Research & Promotion

※Theory exploration: Scaffolding-based Gamification/GBL

In the past five years, MEG group has focused on the design of scaffolding in gamification and game-based learning, including proposing a series of multidimensional scaffolding framework or model in educational games, as well as teaching practices and interaction models in game-based learning classrooms. These studies attempted to explore educational games and establish the framework of multiple scaffolds in educational games, or to construct the interaction structure in scaffold-oriented game-based classrooms, and to analyze the learning effectiveness and learning behaviors of players in multi-dimensional scaffold-oriented activities, and to develop strategies for using scaffolds to promote learners' flow. We also used this series of research as the basis for proposing various models of Scaffolding-based Gamification/GBL, which have been transferred to innovative teaching and learning applications and product development in collaboration with industry and academia, tightly integrating prospective research, theoretical frameworks, practical applications, and industry and academia promotion.

Hou, H. T.,* Fang. Y. S. & Tang, J. T. (2021) Designing an alternate reality board game with augmented reality and multi-dimensional scaffolding for promoting spatial and logical ability, Interactive Learning Environment. (Corresponding author) (SSCI)

Chen, Y. C., Hou, H. T. & Wu, C. H. (2022) Design and development of a scaffolding-based mindtool for gamified learning classrooms, Journal of Educational Computing Research.* (Corresponding author) (SSCI)

Chang, C. H. S., Kuo, C. C., Hou, H. T, & Koe. J. J. Y. (2022). Design and Evaluation of a Multi-Sensory Scaffolding Gamification Science Course with Mobile Technology for Learners with Total Blindness, Computers in Human Behavior, 128*, 107085 (Corresponding author) (SSCI)

Lin, Y. C. & Hou, H. T.,* (2022) The evaluation of a scaffolding-based augmented reality educational board game with competition- and collaboration-oriented mechanisms: Differences analysis of learning effectiveness, motivation, flow, and anxiety, Interactive Learning Environment. (Corresponding author) (SSCI)

Hou, H. T., Yu, T. F., Chiang, F. D., Lin, Y. H., Chang, K. E., & Kuo, C. C. (2020). Development and Evaluation of a Mind tool-based Blog Learning Environment for promoting learners higher order Cognitive thinking in online Discussion activities: Analysis of Learning Effects and Cognitive Process, Journal of Educational Computing Research, 58* (2), 343–363. (Corresponding author) (SSCI)

Hou, H. T. & Keng, S. H. (2021) Dual-scaffolding framework integrating peer-scaffolding and cognitive-scaffolding for an augmented reality-based educational board game: An analysis of learners’ collective flow state and collaborative learning behavioral patterns, Journal of Educational Computing Research.* 59(3), 547-573. (Corresponding author) (SSCI)

Chou, Y. S., Hou, H. T.,* Chang. K. E. & Su, C. L. (2021) Designing a cognitive-based game mechanism for mobile educational games to promote cognitive thinking: an analysis of flow state and game-based learning behavioural patterns, Interactive Learning Environment. (Corresponding author) (SSCI)

Li, C. T., Hou, H. T., Li, M. C., & Kuo, C. C. (2022). Comparison of a mini-game-based flipped classroom and a video-based flipped classroom: an analysis of learning performance, flow and concentration on discussion. The Asia-Pacific Education Researcher,* 31, 321–332(Corresponding author) (SSCI).

Lin, P. C., Hou, H. T.* & Chang. K. E. (2020) The development of a collaborative problem solving environment that integrates a scaffolding mind tool and simulation-based learning, Interactive Learning Environment. (Corresponding author) (SSCI)

Hou, H. T* , Wu, C. S., & Wu, C. H. (2022, in press). Evaluation of a Mobile-based Scaffolding Board Game developed by Scaffolding-based Game Editor: Analysis of Learners’ Performance, Anxiety and Behavior patterns, Journal of Computers in Education. (Corresponding author)

Hou, H. T.* (2022, in press) Augmented Reality Board Game with Multidimensional Scaffolding Mechanism: A Potential New Trend for Effective Organizational Strategic Planning Training, Frontiers in Psychology. (Corresponding author) (SSCI)

Li, C. T., Hou, H. T., Lee, L. H. (2022, in press) Design of a dual-hierarchy scaffolding board game-based learning activity for EFL reading comprehension, Language Teaching Research* (Corresponding author) (SSCI)

※ CSLS teaching model (Card-game, Slide, and Learning Sheet gamification teaching model) using multi-scaffolding mechanisiam

CSLS teaching model is the latest cognitive design mode by NTUSTMEG, which can be used to design gamification activities with cards, slides, and learning sheets based on cognitive and interaction theories. This framework combines multi-scaffolding, motivation theory, gamification drive, cognitive theory, and social psychology.

