孫之元

Sun, Chih-Yuan・人文藝術與社會學院・教育研究所、理學院碩士在職專班-科技與數位學習組

碩士平均畢業時長

2.99 年

中位數 2.73 年・34 人

在職專班平均畢業時長

3.84 年

中位數 2.99 年・9 人

博士平均畢業時長

5.05 年

中位數 3.97 年・5 人

收錄論文

55 篇

101–115 學年度

全校中位數（供對照）

碩士 2.10・在職專班 2.08・博士 6.11 年

畢業時長趨勢

每學年度畢業人數

只計入有論文收錄的畢業生；中途休學或更換指導教授的學生不會出現在這裡。

研究關鍵字

情境興趣學習成效situational interestAttention自我效能self-efficacy認知負荷cognitive load注意力engagement學習投入learning performanceSelf-regulation擴增實境Augmented reality自我調節聊天機器人Chatbot學習動機即時回饋系統序列分析內外在動機Intrinsic and extrinsic motivationstudent engagement腦波生理回饋學習自我效能Sequential Analysis穿戴式虛擬實境wearable virtual reality科學學習自我效能Flipped Classroom學習投入度反釣魚自我效能視覺回饋visual feedback腦波learning motivationIRSlearning achievementEEG biofeedback穿戴式科技虛擬實境Virtual reality投入度網路釣魚Phishing檢索增強生成生成式AI合作學習retrieval-augmented generation

