鷹架導向遊戲式學習與遊戲化系列探究 

(Scaffolding-based Gamification/GBL)

侯老師近五年特別聚焦在遊戲化、遊戲式學習中的鷹架設計，包含提出一系列多維度鷹架在教育遊戲的關鍵架構或模式，以及在遊戲式學習課室的教學實務運用與互動模式。這些研究嘗試探究教育遊戲，並建立教育遊戲中多元鷹架的架構，或是建置鷹架導向遊戲式課室中的互動結構，並剖析玩家在多維度鷹架導向活動中的學習成效、學習行為，並發展運用鷹架來促進學習者心流的策略。申請人更以這一系列的研究作為基礎所提出Scaffolding-based Gamification/GBL的各種架構模式，轉於創新教學運用與產學合作的產品研發有所實績，將前瞻研究、理論架構、實務運用與產學推廣緊密結合。 以下為此主題較具代表性的研究發表: 

(歡迎點選連結閱讀、引用與分享)

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)

協作討論式教學行為模式分析與分析技術系列研究

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

多年來，侯老師針對討論式教學與協同解題之長時間或大量的實征學習歷程進行縝密的之量化內容分析、序列分析與各種學習行為模式之視覺化，以洞悉討論教學中學生的潛在的認知歷程與社會知識建構歷程，以避免直接由教師主觀觀察與進行討論教學的侷限。並針對研究方法與技術進行不斷地創新。以下為近幾年與此主題相關的幾篇代表研究的選錄:

 (歡迎點選連結閱讀、引用與分享)

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)