※How can I design an easy card game more simplified than ordinary board games for my own gamification activities (the design is very easy even for the teachers who has never played board games)? How can I use the game with my slides and learning sheets?

※ How can I make my students pay attention to my gamification activities and work with my curriculum and teaching design?

※How can I ensure the game interaction mechanism in my design is based on cognitive theories?

※ How can I make my flipped-teaching suitable for cognitive learning and help my students interested in learning?

※How can I design my own educational gamification in a situated learning context?

※How can I combine gamification. mobile devices, and free online resources together?

We can answer all of your questions!!

This is it! => based on our action research findings and promotion experiences, we present you our latest gamification cognitive design mode [CSLS teaching model].

In short, this model helps teachers to use cards, slides, and learning sheets to maximize the eight classroom components in cognitive and interactive designs, (i.e., lecture, discussion, questioning, guidance, thinking, interaction, context, and technology) for the competence-oriented gamification teaching design and curriculum design.

The completed advanced global Chinese CSLS teacher training program

Related information: competence-oriented CSLS special issue

This is a book (in Chinese) for beginners to know about CSLS gamification cognitive design teaching plans!

The book introduces CSLS principles and examples of CSLS gamification cognitive design teaching plans by our seed teachers!

Information can be downloaded free online.

DOWNLOAD HERE...

The CSLS gamification model for students, teachers, and professionals in medicine and other fields.

※Theory exploration: Flow-based Gamification/GBL exploration

(Flow-based Gamification/GBL exploration)

We have been exploring learners’ flow, behavioral patterns, and learning process in Game-based Learning and Gamification for many years. We also analyze players’ learning behaviors and flow state to understand the effects of flow on collaborative problem-solving activities. Based on this foundation, we proposed the Flow-based Gamification/GBL theoretical framework and published the following studies: (you are welcome to click the following links, and cite and share these studies)

Hou, H. T.* (2015). Integrating cluster and sequential analysis to explore learners' flow and behavioral patterns in a simulation game with situated-learning context for science courses: a video-based process exploration, Computers in Human Behavior, 48, 424-435. (Corresponding author) (SSCI)

Hou, H. T.* & Li, M. C. (2014). Evaluating Multiple Aspects of a Digital Educational Problem-solving-based Adventure Game, Computers in Human Behavior, 30, 29-38. (Corresponding author) (SSCI)

Hsieh, Y. H., Lin, Y. C., & Hou, H. T* (2016). Exploring the role of flow experience, learning performance and potential behavior clusters in elementary students’ game-based learning, Interactive Learning Environment, 24(1), 178-193. (Corresponding author) (SSCI)

Hou, H. T.* (2012). Exploring the behavioral patterns of learners in an educational massively multiple online role-playing game (MMORPG), Computers and Education, 58, 4, 1225-1233. (Corresponding author) (SSCI)

Tsai, M. J.*, Li-Ju Huang, L. J., Hou, H. T., Hsu, C. Y., Chiou, G. L. (2016). Visual Behavior, Flow and Achievement in Game-Based Learning, Computers & Education, 98, 115-129. (SSCI)

※Mini-flipped game-based learning model

(Mini-flipped game-based learning )

Mini-flipped game-based learning is proposed by Prof. Hou and NTUST MEG, emphasizing the use of mini-educational games (about 10-20 mins) to increase motivation of teachers and students, and to help students reach higher-level cognitive thinking in their autonomous learning process.

Unlike ordinary game-based learning activities, mini-flipped game-based learning requires cognitive design, including the players’ attention areas in the game, flow, cognitive level, cognitive load, situated learning, role-playing, and anchored instruction. It also includes the interactive design based on social psychology to help learners get involved in a positive social interaction and an emphatic and altruistic context for learning. A mini- flipped game needs to include three elements, including autonomous learning, collaborative discussion, and scaffolding. Since the mini-flipped game only takes a very short time, it can work with curriculum schedule easily to increase students’ inner motivation. Our preliminary research findings show that this game promotes learning performance. It is expected that this game can effectively help students’ understanding and assist learner-centered group discussion activities. Students’ motivation in autonomous discussion can be increased and their anxiety can be reduced. This not only solves problems in learner-centered activities, but also works with other teaching methods.