想看最新的研究方向與計畫經費，也可以查政府研究計畫（GRB）。

指導論文

學年度	論文	學制	入學	提交日期	畢業時長
115	檢索增強生成之生成式AI結合合作式交互教學法對國中生情境興趣、學習投入與學習成效之影響：以英語閱讀為例 Effects of Retrieval-Augmented Generation (RAG)–Based Generative AI Integrated with Cooperative Reciprocal Teaching on Junior High School Students’ Situational Interest, Engagement, and Learning Outcomes: A Case of English Reading Education 教育研究所檢索增強生成、生成式AI、合作學習、交互教學法、情境興趣、學習投入、英語閱讀、學習成效、retrieval-augmented generation、generative AI、cooperative learning、reciprocal teaching、situational interest、engagement、English reading、learning outcomes	碩士	113	2026-10-08	2.18 年
115	結合虛擬人形與同儕學習的生成式聊天機器人進行英語口說訓練對口說焦慮、自我效能與學習成效之影響：以國中英語課程為例 The Effects of Generative AI Chatbots Integrating Virtual Avatars and Peer Learning on Junior High School Students’ English Speaking Anxiety, Self-Efficacy, and Achievement 教育研究所生成式人工智慧、英語口說、口說焦慮、自我效能、英語口說學習成效、generative artificial intelligence、English speaking、speaking anxiety、self-efficacy、English speaking achievement	碩士	113	2026-10-01	2.17 年
114	穿戴式擴增實境與穿戴式虛擬實境結合聽覺和觸覺生理即時回饋對中學生的學習投入度、認知負荷、集中注意力、學習成效之影響：以校史館導覽為例 Effects of Wearable Augmented Reality and Wearable Virtual Reality Integrated with Auditory and Tactile Immediate Biofeedback on Junior High School Students' Engagement, Cognitive Load, Focused Attention, and Learning Achievement: The Case of the Guided Tour of the University History Museum 教育研究所穿戴式擴增實境、穿戴式虛擬實境、生理訊號回饋、學習投入、認知負荷、集中注意力、博物館教育、wearable augmented reality、wearable virtual reality、biofeedback、engagement、cognitive load、focused attention、museum education	碩士	109	2026-09-01	6.08 年
114	雙層次測驗結合RAG智慧回饋系統對國小高年級學生的自我效能、認知負荷、自我調節學習行為及學習成效之影響：以AI素養課程為例 The Effects of a Two-Tier Test Integrated with RAG-Based Intelligent Feedback on Elementary School Students' Self-Efficacy, Cognitive Load, Self-Regulated Learning Behaviors, and Learning Performance: The Case of an AI Literacy Course 教育研究所 AI 素養、雙層次測驗、檢索增強生成、自我效能、認知負荷、自我調節學習行為、學習成效、AI literacy、two-tier test、retrieval-augmented generation、self-efficacy、cognitive load、self-regulated learning behaviors、learning performance	碩士	113	2026-07-15	1.95 年
114	人工智慧機器人結合ARCS模式對特殊教育學生的情境興趣、認知負荷與學習成效之行動研究：以國小閱讀教育為例 An Action Research of Integrating ARCS Model with Artificial-Intelligent Robot on Special Education Students’ Situational Interest, Cognitive Load, and Learning Performance: The Case of Reading Education in the Elementary School 理學院碩士在職專班-科技與數位學習組人工智慧機器人、ARCS模式、特殊教育、情境興趣、認知負荷、閱讀教育、artificial intelligence robot、ARCS model、special education、situational interest、cognitive load、reading education	碩士在職專班	108	2026-01-30	6.50 年
114	視覺化互動回饋儀表板結合翻轉教學對高中生的科學學習自我效能、學習投入及學習成效之影響：以生物實驗教育為例 Effect of Visual Interactive Feedback Dashboard Integrated with Flipped Classroom on High School Students’ Science Learning Self Efficacy, Engagement, and Learning Achievement: A Case of Biological Experiment Education 理學院碩士在職專班-科技與數位學習組視覺化互動回饋儀表板、翻轉教學、科學學習自我效能、學習投入、生物實驗教育、Visualized Interactive Feedback Dashboard、Flipped Classroom、Science Learning Self- Efficacy、Engagement、Biology Experiment Education	碩士在職專班	109	2026-01-26	5.49 年
