研究 Research

Grant Experiences 計畫執行經歷

國科會計畫 National Science and Technology Council Grants

1. 玩樂中學習: 開發、評估與褪除人工智慧玩伴對兒童對話投入度、溝通技巧和創造力之影響。 (2024/08/01-2028/07/31)。(吳大猷先生紀念獎計畫)。國科會，經費:$7,525,000 TWD (NSTC 113-2423-H-032-001-MY4 ).Learning through play: Developing, evaluating, and fading an artificial play companion's impact on young learners' conversational engagement, communication skill, and creativity. NSTC, R.O.C. Status: Funded $7,525,000 TWD (NSTC 113-2423-H-032-001-MY4). PI

2. 設計、實施與評估線上遊戲式雙語教師社群協助學科教師轉變為雙語教師 。(2022/08/01-2024/07/31) (優秀年輕學者研究計畫 )。國科會，經費:$1,662,000 TWD (NSTC 111-2628-H-032-001-MY2).Design, Implementation, and Evaluation of an Online Gamified Teacher Community to Facilitate the Transition of Subject Teachers into Bilingual Teachers. NSTC, R.O.C. Status: Funded $1,662,000 TWD (111-2628-H-032-001-MY2 ).PI

3. 批判回饋訓練系統之設計、開發、評估：提升學生批判回饋能力及閱讀力。(2020/08/01-2022/07/31)。科技部，經費: 1,400,000 (109-2511-H-032-002-MY2). Design, development, and evaluation of a critical feedback training system and the application of the system to facilitate students' critical feedback and critical reading . Ministry of Science and Technology, R.O.C. Status: Funded $1,400,000 TWD (109-2511-H-032-002-MY2).PI

4. 運用遊戲式批判回饋訓練系統提升學生批判閱讀力 。 (2020/10/01-2022/07/31)。科技部，自由型擴充加值(add-on)國際合作研究計畫。經費: 310,000 (109-2511-H-032-002-MY2). Application of a gamified critical feedback training system to facilitate critical reading. Ministry of Science and Technology, R.O.C. Status: Funded $310,000 TWD, International Cooperation Add-on Project. PI

5. 透過教師影片註記提升學生線上學習專注力及學習表現。 (2019/02/01-2020/06/30)。科技部， 經費: 564,000. (MOST-108-2511-H-032-001-). Creating course videos with teachers’ video annotations to promote students’ learning engagement and performance in online course . Ministry of Science and Technology, R.O.C. Status: Funded $564,000. (MOST-108-2511-H-032-001-).PI

教育部計畫 Ministry of Education Grants

1. 113年虛擬實境教學應用教材開發與教學實施計畫。(2024/01/01-2024/12/31) 。教育部。Co-PI

2. 透過合作反思結合教學影片分析軟體提升學生科技融入教學反思力 。(2022/08/01-2023/07/31) 。教育部。經費: 240,000. (PED1110012).PI

3. 透過合作式閱讀結合數位筆記提升學生論證能力。(2021/08/01-2022/07/31) 。教育部。經費: 255,000. (PED1100771) Enhancing students' argumentative ability through a collaborative reading approach integrated with online annotations. Ministry of Education, R.O.C. Status: Funded TWD 255,000. (PED1100771).PI

產學計畫 Industrial Grants

1. 融合TOEIC Bridge與Soft CLIL教學法 。 (2020/02/01-2021/01/31)。「 忠欣股份有限公司」。 經費: 110,400. PI

 Journal papers 期刊文章

1. Cheng, S., Ku, S. C., & Tseng, S. S.* (2025). The influence of teachers’ beliefs and experience on effective instructional practices in online learning environments. Journal of Education for Teaching, 1–19. https://doi.org/10.1080/02607476.2025.2562340  (SSCI, Education and Educational Research, Q2).Corresponding author 

2. Cheng, S., Chang, H. P., & Tseng, S. S.* (2024). Exploring the impact of psychosocial learning environments and instructional modalities on academic achievement in blended computer science education. European Journal of Psychology of Education, 39(4), 4493–4514. (IF: 2.8) (SSCI, Psychology, Educational Q2). Corresponding author 

3. Tseng, S.-S. * & Erkan, Er. (2024). Maximizing the impact of dialogic peer feedback on student engagement: The role of regulation support. Journal of Educational Technology & Society, 27(2), 133-148.  (IF: 6.0) (SSCI, Education and Educational Research, Q1). First Author & Corresponding author  

4. Tseng, S.-S. & Zhou, Y.* (2024). Guest editorial: Developing learner agency in smart environments. Journal of Educational Technology & Society, 27(2), 1–3.  (IF: 6.0)  (SSCI, Education and Educational Research, Q1). First Author 

5. Tseng, S.-S.*, Huang, H. L. & Chen, C. I. (2023). Low English proficiency teachers’ challenges in bilingual Instruction. The Journal of Asia TEFL, 20(2), 485-493. (ESCI/Scopus). First & Corresponding author. 