Our mini-flipped team reported by TVBS News (click the picture to play the video)

Our mini-flipped team reported by the Parenting magazine

Prof. Hou holds the mini-flipped annual meeting in summer. The meeting is open for 400 teachers and professionals in industry to observe and share their ideas of mini-flipped gamification. It is one of the most important annual events for gamification teaching in Taiwan.

※Theory exploration: Learning behavioral pattern analysis of collaborative-problem-solving discussion activities

(Learning behavioral pattern analysis of collaborative-problem-solving discussion activities)

For many years, Prof. Hou has conducted many quantitative content analysis and sequential analysis, and studied visualization of learning behavioral pattern in discussion-based teaching and collaborative problem-solving activities. These studies aim to explore students’ potential cognitive process and social knowledge construction process, which can hardly be observed by teachers in the discussion activities. Prof. Hou also continues develop innovative research methods and techniques. Related publications are shown as follows (please click the link for reading, citation, and sharing).

Hou, H. T.* (2012). Analyzing the Learning Process of an Online Role-Playing Discussion Activity, Educational Technology & Society, 15(1), 211–222. (SSCI)

Hou, H. T*., Yu, T. F., Chiang, F. D., Lin, Y. H., Chang, K. E., & Kuo, C. C. (2019, in press). Development and Evaluation of a Mind tool-based Blog Learning Environment for promoting learners higher order Cognitive thinking in online Discussion activities: Analysis of Learning Effects and Cognitive Process, Journal of Educational Computing Research. (Corresponding author) (SSCI)

Wang, S. M., Hou, H. T* & Wu, S. Y. (2017). Analyzing the Knowledge Construction and Cognitive Patterns of Blog-based Instructional Activities Using Four Frequent Interactive Strategies (Problem Solving, Peer Assessment, Role Playing and Peer Tutoring): A Preliminary Study, Educational Technology Research & Development. 65, 2, 301–323 (SSCI) (Corresponding author)

Lin, Y. C., Hsieh, Y. H., & Hou, H. T* (2015). Developing a Self-Report-Based Sequential Analysis Method for Educational Technology Systems: A Process-Based Usability Evaluation, Journal of Educational Computing Research, 53(1), 95-123. (Corresponding author). (SSCI)

Wu, S. Y. & Hou, H. T*. (2015). How cognitive styles affect the learning behaviors of online problem-solving-based discussion activity: A lag sequential analysis. Journal of Educational Computing Research, 52(2), 277-298. (Corresponding author) (SSCI)

Lin, P. C., Hou, H. T.* Wu, S. Y., & Chang. K. E. (2014). Exploring College Students' Cognitive Processing Patterns during a Collaborative Problem-solving Teaching Activity Integrating Facebook Discussion and Simulation Tools, The Internet and Higher Education, 22, 51-56. (SSCI)

Hou, H. T., Wang, S. M., Lin, P. C., & Chang. K. E.* (2015). Exploring the Learner’s Knowledge Construction and Cognitive Patterns of Different Asynchronous Platforms: Comparison of an Online Discussion Forum and Facebook, Innovations in Education and Teaching International, 17(2), 207-218. (SSCI)

Cheng, K. H. & Hou, H. T.* (2015). Exploring students’ behavioral patterns during online peer assessment from the affective, cognitive, and metacognitive perspectives: a progressive sequential analysis, Technology, Pedagogy and Education, 24(2), 171-188. (Corresponding author) (SSCI)

Lin, P. C., Hou, H. T.*, Wang, S. M., & Chang. K. E. (2013). Analyzing Knowledge Dimensions and Cognitive Process of a Project-Based Online Discussion Instructional Activity Using Facebook in an Adult and Continuing Education Course, Computers and Education. (Corresponding author), 60(1), 110-121. (SSCI)

Hou, H. T.*, & Cheng, K. H. (2012). Analyzing the Latent Emotional Transfer Pattern (LETP) of a Learning Community in an Online Peer-assessment Activity, British Journal of Educational Technology, 43(4), E113-116. (Corresponding author) (SSCI)

Hou, H. T.* (2011). A case study of online instructional collaborative discussion activities for problem solving using situated scenarios: an examination of content and behavior cluster analysis, Computers and Education, 56, 3, 712-719. (SSCI)