114	比較生成式與流程式聊天機器人結合聽覺腦波生理回饋對國小學生的學習投入度、注意力、自我效能與學習成效之影響：以反釣魚教育為例 The Comparison of Integrating Generative versus Flow-Based Chatbots with Auditory Brainwave Biofeedback on Elementary School Students' Engagement, Attention, Self-Efficacy, and Learning Achievement: The Case of Anti-Phishing Education 教育研究所生成式聊天機器人、流程式聊天機器人、聽覺腦波生理回饋、學習投入度、注意力、自我效能、反釣魚教育、Generative Chatbots、Flow-Based Chatbots、Auditory Brainwave Biofeedback、Engagement、Attention、Self-Efficacy、Anti-Phishing Education	碩士	111	2026-01-06	3.43 年
114	桌遊結合以體現學習為基礎之擴增實境與智慧化回饋對學習投入、情境興趣及學習成效之影響：以國小低年級資訊素養教育為例 The Effect of Board Game Integrated with Embodied Learning-Based Augmented Reality and Intelligent Feedback on Engagement, Situational Interest, and Learning Achievement: The Case of Information Literacy Education for Lower Grade Elementary School Students 教育研究所桌遊、擴增實境、體現學習、智慧化回饋、學習投入、情境興趣、資訊素養、Board game、Augmented reality、Embodied learning、Intelligent feedback、Learning engagement、Situational interest、Information literacy	碩士	112	2025-09-03	2.09 年
114	生成式 AI 聊天機器人結合 ORID 架構應用於英語寫作：探討自我效能、自我調節與先備知識對高中生學習表現之影響 Application of Generative AI Chatbot Integrated with ORID Model in EFL Writing: Effect of Self-Efficacy, Self-Regulation, and Prior Knowledge on High School Students' Learning Performance 教育研究所生成式AI、聊天機器人、ORID架構、自我效能、自我調節、EFL寫作、Generative AI、Chatbot、ORID Framework、Self-efficacy、Self-regulation、EFL Writing	碩士	111	2025-09-01	3.09 年
114	聊天機器人結合情境模擬和擴增實境對大專院校學生的內外在動機、情境興趣、反釣魚自我效能與學習成效之影響：以反釣魚課程為例 Effect of Chatbot Integrated with Situational Simulation and Augmented Reality on University Students’ Intrinsic and Extrinsic Motivation, Situational Interest, Anti-Phishing Self-Efficacy, and Learning Performance: The Case of an Anti-Phishing Course 教育研究所聊天機器人、情境模擬、擴增實境、內外在動機、情境興趣、反釣魚自我效能、反釣魚教育、Chatbot、Situational simulation、Augmented reality、Intrinsic and extrinsic motivation、Situational interest、Anti-phishing self-efficacy、Anti-phishing education	碩士	112	2025-09-01	2.09 年
113	視覺注意力生理回饋結合冷暖色系教材對大專院校學生注意力、自我效能、學習焦慮、認知負荷與學習成效之影響：以食魚教育為例 The Effect of Visual Attention Biofeedback with Cool and Warm Colors Materials on University Students' Attention, Self-Efficacy, Learning Anxiety, Cognitive Load, and Learning Achievement: The Case of Fish-Based Diet Education 教育研究所生理回饋、視覺回饋、冷暖色系、注意力、自我效能、學習焦慮、認知負荷、食魚教育、biofeedback、visual feedback、cool and warm colors、attention、self-efficacy、learning anxiety、cognitive load、fish-based diet education	碩士	110	2025-04-23	3.73 年
113	全英語教學情境中人工智慧引導之自我調節學習 AI-Prompted Self-Regulated Learning in an EMI Context 教育研究所全英語教學、人工智慧、自我調節學習、內容暨語言學習、雙軌學習、EMI、AI、self-regulated learning、content-language learning、dual learning	博士	109	2024-11-22	4.31 年
113	生成式與流程式聊天機器人結合沈浸式虛擬實境對大專院校學習者的學習投入、情境興趣、注意力和學習成效之影響：以反釣魚教育為例 Effects of Integrating Generative and Rule-Based Chatbots with Immersive Virtual Reality on University Students' Engagement, Situational Interest, Attention, and Learning Performance: A Case of Anti-Phishing Education 教育研究所聊天機器人、沈浸式虛擬實境、學習投入、情境興趣、注意力、chatbot、immersive virtual reality、learning engagement、situational interest、attention	碩士	111	2024-11-19	2.30 年
112	智慧化回饋聊天機器人對大專院校學生的情境興趣、自我效能、認知負荷與學習成效之影響：以英語課程為例 The Effect of Smart Feedback Chatbot on University Students' Situational Interest, Self-Efficacy, Cognitive Load, and Learning Performance: The Case of an English Course 理學院碩士在職專班-應用科技組智慧化回饋聊天機器人、情境興趣、自我效能、認知負荷、學習成效、英語教育、Smart feedback chatbot、Situational interest、Self-efficacy、Cognitive load、Learning performance、English education	碩士在職專班	108	2024-08-22	5.06 年
