姓名： 許衷源
職稱： 國立屏東科技大學幼兒保育系 教授
學歷： 美國俄亥俄大學 教育科技博士
國立體育大學 運動科學研究所碩士
聯絡方式： jackohio@gmail.com
研究興趣： 數位遊戲式學習設計、運算思維與STEAM教育
 
 
英文期刊論文
1. Tsai, M.-J., Liang, J.-C., Lee, S. W.-Y., & Hsu, C.-Y. (in press). Structural relationships among the factors of the Computational Thinking Scale (CTS): The Developmental Model of CT. Journal of Educational Computing Research.
2. Tsai, M.-J., Liang, J.-C., & Hsu, C.-Y. (2020).The computational thinking scale (CTS) for computer literacy education. Journal of Educational Computing Research. https://doi.org/10.1177/0735633120972356
3. Liu, T.-C., Lin, Y.-C., Hsu, C.-Y., Hsu, C.-Y., & Paas, F. (In press). Learning from animations and computer simulations: Modality and reverse modality effects. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12996
4. Hsu, C.-Y., Liang, J.-C., &Tsai, M.-J (2020). Probing the structural relationships between teachers’ beliefs about game-based teaching and their perceptions of technological pedagogical and content knowledge of games. Technology, Pedagogy and Education, 29(3), 297-309. https://doi.org/10.1080/1475939X.2020.1752296
5. Hsu, C.-Y., Liang, J.-C., Chuang, T.-Y., Chai, C.-S., & Tsai, C.-C. (in press). Probing in-service elementary school teachers’ perceptions of TPACK for games, attitudes toward games, and actual teaching usage. Educational Studies. https://doi.org/10.1080/03055698.2020.1729099
6. Lee, M.-H., Hsu, C.-Y*. & Chang, C.-Y. (2019). Identifying Taiwanese teachers' perceived self-efficacy for Science, Technology, Engineering and Mathematics (STEM) knowledge. The Asia-Pacific Education Researcher, 28 (1), 15-23. https://doi.org/10.1007/s40299-018-0401-6
7. Lee, M.-H., Liang, J.-C., Wu, Y.-T., Chiou, G.-L., Hsu, C.-Y., Wang, C.-Y., Lin, J.-W., Tsai, C.-C. (in press). High school students’ conceptions of science laboratory learning, perceptions of the science laboratory environment, and academic self-efficacy in science learning. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-019-09951-w
8. Chiou, G.-L., Hsu, C.-Y., &Tsai, M.-J (2019). Exploring how students interact with guidance in a physics simulation: Evidence from eye-movement and log data analyses. Interactive Learning Environments. https://doi.org/10.1080/10494820.2019.1664596
9. Hsin, C.-T., Liang, J.-C., Hsu, C.-Y., Shih, M., Sheu, F.-R., & Tsai, C.-C. (2019). Young children’s conceptions of learning: A cross-sectional study of the early years of schooling. The Asia-Pacific Education Researcher, 28(2). https://doi.org/10.1007/s40299-018-0419-9
10. Hsu, C.-Y., Chiou, G.-L., & Tsai, M.-J. (2019). Visual behavior and self-efficacy of game playing: An eye movement analysis. Interactive Learning Environments, 27(7), 942-952. doi:10.1080/10494820.2018.1504309
11. Yang, F.-Y., Liu, S.-Y., Hsu, C.-Y., Chiou, G.-L., Wu, H.-K., Wu, Y.-T., Chen, S., Liang, J.-C., Tsai, M.-J., Lee, S. W.-Y., Lee, M.-H., Lin, Che.-L., Chu, R. J., & Tsai., C.-C., (2018). High¬school students’ epistemic knowledge of science and its relation to learner factors in science learning. Research in Science Education, 48 (2), 325–344.
12. Hsu, C.-Y., Tsai, M.-J., Chang, Y.-H., & Liang, J.-C. (2017). Surveying in-service teachers’ beliefs about game-based learning and perceptions of technological pedagogical and content knowledge of games. The Journal of Educational Technology & Society, 20(1), 134-143.