Hou, H. T.,* & Ho, C. C. (2011). Applying time series analysis to forecast learners’ participation patterns in blog instructional activities: A preliminary study. British Journal of Educational Technology, 42, 5, e91-93. (Corresponding author) (SSCI)

Hou, H. T.,* & Wu, S. Y. (2011). Analyzing The Social Knowledge Construction Behavioral Patterns Of An Online Synchronous Collaborative Discussion Instructional Activity Using An Instant Messaging Tool: A Case Study, Computers and Education, 57, 2, 1459-1469. (Corresponding author) (SSCI)

Hou, H. T.,* Chang, K. E., & Sung, Y. T. (2011). A longitudinal analysis of the behavioral patterns in teachers using blogs for knowledge interactions. British Journal of Educational Technology, 42, 2, e34-36. (Corresponding author) (SSCI)

Sung, Y. T., Hou, H. T., & Liu, C. K., Chang K. E., (2010). Mobile Guide System using Problem-solving Strategy for Museum Learning: A Sequential Learning Behavioral Pattern Analysis. Journal of Computer Assisted Learning, 26, 2, 106-115. (SSCI)

Hou, H. T. (2010) Exploring the Behavioural Patterns in Project-Based Learning with Online Discussion: Quantitative Content Analysis and Progressive Sequential Analysis, Turkish Online Journal of Educational Technology, 9, 3, 52-60. (SSCI)

Hou, H. T.,* Chang, K. E., & Sung, Y. T. (2010). Applying lag sequential analysis to detect visual behavioral patterns of online learning activities. British Journal of Educational Technology, 41, 2, e25-27. (Corresponding author) (SSCI)

※ Digital educational games (including AR/VR)

Prof. Hou has long been developing digital educational games, including the mini-educational games that combine learning theories and teaching strategies. He also explores learners’ learning process in games with the behavioral pattern analysis. Recently, he has led the team to develop more than ten educational games (including AR board games, digital games, etc.), and receive many awards. Prof. Hou is also developing effective Game Makers to help teachers, students, or engineers use simple programming and create their own games, and to help the students learn programming knowledge.

We have developed the NTUSTMEG xml-based ER Game Maker and the NTUSTMEG street-view map educational game editor (teachers and students can design educational games based on situated learning theories on the street view map) to work with Google street view technique. We actually completed a series of digital educational games for junior high school science teaching with ER-Maker, which can be the interactive learning materials for flipped teaching. We also worked with senior high school teachers to complete a series of escape games and board games based on cognitive analysis. These games can be used in senior high school curriculum and are effective in flipped teaching. As for AR, we have developed AR with Virtual Lab and many AR board games. As for VR, we are also developing many games related to science experiments and exploration.

AR educational board games

High school students designed their own digital educational games with ER game makers in the featured course

The VR game for high school organic chemistry teaching (organic chemistry adventures)

Media reports how high school students use this maker in the annual game-design contest. The game maker can work with Google Street View technique.

If you are interested in our CSLS workshops, or any cooperation, please contact Prof. Hou (hthou@mail.ntust.edu.tw)

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Research & Promotion

※Theory exploration: Scaffolding-based Gamification/GBL

Hou, H. T.,* Fang. Y. S. & Tang, J. T. (2021) Designing an alternate reality board game with augmented reality and multi-dimensional scaffolding for promoting spatial and logical ability, Interactive Learning Environment. (Corresponding author) (SSCI)

Chen, Y. C., Hou, H. T*. & Wu, C. H. (2022) Design and development of a scaffolding-based mindtool for gamified learning classrooms, Journal of Educational Computing Research. (Corresponding author) (SSCI)

Chang, C. H. S., Kuo, C. C., Hou, H. T*, & Koe. J. J. Y. (2022). Design and Evaluation of a Multi-Sensory Scaffolding Gamification Science Course with Mobile Technology for Learners with Total Blindness, Computers in Human Behavior, 128, 107085 (Corresponding author) (SSCI)

Chou, Y. S., Hou, H. T.,* Chang. K. E. & Su, C. L. (2021) Designing a cognitive-based game mechanism for mobile educational games to promote cognitive thinking: an analysis of flow state and game-based learning behavioural patterns, Interactive Learning Environment. (Corresponding author) (SSCI)

Lin, P. C., Hou, H. T.* & Chang. K. E. (2020) The development of a collaborative problem solving environment that integrates a scaffolding mind tool and simulation-based learning, Interactive Learning Environment. (Corresponding author) (SSCI)