112	以腦波聽覺回饋進行自我調節監控對國中學習障礙學生數學學習注意力、自我調節、自我效能與學習成效之影響 The Effect of Attention Monitoring Based on Self-Regulation with EEG Auditory Feedback on Mathematics Learning Attention, Self-Regulation, Self-Efficacy, and Learning Performance of Junior High School Students with Learning Disabilities 理學院碩士在職專班-科技與數位學習組腦波、聽覺回饋、自我調節、學習障礙、數學學習、注意力、自我效能、EEG、Auditory feedback、Self-regulation、Learning disabilities、Mathematics Learning、Attention、Self-efficacy	碩士在職專班	103	2024-08-14	無法計算
112	VR虛擬藝術結合美感教育課程對學生的認知負荷、學習動機、情境興趣與學習成效之影響 Effects of VR virtual art integrated with aesthetic education courses on students' cognitive load, learning motivation, situational interest, and learning performance 教育研究所 VR虛擬藝術、美感教育、認知負荷、學習動機、情境興趣、VR virtual art、aesthetic education、cognitive load、learning motivation、situational interest	博士	109	2024-07-22	3.97 年
112	比較虛擬實境共創環境中的感知和實際自我調節和學生參與度 Comparing Perceptual and Actual Student Engagement and Self-Regulation in VR Co-Creation 教育研究所虛擬實境共創、學生參與度、自我調節度、多模態資料、監督式學習預測、非監督式分群、VR co-creation、student engagement、self-regulation、multimodal data、supervised prediction、unsupervised clustering	博士	108	2023-07-12	3.95 年
112	穿戴式虛擬實境結合合作概念圖即時互動回饋系統應用於英語閱讀教學：認知負荷對中學生的情境興趣和學習成效之影響 Wearable Virtual Reality Integrated with Collaborative Concept Maps IRS for English-Reading Education: Effect of Cognitive Load on Junior High School Students’ Situational Interest and Learning Achievement 理學院碩士在職專班-科技與數位學習組穿戴式虛擬實境、合作概念圖、即時回饋系統、認知負荷、情境興趣、學習成效、wearable virtual reality、collaborative concept map、IRS、cognitive load、situational interest、learning achievement	碩士在職專班	106	2023-01-26	5.49 年
111	比較高中生於紙本、線上與擴增實境輔助情境學習反毒桌遊介入之拒絕藥物濫用自我效能、藥物濫用預防態度與自我調節之PLS-SEM多群組分析 Comparing senior high school students’ self-efficacy for refusing drug abuse, drug abuse prevention attitude, and self-regulation of paper-based, online-based, and AR-based anti-drug situated learning board game interventions: A multigroup PLS-SEM analysis 教育研究所拒絕藥物濫用自我效能、藥物濫用預防態度、自我調節、偏最小平方結構方程模型、多群組分析、情境學習反毒桌遊、擴增實境、Self-efficacy for refusing drug abuse、Drug abuse prevention attitude、self-regulation、PLS-SEM、Multigroup analysis、Situated learning board game、Augmented reality	博士	103	2023-08-28	9.07 年
111	穿戴式擴增實境結合遊戲化即時回饋系統在不同學習活動對國小學生的認知負荷、情境興趣與學習成效之影響：以數學課程為例 Effects of Incorporating Wearable Augmented Reality and Gamified Interactive Response System in Different Learning Activities on Elementary School Students’ Cognitive Load, Situational Interest, and Learning Achievement: The Case of a Mathematics Course 理學院科技與數位學習學程穿戴式擴增實境、遊戲化即時回饋系統、講述式學習、合作學習、認知負荷、情境興趣、學習成效、Wearable Augmented Reality、Gamified Interactive Response System、Didactic Instruction、Cooperative Learning、Cognitive Load、Situational Interest、Learning Achievement	碩士在職專班	109	2023-07-23	2.97 年
111	聊天機器人結合腦波生理回饋應用於反釣魚教育：探討大專院校學生行為投入、情緒投入與認知投入對自我效能、注意力與學習成效的影響 Application of Chatbot Integrated with Brainwave Physiological Feedback for Anti-Phishing Education: Effect of Behavioral Engagement, Emotional Engagement, and Cognitive Engagement on University Students’ Self-Efficacy, Attention, and Learning Achievement 教育研究所聊天機器人、腦波生理回饋、學習投入、自我效能、注意力、chatbot、brainwave physiological feedback、engagement、self-efficacy、attention	碩士	109	2022-12-28	2.41 年