6. Yeh, H.-C., Tseng, S.-S.* & Heng. L. C. (2022) Enhancing EFL Students’ intracultural learning through virtual reality. Interactive Learning Environments, 30(9), 1609–1618. (IF: 5.4)  (SSCI, Education and Educational Research, Q1). Corresponding Author. 

7. Tseng, S.-S.* (2021). The influence of teacher annotations on student learning engagement and video watching behaviors. International Journal of Educational Technology in Higher Education  (IF: 7.611), 18, 1–17.   (SSCI, Education and Educational Research, Q1). Single Author. 

8. Yeh, H.-C., Heng. L. C.  & Tseng, S.-S.* (2021). Exploring the impact of video-making on students’ writing skills. Journal of Research on Technology in Education, 53(4), 446–456. (IF: 3.281)   (SSCI, Education and Educational Research, Q3). Corresponding Author.

9. Yeh, H.-C. & Tseng, S.-S.* (2020). Enhancing multimodal literacy using augmented reality. Language Learning & Technology, 24(1), 27–37. (IF: 4.313) (SSCI, Linguistics Q1, Education and Educational Research, Q1). Corresponding Author.  

10. Tseng, S.-S. (2020). Using concept mapping activities to enhance students’ critical thinking skills at a high school in Taiwan. Asia-Pacific Education Researcher, 29(3), 249–256. (IF:2.409) (SSCI, Education and Educational Research, Q2). Single Author

11. Tseng, S.-S., & Yeh, H.-C.* (2019). The impact of video and written feedback on student preferences of English speaking practice. Language Learning & Technology, 23(2), 145–158. (IF: 4.313) (SSCI, Linguistics Q1, Education and Educational Research, Q1). First Author 

12. Yeh, H.-C. & Tseng, S.-S.* (2019). Using the ADDIE model to nurture the development of teachers’ CALL professional knowledge. Journal of Educational Technology & Society, 22(3), 88–100.  (IF: 3.522) (SSCI, Education and Educational Research, Q1).Corresponding Author. 

13. Tseng, S.-S., & Yeh, H. C.* (2019). Fostering EFL teachers’ CALL competencies through project-based learning. Journal of Educational Technology & Society, 22(1), 94–105.  (IF: 3.522) (SSCI, Education and Educational Research, Q1). First Author

14. Yeh, H. C., Tseng, S.-S.*, & Chen Y.S (2019). Using online peer feedback through blogs to promote speaking performance. Journal of Educational Technology & Society, 22(1), 1–14. (IF: 3.522) (SSCI, Education and Educational Research, Q1).  Corresponding Author. 

15. Tseng, S.-S., & Yeh, H. C.* (2018). Integrating reciprocal teaching in an online environment with an annotation feature to enhance low-achieving students’ English reading comprehension. Interactive Learning Environments, 26(6), 789–802. (IF: 3.928)  (SSCI, Education and Educational Research, Q1). First Author

16. Tseng, S.-S., Yeh, H. C.,* & Yang, S. H. (2015). Promoting different reading comprehension levels through online annotations. Computer Assisted Language Learning, 28(1)1–17. (IF: 2.121) (SSCI, Education and Educational Research, Q1). First Author

17. Tseng, S.-S. (2015). Concept-mapping tools and the development of students' critical-thinking skills. Educational Technology, 55(3), 39–43. First Author

Books 專書

1. Branch, R. M., Lee, H. & Tseng, S. S. (Eds). ( 2020) Educational media and technology yearbook (Vol. 43). New York, NY: Springer. ISBN: 978-3-030-71774-2 

2. Branch, R. M., Lee, H. & Tseng, S. S. (Eds). (2019) Educational media and technology yearbook (Vol. 42). New York, NY: Springer. ISBN: 978-3-030-27985-1

Book Chapters 專書章節

1. Huang Y.-T., Shih, S.-M. & Tseng, S. S.* (2019). Enhancing students’ critical literacy through social annotations. In Branch, R. M., Lee, H. & Tseng, S. S. (Eds.), Educational media and technology yearbook (Vol. 42). New York, NY: Springer. ISBN: 978-3-030-27985-Corresponding Author. MOST 108-2511-H-032-001

2. Tseng, S. S. (2019). Mediagraphy. In Branch, R. M., Lee, H. & Tseng, S. S. (Eds.), Educational media and technology yearbook (Vol. 42). New York, NY: Springer.

