Fu-Yun Yu
Orcid: 0000-0001-8583-6402Affiliations:
- National Cheng Kung University, Institute of Education, Tainan, Taiwan
According to our database1,
Fu-Yun Yu
authored at least 73 papers
between 2002 and 2024.
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Bibliography
2024
An online student testlet-generation system: design principles and evidence supporting its learning potential and usefulness.
Interact. Learn. Environ., November, 2024
'Global Harwell' in an Examination-Driven Education System and an Excellence-Pursuing Society: Possible? How? Better with Digital Technologies?
Proceedings of the Proceeding of the 32nd International Conference on Computers in Education, 2024
Online Student Testlet-Generation as an Innovation Approach to Student-Created Assessment: Its Learning Effects.
Proceedings of the Proceeding of the 32nd International Conference on Computers in Education, 2024
Theory-Driven Design for the Development of a Student-Centered Error-Correction Online Learning System.
Proceedings of the Proceeding of the 32nd International Conference on Computers in Education, 2024
2023
The Effect of Revision-Making of Contextualized Student-Generated Questions on University Students' English Grammar Learning Performance.
Proceedings of the Proceeding of the 31st International Conference on Computers in Education, 2023
2022
Effects of academic achievement and group composition on the quality of student-generated questions and online procedural prompt usage patterns.
Res. Pract. Technol. Enhanc. Learn., 2022
An online learning system supporting student-generated explanations for questions: design, development, and pedagogical potential.
Interact. Learn. Environ., 2022
The Comparative Effects of 'What if/what if not' and 'Main Ideas' Scaffolding for Online Student Question-generation on Science Learning.
Proceedings of the Proceeding of the 30th International Conference on Computers in Education, 2022
The Effect of Contextual Student-Generated Questions on EFL Learners' English Learning Performance, Language Learning Strategy Use, and Perceived Cognitive Load.
Proceedings of the Proceeding of the 30th International Conference on Computers in Education, 2022
Effects of online student-generated questions based on different media formats on elementary school student English vocabulary learning.
Proceedings of the International Conference on Advanced Learning Technologies, 2022
2021
Student- versus teacher-generated explanations for answers to online multiple-choice questions: What are the differences?
Comput. Educ., 2021
Proceedings of the Proceeding of the 29th International Conference on Computers in Education, 2021
Leveraging Context for Computer-Supported Student-generated Questions and EFL Learning in Grammar Instruction: Its Effects on Task Performance.
Proceedings of the Proceeding of the 29th International Conference on Computers in Education, 2021
The Design and Effects of Online Contextual Student-Generated Questions for English Grammar Learning.
Proceedings of the Proceeding of the 29th International Conference on Computers in Education, 2021
Development and Preliminary Evaluation of an Online System in Support of a Student-Generated Testlets Learning Activity.
Proceedings of the Proceeding of the 29th International Conference on Computers in Education, 2021
The Learning Potential of Online StudentGenerated Questions Based on Given Graphics for English Language Learning.
Proceedings of the Proceeding of the 29th International Conference on Computers in Education, 2021
2020
Effects of student-generated feedback corresponding to answers to online student-generated questions on learning: What, why, and how?
Comput. Educ., 2020
The Effect of Different Online Procedural Prompts on Student-Generated Questions Task Performance for English Grammar Instruction.
Proceedings of the Proceeding of the 28th International Conference on Computers in Education, 2020
Exploring Online Reading Attention and Question-Generation Task Completion of English Learners at Different Proficiency Levels by Eye Tracking Method.
Proceedings of the Proceeding of the 28th International Conference on Computers in Education, 2020
Effects of Academic Achievement and Group Composition on Quality of Student-Generated Questions and Use Patterns of Online Procedural Prompts.
Proceedings of the Proceeding of the 28th International Conference on Computers in Education, 2020
2019
Res. Pract. Technol. Enhanc. Learn., 2019
The learning potential of online student-constructed tests with citing peer-generated questions.
Interact. Learn. Environ., 2019
Supporting active learning and formative evaluation via teaching-by-questioning in classrooms: design, development, and preliminary evaluation of an online learning system.
Interact. Learn. Environ., 2019
Online Targeting Behavior of Peer-Assessors under Identity-Revealed, Nicknamed, and Concealed Modes.
J. Educ. Technol. Soc., 2019
Effects of Different Media Formats of Student-provided Explanations to Online Student-generated Questions on English Language Learning.
Proceedings of the Proceeding of the 27th International Conference on Computers in Education, 2019
The Effects of a Crowd-sourced Approach to Feedback-provision for Online Drill & Practice Activities.
Proceedings of the Proceeding of the 27th International Conference on Computers in Education, 2019
The Effects of Different Procedural Prompts on Online Student-Generated Question Performance in terms of Cognitive Levels.
Proceedings of the Proceeding of the 27th International Conference on Computers in Education, 2019
2018
Proceedings of the Proceeding of the 26th International Conference on Computers in Education, 2018
The Learning Potential of Student-Generated Feedback with Multimedia Shareability for Online Student-Generated Multiple-Choice Questions.
Proceedings of the Proceeding of the 26th International Conference on Computers in Education, 2018
2017
The potential of Second Life for university counseling: a comparative approach examining media features and counseling problems.
Res. Pract. Technol. Enhanc. Learn., 2017
Design and Development of an Online System in Support of Teaching-by-Questioning in Classrooms.
Proceedings of the Proceeding of the 25th International Conference on Computers in Education, 2017
Students' In-Class Answering Activities on Facebook: Effects on Participation, Learning Satisfaction and Anxiety.