110	智慧化聊天機器人對大專院校學生的情境興趣、自我效能、學習投入與學習成效之影響：以反網路釣魚教材為例 The Effect of Smart Chatbots on University Students’ Situational Interest, Self-Efficacy, Engagement, and Learning Performance: The Case of Anti-Phishing Instructional Materials 教育研究所線上學習、聊天機器人、LINEbot、情境興趣、自我效能、學習投入、學習成效、online learning、chatbot、situational interest、self-efficacy、engagement、learning performance	碩士	107	2022-07-26	3.98 年
110	聊天機器人與擴增實境回饋鷹架對大專院校學生科學學習自我效能、學習投入、注意力、認知負荷與學習成效之影響：以科學模擬探究實驗為例 The effects of Chatbot and AR-based feedback scaffolding approaches on university students’ science learning self-efficacy, engagement, attention, cognitive load, and learning performance: The case of a scientific simulation inquiry experiment 教育研究所聊天機器人回饋鷹架、擴增實境回饋鷹架、科學學習自我效能、學習投入、注意力、認知負荷、科學模擬探究、Chatbot feedback scaffolding、AR-based feedback scaffolding、science learning self-efficacy、engagement、attention、cognitive load、scientific simulation inquiry	碩士	107	2022-02-15	3.54 年
110	大專院校學生使用個人化穿戴式擴增實境博物館導覽對情境興趣、注意力、放鬆度與學習成效之影響 Effects of Personalized AR-based Wearable Museum Guides on University Students' Situational Interest, Attention, Relaxation, and Learning Performance 教育研究所個人化、穿戴式、擴增實境、情境興趣、注意力、放鬆度、學習成效、Personalized、Wearable、Augmented Reality、Situational Interest、Attention、Relaxation、Learning Performance	碩士	106	2022-01-09	4.44 年
109	穿戴式虛擬實境結合智慧化回饋聊天機器人對樂齡學習者的認知負荷、情境興趣、反釣魚行為與反釣魚自我效能之影響：以反釣魚教材為例 The Effect of Wearable Virtual Reality Integrated with Smart Feedback Chatbots on Senior Learners’ Cognitive Load, Situational Interest, Anti-Phishing Behavior, and Anti-Phishing Self-Efficacy: The Case of Anti-Phishing Instructional Materials 教育研究所穿戴式虛擬實境、聊天機器人、樂齡學習、認知負荷、情境興趣、反釣魚行為、反釣魚自我效能、Wearable virtual reality、Chatrbots、Senior learners、Cognitive load、Situational interest、Anti-phishing behaviors、Self-efficacy for anti-phishing	碩士	107	2021-07-18	2.96 年
109	透過腦波監測提供聽覺與視覺生理即時回饋對大專院校學生注意力、學習自我效能和學習成效之影響：以傳染病防治之大規模開放式線上課程學習環境為例 Effects of auditory and visual immediate biofeedback based on EEG monitoring on university students' attention, learning self-efficacy, and learning performance: The case of MOOCs learning environments for infectious disease prevention 教育研究所腦波生理回饋、聽覺回饋、視覺回饋、注意力、學習自我效能、學習成效、EEG biofeedback、auditory feedback、visual feedback、attention、learning self-efficacy、learning performance	碩士	108	2021-05-31	1.83 年
109	以ARCS動機模式設計之穿戴式虛擬實境與擴增實境英語教材對國小學生英語學習者的學習動機與學習成效之影響 Effect of AR- and VR-based wearable English learning material: An application of learning design based on ARCS model to improving elementary school students’ learning motivation and performance 教育研究所 ARCS動機模式、穿戴式科技、擴增實境、虛擬實境、學習成效、ARCS model、Wearable technologies、Augmented reality、Virtual reality、Learning performance	碩士	105	2021-05-16	4.79 年
109	以腦波生理資訊為基礎的聽覺與觸覺注意力回饋對大專院校學生學習注意力、放鬆度、自我效能、學習投入與學習成效之影響 Effects of Audio and Tactile Attention Feedback Based on EEG Physiological Signals on University Students’ Attention, Relaxation, Self-Efficacy, Engagement, and Learning Performance 教育研究所腦波生理回饋、注意力、放鬆度、自我效能、學習投入、EEG biofeedback、attention、relaxation、self-efficacy、engagement	碩士	107	2021-01-19	2.47 年