13. Tsai, M.-J., 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. doi: 10.1016/j.compedu.2016.03.011
14. Chang, H.-Y., Wang, C.-Y., Lee, M.-H., Wu, H.-K., Liang, J.-C., Lee, S. W. Y., Chiou, G.-L., Lo, H.-C., Lin, J.-W., Hsu, C.-Y., Wu, Y.-T., Chen, S. Hwang, F.-K., & Tsai, C.-C. (2015). A review of features of technology-supported learning environments based on participants’ perceptions. Computers in Human Behavior, 53, 223-237. doi: 10.1016/j.chb.2015.06.042
15. Hsu, C.-Y., Liang, J.-C., & Su, Y.-C. (2015). The role of the TPACK in game-based teaching: Does instructional sequence matter? The Asia-Pacific Education Researcher, 24, 463-470. doi: 10.1007/s40299-014-0221-2
16. Hsu, C.-Y., Tsai, C.-C., & Wang, H.-Y. (2016). Exploring the effects of integrating self-explanation into a multi-user game on the acquisition of scientific concepts. Interactive Learning Environments, 24, 844-858. doi:10.1080/10494820.2014.926276. NSC 101-2511-S-020-001.
17. Lai, M.-L., Tsai, M.-J., Yang, F.-Y., Hsu, C.-Y., Liu,T.-C., Lee, 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.
18. Hsu, C.-Y., Liang, J.-C., Chai, C.-S., & Tsai, C.-C. (2013). Exploring preschool teachers’ technological pedagogical content knowledge of educational games. Journal of Educational Computing Research, 49, 461-479. doi: http://dx.doi.org/10.2190/EC.49.4.c
19. Hsu, C.-Y., Tsai, M.-J., Hou, H.-T., & Tsai, C.-C. (2014. Epistemic beliefs, online search strategies, and behavioral patterns while exploring socioscientific Issues. Journal of Science Education and Technology, 23, 471-480.
20. Hsu, C.-Y. & Tsai, C.-C. (2013). Examining the effects of combining self-explanation principles with an educational game on learning science concepts. Interactive Learning Environments, 21, 104-115.
21. Hsu, C.-Y., Tsai, C.-C., & Wang, H.-Y. (2012). Facilitating third graders’ acquisition of scientific concepts through digital game-based learning: The effects of self-explanation principles. The Asia-Pacific Education Researcher, 21(1), 71-82.
22. Tsai, M.-J., Hsu, C.-Y., & Tsai, C.-C. (2012). Investigation of high school students’ online searching performance: The role of implicit and explicit approaches. Journal of Science Education and Technology, 21, 246-254. (SSCI, 68/219, Education & Educational Research).
23. Hsu, C.-Y., Tsai, C.-C., & Liang, J.-C. (2011). Facilitating Preschoolers’ Scientific Knowledge Construction via Computer Games Regarding Light and Shadow: The Effect of the Prediction-Observation-Explanation (POE) Strategy. Journal of Science Education and Technology, 20, 482-493. doi:10.1007/s10956-011-9298-z
24. Hsu, C.-Y., & Moore, D. (2011). Formative research on the goal-based scenario model applied to computer delivery and simulation. The Journal of Applied Instructional Design, 1 (1), 13-24.
25. Hsu, C.-Y., & Moore, D. R. (2010). An example implementation of Schank's goal-based scenarios. TechTrends, 54(1), 58-61.
 
英文研討會論文
1. Cheng, B.-Y., Wang, H.-Y., Hsu, C.-Y*., Chiou, G.-L., & Tsai, M.-J. (2019, December). Probing digital game-based science learning experience through eye-tracking. Paper presented at the 27th International Conference on Computers in Education (ICCE 2019), Pingtung, Taiwan.
2. Chiou, G.-L., Hsu, C.-Y., Tsai, M.-J., & Hsu, P.-F. (2019, August). The effects of game scaffolding on players' visual behaviors. Poster presented at the 13th Conference of the European Science Education Research Association (ESERA), Bologna, Italy.
3. Li, D.-R., Wu, Y.-B., Hsu, C.-Y., & Tsai, M.-J. (2018, August). Using eye-tracking technology to explore how university students read and comprehend computer program. Paper presented at the International Conference of Innovative Technologies and Learning (ICITL 2018), Portoroz, Slovenia.