Hou, H. T* , Wu, C. S., & Wu, C. H. (2022, in press). Evaluation of a Mobile-based Scaffolding Board Game developed by Scaffolding-based Game Editor: Analysis of Learners’ Performance, Anxiety and Behavior patterns, Journal of Computers in Education. (Corresponding author)

Hou, H. T.* (2022, in press) Augmented Reality Board Game with Multidimensional Scaffolding Mechanism: A Potential New Trend for Effective Organizational Strategic Planning Training, Frontiers in Psychology. (Corresponding author) (SSCI)

Li, C. T., Hou, H. T.*, Lee, L. H. (2022, in press) Design of a dual-hierarchy scaffolding board game-based learning activity for EFL reading comprehension, Language Teaching Research (Corresponding author) (SSCI)

※ CSLS teaching model (Card-game, Slide, and Learning Sheet gamification teaching model) using multi-scaffolding mechanisiam

※How can I design an easy card game more simplified than ordinary board games for my own gamification activities (the design is very easy even for the teachers who has never played board games)? How can I use the game with my slides and learning sheets?

※ How can I make my students pay attention to my gamification activities and work with my curriculum and teaching design?

※How can I ensure the game interaction mechanism in my design is based on cognitive theories?

※ How can I make my flipped-teaching suitable for cognitive learning and help my students interested in learning?

※How can I design my own educational gamification in a situated learning context?

※How can I combine gamification. mobile devices, and free online resources together?

We can answer all of your questions!!

This is it! => based on our action research findings and promotion experiences, we present you our latest gamification cognitive design mode [CSLS teaching model].

The completed advanced global Chinese CSLS teacher training program

Related information: competence-oriented CSLS special issue

This is a book (in Chinese) for beginners to know about CSLS gamification cognitive design teaching plans!

The book introduces CSLS principles and examples of CSLS gamification cognitive design teaching plans by our seed teachers!

Information can be downloaded free online.

DOWNLOAD HERE...

The CSLS gamification model for students, teachers, and professionals in medicine and other fields.

※Theory exploration: Flow-based Gamification/GBL exploration

(Flow-based Gamification/GBL exploration)

Hou, H. T.* (2015). Integrating cluster and sequential analysis to explore learners' flow and behavioral patterns in a simulation game with situated-learning context for science courses: a video-based process exploration, Computers in Human Behavior, 48, 424-435. (Corresponding author) (SSCI)

Hou, H. T.* & Li, M. C. (2014). Evaluating Multiple Aspects of a Digital Educational Problem-solving-based Adventure Game, Computers in Human Behavior, 30, 29-38. (Corresponding author) (SSCI)

Hsieh, Y. H., Lin, Y. C., & Hou, H. T* (2016). Exploring the role of flow experience, learning performance and potential behavior clusters in elementary students’ game-based learning, Interactive Learning Environment, 24(1), 178-193. (Corresponding author) (SSCI)

Hou, H. T.* (2012). Exploring the behavioral patterns of learners in an educational massively multiple online role-playing game (MMORPG), Computers and Education, 58, 4, 1225-1233. (Corresponding author) (SSCI)

Tsai, M. J.*, Li-Ju Huang, L. J., Hou, H. T., Hsu, C. Y., Chiou, G. L. (2016). Visual Behavior, Flow and Achievement in Game-Based Learning, Computers & Education, 98, 115-129. (SSCI)

※Mini-flipped game-based learning model

(Mini-flipped game-based learning )

Mini-flipped game-based learning is proposed by Prof. Hou and NTUST MEG, emphasizing the use of mini-educational games (about 10-20 mins) to increase motivation of teachers and students, and to help students reach higher-level cognitive thinking in their autonomous learning process.

Our mini-flipped team reported by TVBS News (click the picture to play the video)

Our mini-flipped team reported by the Parenting magazine

Prof. Hou holds the mini-flipped annual meeting in summer. The meeting is open for 400 teachers and professionals in industry to observe and share their ideas of mini-flipped gamification. It is one of the most important annual events for gamification teaching in Taiwan.