108	差異化教學影片與即時/延遲回饋對學生學習動機、投入度、注意力與學習成效的影響：以高職數學課程為例 The Influence of Differentiated Teaching Videos and Instant/Delayed Feedback on Students' Learning Motivation, Engagement, Attention and Learning Performance: The Case of a Vocational High School Mathematics Course 理學院科技與數位學習學程差異化教學影片、即時回饋系統、內外在動機、投入度、注意力、學習成效、differentiated instruction videos、Instant Response System、intrinsic and extrinsic motivation、engagement、attention、learning performance	碩士在職專班	106	2020-07-29	2.99 年
108	即時回饋系統融入翻轉教室對學生自我效能、團體效能、同儕互動序列行為模式與學習成效之影響 Effects of Integrating an Interactive Response System into Flipped Classroom Instruction on Students’ Self-Efficacy, Collective Efficacy, Sequential Behavioral Patterns, and Learning Performance 教育研究所翻轉教室、即時回饋系統、自我效能、團體效能、序列分析、Flipped Classroom、Interactive Response System、Self-Efficacy、Collective Efficacy、Sequential Analysis	碩士	103	2019-12-22	5.39 年
108	虛擬實境與擴增實境導覽對企業博物館學習者之內外在動機、認知負荷與參觀效益的影響 The Effect of Virtual Reality and Augmented Reality on Corporate Museum Learners’ Cognitive Load, Intrinsic and Extrinsic Motivation, and Visit Benefit 理學院科技與數位學習學程擴增實境、虛擬實境、企業博物館、內外在動機、認知負荷、參觀效益、Augmented Reality、Virtual Reality、Corporate Museum、Intrinsic and Extrinsic Motivation、Cognitive Load、Visit Benefit	碩士在職專班	106	—	無法計算
108	穿戴式擴增實境及穿戴式虛擬實境教材對高中學生的情境興趣、科學學習自我效能、科學學習自我效能來源、學習投入度與學習成效之影響: 以物理實驗為例 Effects of AR- and VR-based wearable learning material on high school students' situational interest, science learning self-efficacy, sources of science learning self-efficacy, student engagement, and learning performance: The case of a physics experiment 教育研究所穿戴式科技、擴增實境、虛擬實境、情境興趣、科學學習自我效能、科學學習自我效能來源、學習投入度、學習成效、Wearable technologies、Augmented reality、Virtual reality、Situational interest、Science learning self-efficacy、Sources of science learning self-efficacy、Student engagement、Learning performance	碩士	106	—	無法計算
107	穿戴式智慧化注意力視覺回饋應用於博物館教育：探討大專院校學生的學習投入、認知負荷、學習成效和滿意度 Incorporating wearable intelligent visual feedback based on attention into museum education and analyzing the effect on university students' engagement, cognitive load, learning achievement and satisfaction 教育研究所博物館教育、穿戴式科技、注意力、視覺回饋、學習投入、認知負荷、學習成效、滿意度、Museum education、Wearable technology、Attention、Visual feedback、Engagement、Cognitive load、Learning achievement、Satisfaction	博士	104	2019-07-15	3.95 年
107	線上自我調節學習、投入度與認知負荷關係之中介效果研究：以結合線上自我調節學習策略之即時回饋線上學習環境為例 Mediation analyses of the relationships among online self-regulated learning, engagement, and cognitive load: The case of an online learning environment integrated with online self-regulated learning strategies and instant feedback 教育研究所線上課程設計、即時回饋、線上自我調節學習、投入度、認知負荷、Online course design、Instant feedback、Online self-regulated learning、Engagement、Cognitive load	碩士	105	2019-07-06	2.93 年
107	二階層式投票策略之平板回饋系統對大學生的學習自我效能、注意力與學習成效之影響 The Effect of the Two-Tier-Test Approach Integrated with Tablet IRS on University Students' Self-efficacy, Attention and Learning Performance 教育研究所二階層測驗、即時回饋、學習自我效能、注意力、腦波、Two-tier test、IRS、Self-efficacy for learning、Attention、Brain wave	碩士	103	2018-08-29	4.08 年
106	遊戲化即時回饋系統對國中生內外在動機、學習投入度、注意力與學習成效的影響 Effects of a Gamified IRS on Junior High School Students' Intrinsic Motivation, Extrinsic Motivation, Engagement, Attention, and Learning Performance 教育研究所遊戲化、即時回饋系統、內外在動機、學習投入、注意力、腦波生理訊號、Gamification、IRS、Intrinsic and Extrinsic Motivation、Student Engagement、Attention、Brainwave Data	碩士	104	2017-10-11	2.20 年
