Chin-Chung Tsai

2023

Development and Validation of a Questionnaire to Assess Situational Interest in a Science Period: a Study in Three Cultural/Linguistic Contexts

Potvin, P., Ayotte-Beaudet, J. P., Hasni, A., Smith, J., Giamellaro, M., Lin, T. J. & Tsai, C. C., 2023 2月, 於: Research in Science Education. 53, 1, p. 99-120 22 p.

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Diverse approaches to learning with immersive Virtual Reality identified from a systematic review

Won, M., Ungu, D. A. K., Matovu, H., Treagust, D. F., Tsai, C. C., Park, J., Mocerino, M. & Tasker, R., 2023 4月, 於: Computers and Education. 195, 104701.

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1 引文斯高帕斯（Scopus）

2022

A literature review of questionnaires for the assessment of online learning with a specific focus on the factors and items employed

Zhou, Y., An, X., Li, X., Li, L., Gong, X., Li, Y., Chai, C. S., Liang, J. C. & Tsai, C. C., 2022, 於: Australasian Journal of Educational Technology. 38, 1, p. 182-204 23 p.

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2 引文斯高帕斯（Scopus）

Analysis of students' diagrams of water molecules in snowflakes to reveal their conceptual understanding of hydrogen bonds

Matovu, H., Won, M., Treagust, D. F., Mocerino, M., Ungu, D. A. K., Tsai, C. C. & Tasker, R., 2022 10月 30, 於: Chemistry Education Research and Practice. 24, 2, p. 437-452 16 p.

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1 引文斯高帕斯（Scopus）

Change in students' explanation of the shape of snowflakes after collaborative immersive virtual reality

Matovu, H., Won, M., Treagust, D. F., Ungu, D. A. K., Mocerino, M., Tsai, C. C. & Tasker, R., 2022 12月 6, 於: Chemistry Education Research and Practice. 24, 2, p. 509-525 17 p.

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Do parents’ conceptions of learning science predict students’ approaches to learning science and their self-efficacy for learning science?

Zhou, Y., Li, X., Sing Chai, C., Tsai, C. C. & Liang, J. C., 2022, 於: International Journal of Science Education. 44, 13, p. 2085-2109 25 p.

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Effects of captions and English proficiency on learning effectiveness, motivation and attitude in augmented-reality-enhanced theme-based contextualized EFL learning

Chen, M. P., Wang, L. C., Zou, D., Lin, S. Y., Xie, H. & Tsai, C. C., 2022, 於: Computer Assisted Language Learning. 35, 3, p. 381-411 31 p.

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32 引文斯高帕斯（Scopus）

Exploring the relationship between Chinese pre-service teachers’ epistemic beliefs and their perceptions of technological pedagogical content knowledge (TPACK)

Xiong, X. B., Ching Sing, C., Tsai, C. C. & Liang, J. C., 2022, 於: Educational Studies. 48, 6, p. 750-771 22 p.

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4 引文斯高帕斯（Scopus）

Exploring undergraduate students’ conceptions of learning via auto-photography: A cross-sectional analysis

Huang, W. L., Li, L. Y. & Tsai, C. C., 2022 2月, 於: British Educational Research Journal. 48, 1, p. 160-181 22 p.

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Harnessing the power of promising technologies to transform science education: prospects and challenges to promote adaptive epistemic beliefs in science learning

Wu, J. Y. & Tsai, C. C., 2022, 於: International Journal of Science Education. 44, 2, p. 346-353 8 p.

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3 引文斯高帕斯（Scopus）

Laypeople’s Online Health Information Search Strategies and Use for Health-Related Problems: Cross-sectional Survey

Chiu, Y. L., Tsai, C. C. & Liang, J. C., 2022 9月 1, 於: Journal of Medical Internet Research. 24, 9, e29609.

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Metacognition and Approaches Regarding Internet-Based Learning in Taiwanese University Students

Lee, M. H., Cantoia, M., Iannello, P., Antonietti, A., Liang, J. C. & Tsai, C. C., 2022, 於: Ricerche di Psicologia. 45, 2

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Ten years of augmented reality in education: A meta-analysis of (quasi-) experimental studies to investigate the impact

Chang, H. Y., Binali, T., Liang, J. C., Chiou, G. L., Cheng, K. H., Lee, S. W. Y. & Tsai, C. C., 2022 12月, 於: Computers and Education. 191, 104641.

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4 引文斯高帕斯（Scopus）

The Effect of Multi-mode Stimuli of Feedforward and Eye Tracking on Metacognition— An Exploratory Study Using Digital Dictionaries

Zhai, X., Chu, X., Meng, N., Wang, M., Spector, M., Tsai, C. C. & Liu, H., 2022, 於: Educational Technology and Society. 25, 1, p. 213-227 15 p.

