碩士平均畢業時長
2.82 年
中位數 2.28 年・28 人
在職專班平均畢業時長
1.99 年
中位數 1.97 年・5 人
博士平均畢業時長
5.99 年
中位數 5.94 年・10 人
收錄論文
43 篇
100–114 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
眼動Eye movement問題網路使用problematic internet use一日經驗重建法FEAT閱讀理解reading comprehensionDay Reconstruction Method (DRM)epistemic emotionsEpistemic network analysis自動化臉部情緒辨識系統遠程光體積變化描記圖法深度學習閱讀策略reading strategy學業情緒eye movements青少年憂鬱壓力潛在剖面分析depressionstresslatent profile analysis系統工程課程motivation數位遊戲問題解決幾何問題解決測量恆等性measurement invariancecross-lagged analysis文本信念一致性效應呈現方式眼動追蹤知識情緒衝突性多文本text-belief consistency effectmode of presentationeye‐trackingconflicting multiple textsSTEM PjBL 課程組長訓練小組討論認知網絡分析社會網絡分析STEM PjBLleader traininggroup discussion
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 |
|---|---|---|---|---|---|
| 114 | The Effects of Presentation Format of Conflicting Multiple Texts on Text-Belief Consistency Effect and Epistemic Emotions: An Eye-Tracking Study 教育研究所 文本信念一致性效應、呈現方式、眼動追蹤、知識情緒、衝突性多文本、text-belief consistency effect、mode of presentation、eye‐tracking、epistemic emotions、conflicting multiple texts | 碩士 | 111 | 2026-03-23 | 3.64 年 |
| 114 | Exploring Student Leader Training and Discussion Dynamics in STEM PjBL Courses: Insights from Epistemic and Social Network Analysis 教育研究所 STEM PjBL 課程、組長訓練、小組討論、認知網絡分析、社會網絡分析、STEM PjBL、leader training、group discussion、Epistemic network analysis、Social network analysis | 碩士 | 111 | 2025-11-13 | 3.29 年 |
| 113 | Investigating the Dynamics of Multiple-Text Reading: A Multi-Modal Approach to Understanding Text Features, Reader Profiles, and Instructional Support through Eye-Tracking Evidence 教育研究所 多模態資料集、眼球追蹤技術、衝突多文本閱讀、認知情意投入、機器學習、線性混合模型、Multi-Model Data Set、Eye-Tracking Technology、Conflicting Multiple-Text Reading、Cognitive and Affective Engagement、Machine Learning、Linear Mixed Model | 博士 | 110 | 2025-08-25 | 4.07 年 |
| 113 | Examining Readers with Elaborated or Emotional Feedback: Effects of English Proficiency on Facial Emotion Transitions and Reading Comprehension 教育研究所 精緻回饋、情感回饋、英文閱讀理解、自動化臉部情緒辨識系統、情緒與閱讀、Elaborated feedback、emotional feedback、English reading comprehension、FEAT、emotions and reading | 碩士 | 111 | 2025-03-24 | 2.64 年 |
| 113 | Exploring Real-Time Basic Emotional Changes and Epistemic Emotion in Statistics Learning: Insights from Statistical Concept Difficulty, Statistical Value, and Learning Outcomes 教育研究所・共同指導：陳思光 統計學習、自動化臉部情緒辨識系統、求知情緒、統計價值、學習成效、Statistics learning、FEAT、Epistemic emotions、intrinsic value、Learning outcomes | 碩士 | 110 | 2025-02-14 | 3.54 年 |
| 112 | What is considered excellent teaching by university professors? A content analysis based on ASSURE model and Pedagogical Reasoning and Action model 教育研究所 大學教師、優良教學獎、傑出教學、媒體與教材、學習者參與、知識理解能力、university teachers、Excellent Teaching Award、distinguished teaching、media and materials、learner engagement、knowledge understanding ability | 碩士 | 106 | 2024-08-28 | 7.07 年 |
| 112 | Statistical Graphic Organization and Source Credibility on Reading Comprehension for Statistical Multi-Modal Documents: An Eye Movement Study 教育研究所 眼動儀、眼動行為、統計多模態文本、統計圖組織性、文本來源可信度、eye-tracking、eye movement behavior、statistical multi-modal texts、graph organizational structure、text source credibility | 碩士 | 109 | 2024-07-06 | 3.93 年 |
| 112 | Deep Learning-based Contactless Vital Sign Measurements and Applications of Nighttime Scenario with Facial Videos 電控工程研究所・共同指導：吳炳飛 遠程光體積變化描記圖法、深度學習、心率量測、血壓量測、睡眠呼吸中止事件偵測、remote photoplethysmography、deep learning、heart rate measurement、blood pressure measurement、sleep apnea detection | 博士 | 107 | 2024-06-24 | 5.90 年 |