Proceedings of the Proceeding of the 25th International Conference on Computers in Education, 2017
Student-Generated Feedback for Online Student-Generated Multiple-Choice Questions: Effects on Question-Generation Performance and Perspective-Taking Development.
Proceedings of the Proceeding of the 25th International Conference on Computers in Education, 2017
2016
A mixed methods approach to the assessor's targeting behavior during online peer assessment: effects of anonymity and underlying reasons.
Interact. Learn. Environ., 2016
Predictive Effects of the Quality of Online Peer-Feedback Provided and Received on Primary School Students' Quality of Question-Generation.
J. Educ. Technol. Soc., 2016
The effects of an online student-constructed test strategy on knowledge construction.
Comput. Educ., 2016
Development and Evaluation of Student-Generated Feedback in an Online Student-Generated Multiple-Choice Questions Learning Space.
Proceedings of the Proceeding of the 24th International Conference on Computers in Education, 2016
Proceedings of the Proceeding of the 24th International Conference on Computers in Education, 2016
2015
The effects of an online student question-generation strategy on elementary school student English learning.
Res. Pract. Technol. Enhanc. Learn., 2015
Facebook as a Better and Preferred Learning Support Tool as Compared to Moodle: Students' Perspectives.
Proceedings of the Proceeding of the 23rd International Conference on Computers in Education, 2015
Online Student-Constructed Tests with Citing Capability: Perceived Uses, Usage, and Considerations.
Proceedings of the Proceeding of the 23rd International Conference on Computers in Education, 2015
Online Student-Constructed Test versus Online Student-Generated Questions: Students' Relative Preference, Perceived Effects for Promoting Learning and Perceived Difficulty.
Proceedings of the Proceeding of the 23rd International Conference on Computers in Education, 2015
Social Media as a Teaching and Learning Tool for In-class Q&A Activities to Promote Learning and Transform College Engineering Classroom Dynamics: The Case of Facebook.
Proceedings of the 15th IEEE International Conference on Advanced Learning Technologies, 2015
2014
To See or Not to See: Effects of Online Access to Peer-Generated Questions on Performance.
J. Educ. Technol. Soc., 2014
J. Educ. Technol. Soc., 2014
Effects of student-generated questions as the source of online drill-and-practice activities on learning.
Br. J. Educ. Technol., 2014
An Experimental Study on the Effects of an Online Student-Constructed Tests Learning Activity.
Proceedings of the Proceeding of the 22nd International Conference on Computers in Education, 2014
2013
Thinking From an Opposing Position: A Framework for a Role-Reversal Pedagogy Using Technology.
Res. Pract. Technol. Enhanc. Learn., 2013
J. Educ. Technol. Soc., 2013
Proceedings of the 2nd International Workshop on Learning Technology for Education in Cloud, 2013
The Design, Development and Preliminary Evaluation of an Online Student-Generated Tests Learning System.
Proceedings of the 21st International Conference on Computers in Education, 2013
Proceedings of the 21st International Conference on Computers in Education, 2013
2012
J. Educ. Technol. Soc., 2012
Applying Role Reversal Strategy to Conduct the Virtual Job Interview: A Practice in Second Life Immersive Environment.
Proceedings of the 2012 IEEE Fourth International Conference On Digital Game And Intelligent Toy Enhanced Learning, 2012
2011
Res. Pract. Technol. Enhanc. Learn., 2011
Cooperative Weblog Learning in Higher Education: Its Facilitating Effects on Social Interaction, Time Lag, and Cognitive Load.
J. Educ. Technol. Soc., 2011
Different identity revelation modes in an online peer-assessment learning environment: Effects on perceptions toward assessors, classroom climate and learning activities.
Comput. Educ., 2011
Multiple peer-assessment modes to augment online student question-generation processes.
Comput. Educ., 2011
Proceedings of the Proceeding of the 19th International Conference on Computers in Education, 2011
Proceedings of the Proceeding of the 19th International Conference on Computers in Education, 2011
Proceedings of the Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications, 2011
The Relationships among Online Question-Generation, Peer-Assessment and Academic Achievement.
Proceedings of the 9th International Conference on Computer Supported Collaborative Learning, 2011
2010
Proceedings of the 18th International Conference on Computers in Education, 2010
Proceedings of the 18th International Conference on Computers in Education, 2010
An Innovation Diffusion Approach to Online Student Question-Generation and its Effects on the Relationship of Perceived Task Value and Learning Approach.
Proceedings of the 18th International Conference on Computers in Education, 2010
Proceedings of the 18th International Conference on Computers in Education, 2010
2009
Scaffolding student-generated questions: Design and development of a customizable online learning system.
Comput. Hum. Behav., 2009
Creating a psychologically safe online space for a student-generated questions learning activity via different identity revelation modes.
Br. J. Educ. Technol., 2009
2008
Experimental Comparisons of Face-to-Face and Anonymous Real-Time Team Competition in a Networked Gaming Learning Environment.
Cyberpsychology Behav. Soc. Netw., 2008
2007
Proceedings of the DIGITEL 2007, 2007
2005
Promoting Metacognitive Strategy Development through Online Question-Generation Instructional Approach.
Proceedings of the Towards Sustainable and Scalable Educational Innovations Informed by the Learning Sciences, 2005
2002
Incorporating e-mail into the learning process: its impact on student academic achievement and attitudes.
Comput. Educ., 2002
The Efficacy of a Web-Based Domain Independent Question-Posing and Peer Assessment Learning System.
Proceedings of the International Conference on Computers in Education, 2002