4. Hsu, C.-Y., Chiou, G.-L., & Tsai, M.-J. (2018). Probing undergraduates’ game self-efficacy and visual attention via eye movement analysis. Paper presented at the International Symposium on Educational Technology 2018, Osaka, Japan.
5. Hsu, C.-Y., Liang, J.-C., Chai, C.-S., & Tsai, C.-C. (2017). Probing in-service teachers’ perceptions on TPACK-G and acceptance of GBL. Poster presented at the 25th International Conference on Computers in Education (ICCE 2017), Christchurch, New Zealand.
6. Tsai, M.-J., Hsu, C.-Y., Chiou, G.-L., Wang, C.-Y., & Wu, A.-H. (2017, August). Different visual patterns for game-based learners with high and low self-efficacy of game playing. Poster presented at the 17th biennial conference of the European Association for Research on Learning and Instruction (EARLI 2017), Tampere, Finland.
7. Yeh, Y.-T., Hsu, C.-Y., Chiou, G.-L, & Tsai, M.-J. (2017). Probing Visual Attention and Visual Patterns in Scaffolding-based Game. Paper presented at The 21st Global Chinese Conference on Computers in Education(GCCCE 2017), Beijing, China.
8. Chiou, G.-L, Hsu, C.-Y., M.-H., Lee, & Tsai, M.-J. (2017). Learning physics by computer simulations: An eye-movement analysis of learners with different levels of expertise. Paper presented at the 12th Conference of the European Science Education Research Association (ESERA), Dublin, Ireland.
9. Hsu, C.-Y., Yeh, Y.-T., Chiou, G.-L, J.-C., Liang, & Tsai, M.-J. (2017). An eye tracking analysis of how students learn science by a game with self-explanation prompts. Paper presented at the 12th Conference of the European Science Education Research Association (ESERA), Dublin, Ireland.
10. Hsu, C.-Y., Tsai, M.-J., & Chiou, G.-L. (2016). A pilot study on developing and validating a fixation-based scaffolding learning system. Paper presented at 2016 International Conference of East-Asian Association for Science Education (EASE 2016), Tokyo, Japan.
11. Hsu, C.-Y., & Yang, H.-T. (2016). Facilitating preschoolers’ conceptual understanding about gears: The effect of the prediction-observation-explanation (POE) strategy. The 20th Global Chinese Conference on Computers in Education (GCCCE 2016), Hong Kong.
12. Hsu, C.-Y., Lin, Y.-C., Hsu, C.-Y., Liu, T.-C., Tsai, M.-J., & Wu, Y.-T. (2015). The influence of virtual scaffolding in games: Effects on experienced cognitive load and learning outcomes. The 8th Cognitive Load Theory Conference (ICLTC 2015), Colorado.
13. Hsu, C.-Y., Chou, F.-C., & Wang, H.-Y. (2013, Nov). Embedding collaboration into a game with a self-explanation design for science learning. The 21th International Conference on Computers in Education (ICCE 2013), Indonesia.
14. Hsu, C.-Y., Su, F.-C., & Liang, J.-C. (2013, Nov). Examining the effects of integrating technological pedagogical content knowledge into preschool teachers’ professional development regarding science teaching: using digital game-based learning as an example. The 21th International Conference on Computers in Education (ICCE 2013), Indonesia.
15. Hsu, C.-Y. & Chai, C.-S. (2012, Nov). Exploring preschool teachers’ technological pedagogical content knowledge with educational games. The 20th International Conference on Computers in Education (ICCE 2012), Singapore.
16. Hsu, C.-Y. (2011, Sep). Investigating different instructional approaches adopted in educational games. Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications, Taipei, Taiwan.
17. Hsu, C.-Y. & Tsai, C.-C. (2011, Sep). Investigating the impact of integrating self-explanation into an educational game: A pilot study. Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications, Taipei, Taiwan.
18. Hsu, C.-Y., Hou, H.-T., Tsai, M.-J., & Tsai, C.-C. (2011, Apr). Examining students’ online searching strategies and searching patterns in terms of different scientific epistemological beliefs. NARST 2011 Annual International Conference, Orlando, FL.