| 112 | The Construction and Validation of the Classroom Attention Scale for Fifth and Sixth Grades in Elementary Schools 教育研究所・共同指導：李漢華 課室注意力、注意力量測、探索性因素分析、驗證性因素分析、數學學習成就、師生評鑑、Classroom Attention、The Measurement of Attention、Exploratory Factor Analysis、Confirmatory Factor Analysis、Math Achievement、Teachers and Students Evaluation | 碩士 | 107 | 2024-02-05 | 5.51 年 |
| 111 | The influence of task goals and topic familiarity on multiple texts reading strategies and comprehension: Eye-movement evidence from conflicting history texts 教育研究所 眼動、衝突式文本、閱讀理解、閱讀策略、歷史多文本、Eye movement、conflicting texts、reading comprehension、reading strategy、historical multiple texts | 碩士 | 110 | 2023-07-31 | 2.00 年 |
| 111 | Effects of goal structure and self-efficacy on emotion transition and performance in learning programming language: Detecting emotions with facial emotion recognition technique 教育研究所 程式語言學習、課室目標結構、學習階段、自我效能、動化臉部情緒辨識系統、學業情緒、學習表現、programming language learning、classroom goal structure、learning steps、self-efficacy、FEAT、academic emotions、learning performance | 碩士 | 109 | 2023-01-18 | 2.46 年 |
| 111 | CNN-based Remote Photoplethysmography Construction and Applications 電控工程研究所・共同指導：吳炳飛 遠程光體積變化描記圖法、深度學習、卷積神經網路、運動健身、複合式情緒辨識、remote photoplethysmography (rPPG)、deep-learning、convolutional neural network (CNN)、fitness training、emotion recognition | 博士 | 107 | 2023-01-09 | 4.44 年 |
| 110 | Inquiring into the harbor of teachers’ professional learning networks: Version 2.0 of Shulman and Shulman’s model of teachers’ learning communities 教育研究所 教師專業發展、專業學習網絡的永續性、Shulman與Shulman教師學習社群模型、自我決定理論、自主式社群參與、teachers’ professional development、sustainability of professional learning networks、self-determination theory、community engagement voluntariness | 博士 | 105 | 2022-07-26 | 5.98 年 |
| 110 | A network analytic approach for revealing the interplay of collaborative problem-solving and relational space in junior high school STEM classes 教育研究所・共同指導：陳思光 合作問題解決、STEM 教育、共享問題空間、關係空間、社會共享調節、知識網絡分析、collaboratively problem solving、STEM education、joint problem space、relational space、socially shared regulation、epistemic network analysis | 碩士 | 108 | 2021-10-25 | 2.23 年 |
| 109 | Differential Effects of Emotional States on Insight Problem Solving With the Examination of Facial Emotion Analysis Tool 教育研究所 情緒操弄、情緒價性、情緒覺醒度、FEAT自動化臉部情緒分析系統、FACS 專家臉部編碼、SAM 小矮人自評量表、國際情緒圖片系統、emotional manipulation、valence of emotion、arousal of emotion、Facial Emotion Analysis Tool (FEAT)、Facial Action Coding System (FACS)、Self- assessment minikins (SAM)、International Affective Picture System (IAPS) | 碩士 | 108 | 2021-09-07 | 2.10 年 |
| 108 | Reading Classical Chinese Fables with Various Structural Orders by Two Levels of Readers: Evidences from Eye Movement 教育研究所 文言文寓言體、鉅觀結構與微觀結構、眼動、閱讀策略、閱讀理解、Classical Chinese fables、microstructure and macrostructure、eye movement、reading strategy、reading comprehension | 碩士 | 107 | 2020-07-31 | 2.00 年 |
| 108 | Using Mobile Eye Trackers to Track Learners’ Visual Attention during Learning Statistical Problems with Diagrams of Different Complex Level in a Real Classroom 教育研究所 穿戴式行動眼動儀、統計圖問題、注意力、眼動、範例教學法、wearable mobile eye tracker、statistical graph problem、attention、eye movement、example-based instruction | 碩士 | 106 | 2020-07-29 | 2.99 年 |
| 108 | The Investigation of Multimodal Reading Comprehension Progress Based on Eye-Movement Data for Experienced and Inexperienced EFL High School Learners in Taiwan 教育研究所 多模態、附圖敘事文、故事結構、眼動、EFL學習者、台灣中學生、multimodal、illustrated narratives、story structures、eye movements、EFL learners、Taiwan high school students | 博士 | 101 | 2020-02-24 | 7.56 年 |
| 107 | Online gaming motives, problematic internet use and mental health: Longitudinal and profile studies in college gamers in college gamers 教育研究所 線上遊戲玩家、大學生、青少年、遊戲投入、問題網路使用、憂鬱、壓力、學業成就、中介模式、潛在剖面分析、長期資料、內容分析、online gamers、college students、adolescents、game involvement、problematic internet use、depression、stress、academic performance、mediation model、latent profile analysis、longitudinal data、content analysis | 博士 | 102 | 2019-09-09 | 6.11 年 |
