Kai-Hsin Tai
Orcid: 0000-0002-7786-7329Affiliations:
- National Taiwan Normal University, Taipei City, Taiwan
According to our database1,
Kai-Hsin Tai
authored at least 22 papers
between 2011 and 2024.
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Bibliography
2024
Practicing drum on VR to promote rhythm performance: Exploring the learning progress related to incremental belief of rhythm, gameplay anxiety, flow experience, and perceived learning value.
Entertain. Comput., January, 2024
2023
VR training program for fire escape: Learning progress predicted by the perception of fire presence, VR operational frustration, and gameplay self-efficacy.
Comput. Educ. X Real., December, 2023
2022
J. Comput. Assist. Learn., 2022
Raising insects with an application to enhance students' self-confidence in interacting with insects.
Interact. Learn. Environ., 2022
Virtual reality for car-detailing skill development: Learning outcomes of procedural accuracy and performance quality predicted by VR self-efficacy, VR using anxiety, VR learning interest and flow experience.
Comput. Educ., 2022
2021
Critical attitude and ability associated with students' self-confidence and attitude toward "predict-observe-explain" online science inquiry learning.
Comput. Educ., 2021
2020
The relationship between the online social anxiety, perceived information overload and fatigue, and job engagement of civil servant LINE users.
Gov. Inf. Q., 2020
Usability of Virtual Reality Vocational Skills Training System for Students with Intellectual Disabilities.
Proceedings of the Computers Helping People with Special Needs, 2020
2019
Practicing abductive reasoning: The correlations between cognitive factors and learning effects.
Comput. Educ., 2019
Playing a Chinese remote-associated game: The correlation among flow, self-efficacy, collective self-esteem and competitive anxiety.
Br. J. Educ. Technol., 2019
2018
The effects of metacognition on online learning interest and continuance to learn with MOOCs.
Comput. Educ., 2018
Proceedings of the IEEE International Conference on Teaching, 2018
Proceedings of the IEEE International Conference on Teaching, 2018
2017
Internet cognitive failure relevant to users' satisfaction with content and interface design to reflect continuance intention to use a government e-learning system.
Comput. Hum. Behav., 2017
2016
Parental monitoring predicts students' prosocial and impulsive tendencies relevant to consequence-based reasoning in a blended learning environment.
Interact. Learn. Environ., 2016
Internet cognitive failure affects learning progress as mediated by cognitive anxiety and flow while playing a Chinese antonym synonym game with interacting verbal-analytical and motor-control.
Comput. Educ., 2016
Crystallized intelligence affects hedonic and epistemic values to continue playing a game with saliency-based design.
Comput. Educ., 2016
2015
Internet cognitive failure and fatigue relevant to learners' self-regulation and learning progress in English vocabulary with a calibration scheme.
J. Comput. Assist. Learn., 2015
Belief in dangerous virtual communities as a predictor of continuance intention mediated by general and online social anxiety: The Facebook perspective.
Comput. Hum. Behav., 2015
Comparing animated and static modes in educational gameplay on user interest, performance and gameplay anxiety.
Comput. Educ., 2015
2014
Using calibration to enhance students' self-confidence in English vocabulary learning relevant to their judgment of over-confidence and predicted by smartphone self-efficacy and English learning anxiety.
Comput. Educ., 2014
2011
Applying the technology acceptance model to investigate the factors comparing the intention between EIVG and MCG systems.
Proceedings of the 2011 IEEE International Games Innovation Conference, 2011