※Theory exploration: Learning behavioral pattern analysis of collaborative-problem-solving discussion activities

(Learning behavioral pattern analysis of collaborative-problem-solving discussion activities)

Hou, H. T.* (2012). Analyzing the Learning Process of an Online Role-Playing Discussion Activity, Educational Technology & Society, 15(1), 211–222. (SSCI)

Lin, Y. C., Hsieh, Y. H., & Hou, H. T* (2015). Developing a Self-Report-Based Sequential Analysis Method for Educational Technology Systems: A Process-Based Usability Evaluation, Journal of Educational Computing Research, 53(1), 95-123. (Corresponding author). (SSCI)

Wu, S. Y. & Hou, H. T*. (2015). How cognitive styles affect the learning behaviors of online problem-solving-based discussion activity: A lag sequential analysis. Journal of Educational Computing Research, 52(2), 277-298. (Corresponding author) (SSCI)

Lin, P. C., Hou, H. T.* Wu, S. Y., & Chang. K. E. (2014). Exploring College Students' Cognitive Processing Patterns during a Collaborative Problem-solving Teaching Activity Integrating Facebook Discussion and Simulation Tools, The Internet and Higher Education, 22, 51-56. (SSCI)

Cheng, K. H. & Hou, H. T.* (2015). Exploring students’ behavioral patterns during online peer assessment from the affective, cognitive, and metacognitive perspectives: a progressive sequential analysis, Technology, Pedagogy and Education, 24(2), 171-188. (Corresponding author) (SSCI)

Hou, H. T.*, & Cheng, K. H. (2012). Analyzing the Latent Emotional Transfer Pattern (LETP) of a Learning Community in an Online Peer-assessment Activity, British Journal of Educational Technology, 43(4), E113-116. (Corresponding author) (SSCI)

Hou, H. T.* (2011). A case study of online instructional collaborative discussion activities for problem solving using situated scenarios: an examination of content and behavior cluster analysis, Computers and Education, 56, 3, 712-719. (SSCI)

Hou, H. T.,* & Ho, C. C. (2011). Applying time series analysis to forecast learners’ participation patterns in blog instructional activities: A preliminary study. British Journal of Educational Technology, 42, 5, e91-93. (Corresponding author) (SSCI)

Hou, H. T.,* & Wu, S. Y. (2011). Analyzing The Social Knowledge Construction Behavioral Patterns Of An Online Synchronous Collaborative Discussion Instructional Activity Using An Instant Messaging Tool: A Case Study, Computers and Education, 57, 2, 1459-1469. (Corresponding author) (SSCI)

Hou, H. T.,* Chang, K. E., & Sung, Y. T. (2011). A longitudinal analysis of the behavioral patterns in teachers using blogs for knowledge interactions. British Journal of Educational Technology, 42, 2, e34-36. (Corresponding author) (SSCI)

Sung, Y. T., Hou, H. T., & Liu, C. K., Chang K. E., (2010). Mobile Guide System using Problem-solving Strategy for Museum Learning: A Sequential Learning Behavioral Pattern Analysis. Journal of Computer Assisted Learning, 26, 2, 106-115. (SSCI)

Hou, H. T. (2010) Exploring the Behavioural Patterns in Project-Based Learning with Online Discussion: Quantitative Content Analysis and Progressive Sequential Analysis, Turkish Online Journal of Educational Technology, 9, 3, 52-60. (SSCI)

Hou, H. T.,* Chang, K. E., & Sung, Y. T. (2010). Applying lag sequential analysis to detect visual behavioral patterns of online learning activities. British Journal of Educational Technology, 41, 2, e25-27. (Corresponding author) (SSCI)

※ Digital educational games (including AR/VR)

AR educational board games

High school students designed their own digital educational games with ER game makers in the featured course

The VR game for high school organic chemistry teaching (organic chemistry adventures)

Media reports how high school students use this maker in the annual game-design contest. The game maker can work with Google Street View technique.

If you are interested in our CSLS workshops, or any cooperation, please contact Prof. Hou (hthou@mail.ntust.edu.tw)

Chen, Y. C., Hou, H. T. & Wu, C. H. (2022) Design and development of a scaffolding-based mindtool for gamified learning classrooms, Journal of Educational Computing Research.* (Corresponding author) (SSCI)

Chang, C. H. S., Kuo, C. C., Hou, H. T, & Koe. J. J. Y. (2022). Design and Evaluation of a Multi-Sensory Scaffolding Gamification Science Course with Mobile Technology for Learners with Total Blindness, Computers in Human Behavior, 128*, 107085 (Corresponding author) (SSCI)

Li, C. T., Hou, H. T., Lee, L. H. (2022, in press) Design of a dual-hierarchy scaffolding board game-based learning activity for EFL reading comprehension, Language Teaching Research* (Corresponding author) (SSCI)