| 107 | Do conditions experienced by college students in system engineering course predict flow? A HLM study with repeated experiences from day reconstruction method 教育研究所 心流經驗、環境條件、一日經驗重建法、階層線性模型、系統工程課程、flow、environmental conditions、Day Reconstruction Method (DRM)、Hierarchical Linear Model (HLM)、Systems Engineering courses | 碩士 | 105 | 2018-10-23 | 2.23 年 |
| 106 | The Design, Selection and Component Fixation Analyses of Achievement Emotion Images and Their Relationships with The Academic Functions of Female High School Students 教育研究所 學業情緒、學習動機、情緒圖案、熵值、眼動、凝視分析、高中女生、Achievement emotions、learning motivation、emoticon、entropy、eye movement、fixation analyses、female high school students | 碩士 | 104 | 2017-09-11 | 2.11 年 |
| 105 | Examining optimal experiences of students in system engineering courses through day reconstruction method and analyzing their project creative performance 教育研究所 系統工程課程、創意產品評量、一日經驗重建法、課程經驗、專題創意表現、system engineering course、creative product assessment、Day Reconstruction Method (DRM)、subjective experiences in courses、creativity in project | 碩士 | 104 | 2017-06-30 | 1.91 年 |
| 104 | Eye movement, interactive mental representation and reading comprehension as reflection of processing dialogic text with chronological/ non-chronological sequence of events 教育研究所 文本時序、互動協同模式、情境模型、對話性文本、眼動、閱讀理解、Temporal markers、Interactive alignment model、situational model、eye movement、reading comprehension、dialogic text | 碩士 | 103 | 2016-07-22 | 1.97 年 |
| 104 | Students’ in- and after-school optimal experience: Intensive longitudinal data with variable-centered and person-centered analyses 教育研究所 心流理論、最佳經驗、心流條件、自成目標、自我決定動機、一日經驗重建法、flow theory、optimal experience、flow conditions、autotelic、self-determination motivation、the day reconstruction method | 博士 | 97 | 2016-02-03 | 7.51 年 |
| 104 | The effectiveness of spatial outline and physical manipulation on young children's reasoning of two-dimensional spatial array 教育研究所 空間推理、遞移推理、肢體操作、空間框架、學前幼兒、Spatial reasoning、Transitive reasoning、Physical manipulation、Spatial outline、Kindergarten children | 碩士 | 102 | 2016-01-19 | 2.47 年 |
| 104 | How does project team members' perception of conflicts affect creative thinking and products? 教育研究所 華人衝突因應模式、專家共識評量、創意作品語意量表、高中職、學校社團、Chinese model of conflict copying、consensual assessment technique、creative product semantic scale、high school、school club | 碩士 | 102 | 2015-11-29 | 2.33 年 |
| 104 | The clustering of experiences in after-school program and quality of life of elementary school children: The application of PPCT Model 教育研究所 生物生態系統理論、一日經驗重建法、課後活動主觀經驗、國小高年級學童、集群分析、Ecological model、Day Reconstruction Method (DRM)、subjective experience in after-school activities、Cluster Analysis、Elementary school children | 碩士 | 101 | 2015-08-17 | 3.04 年 |
| 103 | Latent Profiles of Stress among College Students with concurrent and Predictive Validation Using Depression and Problematic Internet Use 教育研究所・共同指導：陳思光 壓力、憂鬱、問題網路使用、潛在剖面分析、stress、depression、problematic Internet use、latent profile analysis | 碩士 | 102 | 2015-08-06 | 2.01 年 |
| 103 | Effect of a Teaching Program For Inducing Domain-Specific Creativity in Civic Education Class of Junior High School 教育研究所 公民科創造力、領域特定創造力、任務設計、動機、Creativity in Civic Education、domain specific creativity、design task、motivation | 碩士 | 101 | 2015-06-26 | 2.90 年 |
| 103 | The Effect of Digital Gaming Experience on Player's Problem Solving Ability - A Case Study on PISA 理學院科技與數位學習學程・共同指導：孫春在 數位遊戲、問題解決、PISA、digital game based learning、problem-solving | 碩士在職專班 | 101 | 2014-09-07 | 2.10 年 |