19. Hsu, C.-Y., & Hou, H.-T. (2010, Dec). Applying a three-dimensional computer game to facilitate learners’ using a compass to solve orientation problems: A case study. International Conference on Computers in Education, Putrajaya, Malaysia.
20. Hsu, C. & Moore, D. R. (2009, March). Evaluating Student Interaction in Goal-Based Scenarios Simulation. A paper presented at the annual meeting of Society for Information Technology & Teacher Education International Conference, Charleston, SC.
21. Hsu, C. & Moore, D. R. (2008, October). The effect of goal-based scenarios simulation on students’ acquisition of statistics concepts. A paper presented at the annual meeting of the International Visual Literacy Association, Blacksburg, VA.
 
英文專書及專書論文
1. Chiou, G.-L., Hsu, C.-Y., & Tsai, M.-J. (2021).An Investigation of Visual and Manual Behaviors Involved in Interactions Between Users and Physics Simulation Interfaces. In Devetak, I., & Glažar, S. A. (Eds.), Applying Bio-Measurements Methodologies in Science Education Research. (pp. 277-294). Springer International Publishing.
2. Tsai, C.-C., & Hsu, C.-Y. (2012). Adaptive instruction systems and learning. In S. Norbert (Ed.), Encyclopedia of the Sciences of Learning (pp. 110-112). New York: Springer.
 
研究計畫
1. 探究融入教中學策略於CT-STEAM機器人課程對運算思維與學習表現之影(109-/08/01~112/07/31，計畫編號：MOST 109-2628-H-020 -001 -MY3)
2. 以眼動追蹤分析學習者特性於數位遊戲式學習中所扮演的角色並探究眼動即時回饋的影響(106-/08/01~109/07/31，計畫編號：MOST 106-2628-S-020-001-MY3)
3. 以即時鷹架為基礎的數位學習平台協助大學生在複雜問題情境中學習重要學習策略之系列研究：學習策略與認知負荷的探討、評估工具的發展以及學習環境的開發與評估--子計畫四：科學數位遊戲式學習歷程眼動分析與鷹架設計研究(103/08/01~106/07/31，計畫編號：103-2511-S-020 -001 -MY3)
4. 探索融入科技教學內容知識於幼教師科學專業成長課程之影響-以數位遊戲式學習為例 (102/08/01~103/07/31，計畫編號：102-2511-S-020-001-)
5. 融入自我解釋策略於多人線上遊戲對科學概念學習之探究(101/08/01~102/07/31，計畫編號：101-2511-S-020-001-)
 
研究計畫－共同主持人
1. 提升中低成就國中生科學高層次知識與動機策略(2014/08/01~2017/07/31，計畫編號：103-2511-S-011-003-MY3)
2. 以即時鷹架為基礎的數位學習平台協助大學生在複雜問題情境中學習重要學習策略之系列研究：學習策略與認知負荷的探討、評估工具的發展以及學習環境的開發與評估－總計畫與子計畫一：以即時鷹架為基礎的電腦模擬輔助學習環境協助大學生在複雜問題情境中學習認知負荷管理策略之系列研究：認知負荷管理策略的探討、評估工具的發展以及學習環境的開發與評估(2014/08/01~2017/07/31，計畫編號：103-2511-S-003-058-MY3)
3. 以即時鷹架為基礎的數位學習平台協助大學生在複雜問題情境中學習重要學習策略之系列研究：學習策略與認知負荷的探討、評估工具的發展以及學習環境的開發與評估－子計畫二：線上探究學習歷程眼動分析與後設認知鷹架設計研究(2014/08/01~2017/07/31，計畫編號：103-2511-S-011-002-MY3)
4. 以即時鷹架為基礎的數位學習平台協助大學生在複雜問題情境中學習重要學習策略之系列研究：學習策略與認知負荷的探討、評估工具的發展以及學習環境的開發與評估－子計畫三：以整合「集群式資訊搜尋」之合作論證學習平台提升學習者之社會互動與學習成果：平台開發、學習歷程分析與後設認知鷹架設計(2014/08/01~2017/07/31，計畫編號：103-2511-S-008-007-MY3)
 

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