3. Tseng, S. S. (2017). Mediagraphy. In Branch, R. M. (Eds.), Educational media and technology yearbook (Vol. 41). New York, NY: Springer.

4. Tseng, S. S. (2016). Mediagraphy. In Orey, M., & Branch, R. M. (Eds.), Educational media and technology yearbook (Vol. 40). New York, NY: Springer. 

5. Tsao, J. W., & Tseng, S. S. (2015). Mediagraphy. In Orey, M., & Branch, R. M. (Eds.), Educational media and technology yearbook (Vol. 39, pp. 317-341). New York, NY: Springer.

Conference Proceedings 研討會論文

1. Tseng, S. S., Yang, S. S., & Yeh, H.C. (2016). A review of design-based research. The Proceedings of the 16th IEEE International Conference on Advanced Learning Technologies, ICALT2016, p. 506-507, Austin, Texas, USA. July 25. (EI).

2. Yang, S. H., Tseng, S. S., & Yeh, H. C. (2012). The annotation functionality to support language teaching and learning. The Proceedings of 2012 International Conference on Computers in Education, November 28. p. 659-661. (ISBN 978-981-07-4649-0) 

3. Tseng, S. S., & Yang, H. H. (2007). A case study on English academic adjustment of a secondary school student. The Proceedings of 2007 International Conference and Workshops on English teaching and Learning, pp. 202-241. National Pingtung University of Education, Taiwan.

Conference Presentations 研討會發表

1. Tseng, S. S. & Cheng, P. Y (2025, April). Impact of metacognitive strategies on engagement and professional knowledge in an online gamified teacher community. Paper presented at the 2025 13th International Conference on Information and Education Technology (ICIET 2025), Fukuyama, Japan. 

2. 蔡宜珊. & 曾聖翔 (2024) 以生成式 AI 輔助數位故事創作提升國小學生的多元識讀能力,  Paper presented at Taiwan E-Learning Forum (TWELF), Chaiyi, Taiwan.  

3. Tseng, S. S. & Huang, H. L. (2023, June). Challenges of Low English proficiency subject teachers in integrating English into subject courses in an English as Foreign Language country. Paper presented at the 6th Pedagogy and Practice in Technology Enhanced Language Learning  (PPTELL), Kaohsiung, Taiwan. 

4. Tseng, S. S. & Huang, H. L. (2023, June). Challenges of Low English proficiency subject teachers in integrating English into subject courses in an English as Foreign Language country. Paper presented at the 6th Pedagogy and Practice in Technology Enhanced Language Learning  (PPTELL), Kaohsiung, Taiwan. 

5. Cheng, S. L., Tseng, S. S., Ramirez, E., & Parker, M. (2022, October). Relations between teacher beliefs and instructional practices in online learning environments. Paper presented at AECT 2022 Convention, Las Vegas, NV, United States. 

6. Tseng, S. S. (2021, June). Effects of the Use of a Team Annotation Tool on EFL Students’ Reading Comprehension. Paper presented at the 4th Pedagogy and Practice in Technology Enhanced Language Learning  (PPTELL), Taipei, Taiwan. 

7. Tseng, S. S., Er, E., & Lin, Y. C. (2021, March). Promoting student learning engagement in peer feedback practices. Paper presented at Taiwan E-Learning Forum (TWELF), Yilan, Taiwan. 

8. Tseng, S. S. (2019, May). Creating a collaborative reading environment to promote students’ English reading comprehension. Paper presented at International Conference on Education Research and Policy (ICERP), Shanghai, China. (Best oral presentation award).

9. Tseng, S. S. (2015, August). A concept-mapping tool to increase student critical thinking skills. Paper presented at the Instructional Designers and Development (IDD) Conference, Athens, Georgia.

10. Tseng, S. S., & Orey, M. (2015, February). Examining and fostering students’ critical thinking through concept mapping. Paper presented at the Eastern Education Research Association (EERA) Conference, Jacksonville, FL. 

11. Tseng, S.S., Yeh H. H, Lin, Y. J., & Muhammad I. N. (2014, November). Design principle of an annotation tool to facilitate reading comprehension. Paper presented at the Association for Educational Communication and Technology (AECT) Conference, Jacksonville, FL.

12. Tseng, S. S., Yeh, H.C., & Orey, M. (2014). Enhancing students’ critical literacy through social annotations. Paper presented at the Eastern Education Research Association (EERA) Conference, Jacksonville, FL. 

13. Kopcha, T. J., Deissler, D., Ding, L., Tseng, S.S., & Neumann, K. (2014, November). How technology is driving change among school libraries and librarians. Paper presented at the Association for Educational Communication and Technology (AECT) Conference, Jacksonville, FL.