serious Games as Educational, Business and Research Tools: Development and Design.