106	眼動追蹤回饋鷹架對高中生自我效能、測驗焦慮與學習成效之影響：以C程式語言課程為例 The Effect of Eye-Tracking Scaffolding on High School Students’ Self-Efficacy, Test Anxiety, and Learning Performance: The Case of a C Programming Language Course 教育研究所眼動追蹤、程式設計、鷹架學習、自我效能、測驗焦慮、學習成效、Eye-Tracking、Programming Design、Scaffolding、Self-Efficacy、Test-Anxiety、Academic Performance	碩士	102	2017-09-04	4.09 年
106	應用社群網路行動應用程式Instagram在美感教育活動對大學生美感經驗、學習投入度、情境興趣與學習成效之影響 The application of a social networking platform Instagram in aesthetic education and its influence on university students’ aesthetic experience, learning engagement, situational interest and learning performance 教育研究所美感教育、社群應用、美感經驗、學習投入度、情境興趣、學習成效、aesthetic education、social media application、aesthetic experience、student engagement、situational interest、learning performance	碩士	103	—	無法計算
105	翻轉教學結合MOOCs與悅趣式學習對不同背景學生學習動機與學習成效之影響：以國中數學課程為例 Effects of Flipped Classrooms Integrated with MOOCs and Gamed-Based Learning on Learning Motivation and Outcomes of Students from Different Backgrounds: The case of Mathematics Courses in Junior High School 應用數學系所・共同指導：許義容翻轉教學、大規模開放式線上課程、悅趣式學習、學習動機、學習成效、flipped learning、MOOCs、Gamed-Based Learning、learning motivation、learning outcomes	碩士	102	2016-11-15	3.29 年
105	結合回饋與信號設計之平板即時回饋系統對大學生情境興趣與課堂注意力之影響 The Effect of Integrating Feedback and Signaling Design with Tablet IRS on College Students' Situational Interest and Attention 教育研究所回饋、信號設計、情境興趣、注意力、腦波生理資訊、Feedback、Signaling、Situational Interest、Attention、Brainwave Data	碩士	102	2016-10-12	3.20 年
105	結合資料視覺化與自我調節策略之個人化學習對線上學習者之自我調節與序列行為模式之影響：以研究倫理課程為例 Effects of personalized learning integrated with data visualization and self-regulatory strategies on online learners' self-regulation and sequential behavioral patterns: The case of research ethics education 教育研究所個人化學習、自我調節、資料視覺化、序列分析、Personalized Learning、Self-Regulation、Data Visualization、Lag Sequential Analysis	碩士	103	—	無法計算
104	智慧化回饋對線上學習者之學習自我效能、投入度與線上學習行為之影響:以校園學術研究倫理課程為例 Effects of smart feedback on online learners’ learning self-efficacy, engagement, and behavioral patterns: The case of research ethics education 教育研究所序列分析、學習分析、學習行為、學習自我效能、投入度、Sequential Analysis、Learning Analytics、Learning Behavioral Pattern、Learning Self-Efficacy、Engagement	碩士	103	2016-08-18	2.05 年
103	注意力監測結合腦波生理回饋機制對大專生學習注意力與自我效能之影響：以反釣魚教材為例 The Effects of Attention Monitoring with EEG Biofeedback on College Students’ Attention and Self-Efficacy: The Case of Anti-Phishing Instructional Materials 教育研究所腦波生理回饋、學習注意力、學習自我效能、EEG Biofeedback、Attention、Self-Efficacy for Learning	碩士	101	2015-07-11	2.94 年
103	動態式概念圖結合即時回饋系統對國小學生學習動機與學習成效之影響：以反釣魚課程為例 The Effects of Integrating Dynamic Concept Maps with IRS on Elementary School Students’ Motivation and Learning Outcome: The Case of Anti-Phishing Education 教育研究所動態式概念圖、概念圖、即時回饋系統、學習動機、dynamic concept maps、concept maps、Interactive Response System、learning motivation	碩士	101	2015-07-06	2.93 年
103	以學習分析初探線上學習者之學習動機對其線上學習行為模式之影響:以校園學術研究倫理課程為例 Applying learning analytics to explore the influence of online learners' motivation on their online learning behavioral patterns: The case of research ethics education 教育研究所線上學習行為模式、序列分析、學習分析、學習動機、使用者投入度、Online Learning Behavioral Pattern、Sequential Analysis、Learning Analytics、Motivation、User Engagement	碩士	102	2015-05-28	1.82 年