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5 引文斯高帕斯（Scopus）

The Interrelationship Among High School Students’ Conceptions of Learning Science, Self-Regulated Learning Science, and Science Learning Self-Efficacy

Ho, H. N. J., Liang, J. C. & Tsai, C. C., 2022 6月, 於: International Journal of Science and Mathematics Education. 20, 5, p. 943-962 20 p.

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4 引文斯高帕斯（Scopus）

The mainstream and extension of contemporary virtual reality education research: Insights from a co-citation network analysis (2015–2020)

Cheng, K. H., Tang, K. Y. & Tsai, C. C., 2022 2月, 於: Educational Technology Research and Development. 70, 1, p. 169-184 16 p.

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8 引文斯高帕斯（Scopus）

2021

A Phenomenographic Analysis of College Students’ Conceptions of and Approaches to Programming Learning: Insights From a Comparison of Computer Science and Non-Computer Science Contexts

Chou, T. L., Tang, K. Y. & Tsai, C. C., 2021 12月, 於: Journal of Educational Computing Research. 59, 7, p. 1370-1400 31 p.

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1 引文斯高帕斯（Scopus）

A Review of Using Machine Learning Approaches for Precision Education

Luan, H. & Tsai, C. C., 2021, 於: Educational Technology and Society. 24, 1, p. 250-266 17 p.

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51 引文斯高帕斯（Scopus）

Exploring college students’ conceptions of learning computer science: a draw-a-picture technique study: Computer Science Education

Xu, Z., Ritzhaupt, A. D., Umapathy, K., Ning, Y. & Tsai, C-C., 2021, 於: Computer Science Education. 31, 1, p. 60-82 23 p.

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5 引文斯高帕斯（Scopus）

Identifying patterns of epistemic emotions with respect to interactions in massive online open courses using deep learning and social network analysis

Han, Z. M., Huang, C. Q., Yu, J. H. & Tsai, C. C., 2021 9月, 於: Computers in Human Behavior. 122, 106843.

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15 引文斯高帕斯（Scopus）

In-service teachers' conceptions of mobile technology-integrated instruction: Tendency towards student-centered learning

Chen, C-H. & Tsai, C-C., 2021, 於: Computers and Education. 170

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16 引文斯高帕斯（Scopus）

Internet-specific epistemic beliefs in medicine and intention to use evidence-based online medical databases among health care professionals: Cross-sectional survey

Chiu, Y. L., Lee, Y. C. & Tsai, C. C., 2021 3月, 於: Journal of Medical Internet Research. 23, 3, e20030.

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1 引文斯高帕斯（Scopus）

Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness

Kuo, T. M., Tsai, C. C. & Wang, J. C., 2021 10月, 於: Internet and Higher Education. 51, 100819.

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27 引文斯高帕斯（Scopus）

Measuring epistemologies in science learning and teaching: A systematic review of the literature

Lee, S. W. Y., Luan, H., Lee, M. H., Chang, H. Y., Liang, J. C., Lee, Y. H., Lin, T. J., Wu, A. H., Chiu, Y. J. & Tsai, C. C., 2021 9月, 於: Science Education. 105, 5, p. 880-907 28 p.

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6 引文斯高帕斯（Scopus）

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 teaching experiences

Hsu, C. Y., Liang, J. C., Chuang, T. Y., Chai, C. S. & Tsai, C-C., 2021, 於: Educational Studies. 47, 6, p. 734-750 17 p.

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7 引文斯高帕斯（Scopus）

Research Trends in Technology-Enhanced Chemistry Learning: A Review of Comparative Research from 2010 to 2019

Wu, S-H., Lai, C-L., Hwang, G-J. & Tsai, C-C., 2021, 於: Journal of Science Education and Technology. 30, 4, p. 496-510 15 p.

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3 引文斯高帕斯（Scopus）

Teachers’ epistemic beliefs and reported practices in two cultural contexts

Lammassaari, H., Hietajärvi, L., Lonka, K., Chen, S. & Tsai, C. C., 2021, (接受/付印) 於: Educational Studies.

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1 引文斯高帕斯（Scopus）

Uncovering Malaysian Secondary School Students’ Academic Hardiness in Science, Conceptions of Learning Science, and Science Learning Self-Efficacy: a Structural Equation Modelling Analysis

Wong, S. Y., Liang, J. C. & Tsai, C. C., 2021 10月, 於: Research in Science Education. 51, p. 537-564 28 p.

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10 引文斯高帕斯（Scopus）

University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification

Binali, T., Tsai, C. C. & Chang, H. Y., 2021 12月, 於: Computers and Education. 175, 104315.

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27 引文斯高帕斯（Scopus）

2020

A Content Analysis of Computational Thinking Research: An International Publication Trends and Research Typology

Tang, K-Y., Chou, T-L. & Tsai, C-C., 2020, 於: Asia-Pacific Education Researcher. 29, 1, p. 9-19 11 p.

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46 引文斯高帕斯（Scopus）

A meta-analysis of research on digital game-based science learning

Tsai, Y-L. & Tsai, C-C., 2020, 於: Journal of Computer Assisted Learning. 36, 3, p. 280-294 15 p.

