PUBLICATIONS

 Selective Journal Articles 
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Yang*, F. Y., Tsai, M. L., Chiou, G. L., Lee, S. W. Y., Chang, C. C., & Chen, L. L. (2018). Instructional suggestions supporting science learning in digital environments based on a review of eye tracking studies. Educational Technology & Society, 21 (2), 28-45.

This study provides instructional suggestions for supporting science learning in digital environments based on a review of eye tracking studies in e-learning related areas. Thirty-three eye tracking studies from 2005 to 2014 were selected from the Social Science Citation Index (SSCI) database for review.  The data mining technique and content analysis revealed five research themes from the selected papers, namely, cognitive activities in processing multimedia presentations, multimedia effects, roles of personal factors, effects of instructional design, and learning with dynamic e-platforms. Instructional suggestions were then made based on the in-depth analyses on the five themes. 

Yang, F. Y.  (2017). Examining the reasoning of conflicting science information from the information processing perspective – an eye movement analysis. Journal of Research in Science Teaching, 10, 1347-1372. DOI: 10.1002/tea.21408. (SSCI).

This paper examined the reasoning of conflicting science information from the information processing perspective – an eye movement analysis. Journal of Research in Science Teaching. Published online. DOI: 10.1002/tea.21408). The article describes an innovative and interdisciplinary work that examined scientific reasoning from the information processing perspective. Journal of Research in Science Teaching is one of the most privilege journals in the area of science education. It’s impart factor (IF) from Journal Citation Reports is 3.179, and the ranking in the category of Education and Educational Research is 9 out of 235 journals. A major finding of the study is that the performance of scientific reasoning was affected by the cognitive attention to problem-related, science information in which theory, warrants, data, evidence and argument were presented. The study suggests that educators need to take into account learners’ attention to information at hand so as to design proper instruction to guide their attention. 

Yang*, F. Y., Huang, R. T., Tsai, I. J. (2016). The effects of epistemic beliefs in science and gender difference on university students' science-text reading: An eye-tracking study. International Journal of Science and Mathematics Education, 14, 473-498. (SSCI)

This a recent study explored the process of science reading and comprehension. The gender issue and the effects of scientific epistemic beliefs on science reading were also examined. It was found that attention distributions during science reading were associated with learners’ epistemic beliefs in science. In particular, attention to scientific data was interacting with personal beliefs in justification in science. Noticeable, the relations between visual attention distributions during reading and epistemic beliefs were mediated by the gender factor. The article provides evidence-based suggestions for the design of the science learning materials. The JCR IF of International Journal of Science and Mathematics Education is 1.474, ranking at 70 (out of 235). The journal is a renowned journal in science education research.

Lai, M. L., Tsai, M. J., Yang*, F. Y., Hsu, C. Y., Liu, T. C., Lee, S. W. Y., Lee, M. H., Chiou, G. L., Liang, J. C., & Tsai, C. C. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational Research Review, 10, 90- 115. (SSCI)

This review paper signified a significant success in journal publication. The JCR IF of Education Research Review in 2016 is 3.839, and the ranking in the category of Education & Educational Research is 5 (out of 235). It is honorable to publish the paper in such a highly reputational journal. In this article, the applicant and her colleagues review more than 80 eye tracking studies dealing with educational issues. The writers discussed not only the forms of cognitive development, but also the eye movement measures, and the educational issues that have been studied by the eye tracking method. A bridging framework between eye tracking method and educational studies are proposed. The publication of the paper is actually the result of a term work. It is an honor to be the corresponding author. 

Yang*, F. Y., Chang, C. Y., Jien, W. R., Jien, Y. T. Tseng, Y. H. (2013). Tracking learners’ visual attention during a multimedia presentation in a real classroom. Computers & Education, 62, 208-220. (SSCI)

This paper was a milestone of the Yang's studies. JCR IF of Computers & Education in 2016 is 3.819, and the ranking in the category of Education & Educational Research is 7 out of 235. The article shows a study that employed the eye-tracking method to explore the process of multimedia learning in the real classroom environment. No similar studies can be found in literature. The study found that learners’ prior knowledge interact with their visual attention distributions that were actually mediated by the different forms of picture-text formats. The study raised issues concerning the formats and structures of texts and graphics used in science teaching. These issues were rarely discussed before.

Yang*, F.-Y., Chen, Y. H., Tsai, M.-J. (2013) How university students evaluate online information about a socio-scientific issue and the relationship with their epistemic beliefs.. Educational Technology & Society, 16(3), 385-399. (SSCI).

This paper explored how university students evaluated online information when they were asked to make judgments on a socioscientific issue. Students’ web searches were recorded by the Web camera, and the video recordings were played back to them when they were interviewed after the web search. During interviews, participants were asked to identify criteria that help them to determine the credibility of the online information. It was shown that students determined the information credibility mostly by checking the richness of content, the power of explanation, the presence of data, and source of information (authority or not). Nevertheless, few of them examined further the validity of data. The study suggests the science education in Taiwan is overly emphasizing the content of scientific knowledge. More attention needs to be paid to the process of science and justification in science. The study result supports the newly educational reform in Taiwan, which emphasizes scientific competences.