103	探究悅趣式反釣魚教材學習者之序列行為模式、心流體驗與學習成效 Explore anti-phishing game-based learners’ sequential behavioral patterns, flow experience, and learning performance 教育研究所悅趣式學習、網路釣魚、行為模式、心流體驗、序列分析、Game-based learning、Phishing、Behavioral patterns、Flow experience、Sequential analysis	碩士	101	2015-02-05	2.51 年
103	結合教學元素管理之小組投票活動對國小五年級學生英語高頻用字學習成效之影響 The Effects of Enhanced Element-Managed Instruction Integrated with Collaborative Polling on 5th Graders' Sight-Word Reading Performance 理學院科技與數位學習學程・共同指導：陳明璋教學元素管理、小組投票活動、英語高頻用字、enhanced element-managed instruction、collaborative polling、sight words	碩士在職專班	101	2014-10-05	2.18 年
103	以認知負荷與多媒體學習認知理論探討試驗性圖文融合英語字彙數位教材對情境興趣與腦波歷程之影響 Applying Cognitive Load Theory and Cognitive Theory of Multimedia Learning to Investigate the Effect of Experimental Pictographic English Vocabulary E-learning Courseware on Situational Interest and Brainwave 教育研究所認知負荷、多媒體學習認知理論、英語字彙數位教材、情境興趣、腦波、Cognitive Load、Cognitive Theory of Multimedia Learning、English Vocabulary E-learning Courseware、Situational Interest、Brainwave	碩士	102	—	無法計算
102	平板即時回饋系統融入教學對國中教師之科技學科教學知識(TPACK)與對學生個人與情境興趣之影響 The effect of implementing tablet IRS in classroom instruction on junior high school teachers' TPACK and students' personal and situational interest 教育研究所平板即時回饋系統、科技學科教學知識、學習興趣、tablet IRS、Technological Pedagogical and Content Knowledge、learning interest	碩士	101	2014-07-22	1.97 年
102	大專院校學生的網路自我效能對反釣魚的行為與表現之影響 The Effect of College Students' Internet Self-Efficacy on Their Anti-Phishing Behavior and Performance 教育研究所網路自我效能、網路釣魚、反釣魚自我效能、反釣魚行為、反釣魚表現、Internet self-efficacy、Phishing、Anti-phishing self-efficacy、Anti-phishing behavior、Anti-phishing performance	碩士	101	2014-05-11	1.77 年
101	反釣魚教學策略：平板電腦融入概念構圖以提升學習動機之可行性評估 Teaching strategies of anti-phishing education: Evaluation of integrating the concept map approach into Tablet PCs to enhance student motivation 理學院科技與數位學習學程網路釣魚、學習動機、平板電腦、互動式回饋教學、概念構圖教學活動、學習單教學活動、phishing、motivation、tablet PC、interactive feedback instruction、concept map instruction activity、worksheet instruction activity	碩士在職專班	100	2013-07-24	1.98 年
101	回饋及信號數位教材設計對奈米科技學習之自我效能與自我調節之影響研究 The effect of feedback and signaling design on students’ self-efficacy and self-regulation for learning nanotechnology in an e-learning environment 理學院科技與數位學習學程奈米科技教學、信號、回饋、自我效能、自我調節、nanothechnology instruction、signaling、feedback、self-efficacy、self-regulation	碩士在職專班	100	2013-06-23	1.89 年
101	從眾行為與學習焦慮對內在動機、外在動機之影響－以學生使用Facebook參與課程為例 The effect of conformity and learning anxiety on intrinsic and extrinsic motivation: The case of students participating in courses using Facebook. 教育研究所 Facebook、課程社團、從眾行為、學習焦慮、內在動機、外在動機、Facebook groups、conformity、learning anxiety、intrinsic motivation、extrinsic motivation	碩士	99	2013-02-05	2.52 年
101	行動情境式學習對自我效能、自我調節與學習成效之影響：以英語學習校園植物為例 The effect of mobile context-aware learning on self-efficacy, self-regulation, and student achievement: The case of learning plant in English 教育研究所自我調節、自我效能、行動學習、情境式學習、self-regulation、self-efficacy、mobile learning、context-aware learning	碩士	99	2013-01-17	2.46 年
101	結合開放式課程之翻轉課堂對於學習者之自我調節與學習成效影響 The Effects of Flipped Classroom Instruction Integrated with OpenCourseWare on Students’ Self-Regulation and Learning Outcome 教育研究所開放式課程、翻轉課堂、自我調節、學習成效、OpenCourseWare、Flipped classroom、self-regulation、learning outcome	碩士	100	—	無法計算