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35 引文斯高帕斯（Scopus）

An Investigation of Taiwanese High School Students’ Basic Psychological Need Satisfaction and Frustration in Science Learning Contexts in Relation to Their Science Learning Self-Efficacy

Wang, Y. L. & Tsai, C-C., 2020 1月 1, 於: International Journal of Science and Mathematics Education. 18, 1, p. 43-59 17 p.

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5 引文斯高帕斯（Scopus）

A systematic literature review of the impacts of digital games designed for older adults

Wang, Y. L., Hou, H. T. & Tsai, C-C., 2020 1月 2, 於: Educational Gerontology. 46, 1, p. 1-17 17 p.

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9 引文斯高帕斯（Scopus）

Cluster analysis on Chinese university students’ conceptions of English language learning and their online self-regulation

Tao, J., Zheng, C., Lu, Z., Liang, J. C. & Tsai, C-C., 2020, 於: Australasian Journal of Educational Technology. 36, 2, p. 105-119 15 p.

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19 引文斯高帕斯（Scopus）

Development and evaluation of a video playing interface with headings and table of contents

Li, L. Y., Huang, W. L. & Tsai, C-C., 2020 12月, 於: Interactive Learning Environments. 28, 8, p. 948-963 16 p.

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5 引文斯高帕斯（Scopus）

Editorial: Educational technology and addictions

Melo, C., Madariaga, L., Nussbaum, M., Heller, R., Bennett, S., Tsai, C-C. & van Braak, J., 2020, 於: Computers and Education. 145

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8 引文斯高帕斯（Scopus）

Exploring the relationship between perceived technology-assisted teacher support and technology-embedded scientific inquiry: the mediation effect of hardiness: International Journal of Science Education

Lin, X-F., Tang, D., Shen, W., Liang, Z-M., Tang, Y. & Tsai, C-C., 2020, 於: European Journal of Science Education. 42, 8, p. 1225-1252 28 p.

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5 引文斯高帕斯（Scopus）

Fostering Students’ Scientific Inquiry through Computer-Supported Collaborative Knowledge Building

Li, P-J., Hong, H-Y., Chai, C. S., Tsai, C-C. & Lin, P-Y., 2020, 於: Research in Science Education. 50, 5, p. 2035-2053 19 p.

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9 引文斯高帕斯（Scopus）

High School Students’ Conceptions of Science Laboratory Learning, Perceptions of the Science Laboratory Environment, and Academic Self-Efficacy in Science Learning

Lee, M. H., Liang, J. C., Wu, Y. T., Chiou, G. L., Hsu, C. Y., Wang, C. Y., Lin, J. W. & Tsai, C-C., 2020 1月 1, 於: International Journal of Science and Mathematics Education. 18, 1, p. 1-18 18 p.

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14 引文斯高帕斯（Scopus）

Integrating interactive learner-immersed video-based virtual reality into learning and teaching of physical geography

Jong, M. S-Y., Tsai, C-C., Xie, H. & Kwan-Kit Wong, F., 2020, 於: British Journal of Educational Technology. 51, 6, p. 2064-2079 16 p.

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46 引文斯高帕斯（Scopus）

Models of conceptual change in science learning: establishing an exhaustive inventory based on support given by articles published in major journals: Studies in Science Education

Potvin, P., Nenciovici, L., Malenfant-Robichaud, G., Thibault, F., Sy, O., Mahhou, M. A., Bernard, A., Allaire-Duquette, G., Blanchette Sarrasin, J., Brault Foisy, L-M., Brouillette, N., St-Aubin, A-A., Charland, P., Masson, S., Riopel, M., Tsai, C-C., Bélanger, M. & Chastenay, P., 2020, 於: Studies in Science Education. 56, 2, p. 157-211 55 p.

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19 引文斯高帕斯（Scopus）

Organization Strategies in EFL Expository Essays in a Content-Based Language Learning Course

Chang, P., Tsai, C. C. & Chen, P. J., 2020 4月 1, 於: Asia-Pacific Education Researcher. 29, 2, p. 183-197 15 p.

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6 引文斯高帕斯（Scopus）

Parents' profiles concerning ICT proficiency and their relation to adolescents' information literacy: A latent profile analysis approach

Wu, D., Yu, L., Yang, H. H., Zhu, S. & Tsai, C-C., 2020, 於: British Journal of Educational Technology. 51, 6, p. 2268-2285 18 p.

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6 引文斯高帕斯（Scopus）

Peer exclusion: A social convention or moral decision? Cross-cultural insights into students' social reasoning

Ha, S. Y., Lin, T. J., Li, W. T., Kraatz, E., Chiu, Y. J., Hong, Y. R., Tsai, C. C. & Glassman, M., 2020, 於: Journal of Cognition and Culture. 20, 1-2, p. 127-154 28 p.

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