Li-Hsing Wei’s research while affiliated with National Central University and other places

... Any inaccuracy that might arise in the outcomes may result from some exceptional cases, thus the data are not to be used in any future analysis according to [54]. The questionnaire used in this research was adopted from previous research in conceptual mapping [20,47], attitude towards conceptual mapping was adapted from [48], behavioural intention to use conceptual mapping was adapted from [50,56,57], collaborative conceptual mapping was adapted from [40,58], perceived usefulness of conceptual mapping was adapted from [48], students' interaction via use of conceptual mapping was adapted from [41,42,59], assessment and evaluation of use of conceptual mapping were adapted from [27,28,46,60], students' motivation to use conceptual mapping was adapted from [51,61], students' critical thinking while using conceptual mapping was adapted from [13,39], and students' achievement through conceptual mapping was adapted from [47,53,60] (see the questionnaire in the Appendix A). To design the questionnaire, a five-point Likert scale was adopted for each of the items, with "5" indicating strong agreement and "1" indicating strong disagreement. ...

Reference:

Using Conceptual Mapping for Learning to Affect Students’ Motivation and Academic Achievement

... Recently, many researchers focused on the educational applications using mobile devices and many interesting learning scenarios have been successfully proposed12. Different from the typical mobile learning, this study developed a mobile PDA teaching agent to construct an interactive learning environment for teachers and learners during learning processes. ...

Reference:

Applying interactive mobile teaching agent to support e-learning platform for learning performance promotion