| 102 | Cognitive load and diagram comprehension in solving geometry problems: An integrative probe with eye tracker and hand writing devices 教育研究所 幾何問題解決、眼動、圖形理解、手寫、認知負荷、geometry problem-solving、eye movements、diagram comprehension、handwriting、cognitive load | 博士 | 98 | 2014-09-11 | 5.11 年 |
| 102 | The mediation effect of achievement goals between low self-control and math performance 教育研究所 低自我控制、成就目標、數學表現、中介模型、測量恆等性、low self-control、achievement goals、math performance、mediator model、measurement invariance | 碩士 | 101 | 2014-07-28 | 1.99 年 |
| 102 | The mediation effect of game team attribution between interpersonal swift trust and team efficacy among temporary game teams in the “League of Legends” 教育研究所 臨時團隊、人際信任、團隊效能、團隊歸因、網路遊戲、temporary teams、interpersonal trust、team efficacy、team attribution、online game | 碩士 | 101 | 2014-07-24 | 1.98 年 |
| 102 | Study of Voluntary Learning on Self-directed and System-oriented Scratch Learners 理學院科技與數位學習學程・共同指導：孫春在 遊戲、學習自願、範例式、自我導向、近側發展區間、Scratch、Self-directed learning、Worked-example、Learning、Motivation | 碩士在職專班 | 101 | 2014-07-22 | 1.97 年 |
| 102 | The Relationship of Digital Game Experience and Problem Solving Performance ： A Study of Sixth-Grade Students in Elementary School 理學院科技與數位學習學程・共同指導：孫春在 數位遊戲、問題解決、問題解決歷程、自我調整學習、電腦化問題解決、Digital games、Problem solving、Problem solving process、Self-regulated learning、Computer-based problem solving | 碩士在職專班 | 101 | 2014-07-21 | 1.97 年 |
| 102 | The effects of self-regulated strategy instruction on college students online science reading 教育研究所 自我調整策略教學、自我調整策略、線上科學閱讀、放聲思考法、多媒體學習材料、self-regulated strategy instruction、self-regulated strategy、online science reading、think-aloud technique、multimedia materials | 碩士 | 98 | 2014-05-20 | 4.80 年 |
| 101 | Junior High School Students Self-Identity on the Social Network Usage Discussion - A Case Study on Facebook 理學院科技與數位學習學程・共同指導：孫春在 青少年、Facebook、自我認同感、adolescence、self-identity | 碩士在職專班 | 100 | 2013-08-01 | 2.00 年 |
| 101 | Learner-Generated Drawing as a science learning strategy 教育研究所 學習者生成繪圖、心智模型、external support、lerner-generated drawing、mental model、science learning | 碩士 | 100 | 2013-07-31 | 2.00 年 |
| 101 | The Effect of Digital Games on the Memory Retrieval of Science Concepts in Junior High School Students 理學院科技與數位學習學程・共同指導：孫春在 認知基模、概念構圖、訊息處理論、scheme、concept mapping、information-processing theory of learning | 碩士在職專班 | 100 | 2013-06-26 | 1.90 年 |
| 101 | Impulsivity and Problematic Internet Use in Taiwan College Students: A cross-lagged panel analysis 教育研究所 衝動性、問題網路使用、測量恆等性、交叉延宕長期追蹤分析、impulsivity、problematic Internet use、measurement invariance、cross-lagged analysis | 碩士 | 100 | 2013-06-18 | 1.88 年 |
| 101 | Panel Relation among Depression, Problematic Internet Use, and Lifestyle Change: Cross-lagged and Longitudinal Mediation Analyses 教育研究所 問題網路使用、生活型態改變、延宕交叉相關、縱貫中介模式、problematic Internet use、lifestyle change、cross-lagged analysis、longitudinal mediation analysis | 博士 | 97 | 2013-05-15 | 4.79 年 |
| 101 | Effects of Individual Differences on Search Behaviors, Strategies and Performance in Various Types of Multimedia Search Engines 資訊科學與工程研究所・共同指導：孫春在 搜尋行為、搜尋成效、個別差異、多媒體搜尋引擎、影像搜尋、影音搜尋、地標搜尋、資訊檢索、Search Behaviors、Search Performance、Individual Differences、Multimedia Search Engine、Image Search、Video Search、Landmark Search、Information Retrieval | 博士 | 93 | 2013-01-16 | 8.46 年 |
| 100 | Exploring impacts of the completion problem format and collaborative learning activity on junior’s geometry achievement and cognitive load 教育研究所 認知負荷理論、完成問題教材形式、合作學習、幾何問題解決、cognitive load theory、completion problem instructional format、collaborative learning、geometry problem solving | 碩士 | 99 | 2012-07-23 | 1.98 年 |