國立陽明交通大學教育研究所 吳俊育 教授

吳俊育 教授

Prof. Jiun-Yu Wu 
jiunyuwu@nycu.edu.tw / jiunyu.rms@gmail.com
OIffice Tel: 03-5712121#31843

Educational Technology & Society’s Special issue on “The Application and Research of Generative AI in Education”
(Submission due date: Dec. 12, 2023)

Jerry, Jiun-Yu Wu is currently a Professor at IED/CTE, National Yang Ming Chiao Tung University, Taiwan. He is a quantitative methodologist specializing in a range of advanced statistical and computational modeling, including Multilevel Structural Equation Modeling (MSEM) and Machine Learning techniques on the analysis of cross-sectional and longitudinal structured/unstructured data. His research interests focus on the cognitive, metacognitive, and behavioral processes of how people learn, adapt, and succeed in a technology-enhanced environment.

Wu models the interrelationship of learners’ psychological and behavioral processes with their performance and adjustment outcomes. He is interested in students’ online behavior, and factors that motivate or hinder their learning performance within the personal learning environment (PLE) premised on social media (Digital Distraction). Specifically, he integrates different domains of analytical techniques, such as machine learning, statistical modeling, behavioral analysis, and cognitive and psychological assessments, to probe into students’ attention state and regulatory strategies in PLE (Learning Analytics). Positive intervention strategies were suggested to prevent digital distraction and enhance achievement and psychological well-being based on a series of theoretical and empirical investigations. He has been awarded 2019 Ta-You Wu Memorial Award, MOST, Taiwan.

Using large-scale data from Programme for International Student Assessment (PISA), he studied students’ electronic reading literacy and printed reading literacy and how they interact with Information and Communication Technologies (ICT), considering the interplay of individual differences in engagement in online activities, metacognitive knowledge, gender differences, and web navigation skills. Suggestions to close the gender gap in reading literacy and the digital divide have been provided for policy-making based on his study results on international comparison and his service as the co-PI in the international project of PISA 2015.

He teaches introductory and advanced applied statistics at the undergraduate and graduate levels, including applied multivariate analysis, structural equation modeling, hierarchical linear modeling, and multilevel modeling in both English and Mandarin. He is committed to diversity and equity in education. He served as the supervisor for the Schweitzer Volunteer Teacher Program at NCTU for four years (2014-2017), guiding university students to devote their pedagogic competence to the underprivileged junior high students in rural areas of Hsinchu. He also partners with junior high school teachers in rural areas in integrating ICT through serious simulation games in a STEM financial literacy course. He has been awarded the Outstanding Teaching Award (The highest teaching honor at NCTU, 2018) and Teaching Excellence Award (2016), at NCTU, Taiwan.

He is the PI in several government-funded research projects. He is the Co-PI of the Educational Big-data Analytics Project for the Ministry of Education, Co-PI of Taiwan ICILS 2023, and PISA 2022 and 2025 consultant. He was the Co-PI of Taiwan PISA 2015. He is an associate editor for Educational Psychology and served as the guest editor for a special issue of Educational Technology & Society (ET&S) titled ‘The Application and Research of Generative AI in Education. He served as the guest editor for Frontiers in Psychology of the special issue about the recent advancement of SEM. He is on the editorial board for Journal of Clinical Psychology (SSCI), Journal of School Psychology (SSCI), International Journal of STEM Education (SSCI) and Journal of Psychological Testing (TSSCI). He has been awarded Outstanding Reviewer for Computers & Education (2017), School Psychology (2017) and Computers in Human Behavior (2015). His scholarly works have been published in high-impact flagship journals, such as Computers & Education, Computers in Human Behavior, Child Development, Journal of Educational Psychology, Structural Equation Modeling, Journal of School Psychology, Journal of Computer-Assisted Learning, Interactive Learning Environment, Learning and Individual Differences, Journal of Experimental Education, School Psychology Quarterly…etc.

WOS Research ID: D-6668-2013
ORCID: 0000-0002-3160-9658
Google Scholar: page
ResearchGate: page
Scopus: 36174675900

My citation metrics by Oct., 2023

  • Google Scholar: h-index=24, i10=31 (total citations = 2775)
  • ResearchGate: Research Interest Score =1050 (higher than 93% of RG members)
  • 2022, 2021, 2020 World’s Top 2% Scientists 

Backgrounds

2007-2010 Ph.D. in Dept. of Educational Psychology with the concentration in Learning Sciences
(major in Research, Measurement& Statistics),
Texas A&M University (TAMU), College Station, TX, USA
2009   Certificate in Statistics, Dept. of Statistics, TAMU
2001-2003 M.S. in Dept. of Electrical Engineering with the concentration in Telecommunication Engineering,
National Chiao Tung University (NCTU), Taiwan
1997-2001 B.S. in Dept. of Electrical Engineering with the concentration in Telecommunication Engineering,
National Chiao Tung University (NCTU), Taiwan

Employment

  • Professor, IED&CTE, NYCU, Hsinchu, Taiwan. (2021.2 – present)
  • Professor, IED&CTE, NCTU, Hsinchu, Taiwan. (2020.8 – 2021.1)
  • Associate Professor, IED&CTE, NCTU, Hsinchu, Taiwan. (2014.8- 2020.7)
  • Associate Director, IED&CTE, NCTU, Hsinchu, Taiwan. (2016.8-2018.7)
  • Assistant Professor, IED&CTE, NCTU, Hsinchu, Taiwan. (2010.8-2014.7)
  • Research Assistant for Project Achieve (NICHD funded) , Dept. EPSY, TAMU
  • Statistical Consultant and Website developer, Dept. EPSY, TAMU

Teaching

  • Applied Multivariate Analysis & Machine Learning (Graduate-level, English-taught course)
  • Multilevel Modeling (Graduate-level, English-taught course)
  • Structural Equation Modeling  (Graduate-level, English-taught course)
  • Applied Multivariate Analysis  (Graduate-level, English-taught course)
  • Advanced Statistics / General Linear Model (Graduate-level)
  • Educational Psychology (Undergraduate-level & Teacher education)

Research Services

Research Interests

  • Quantitative Methodologies:
    Machine Learning, Multilevel Analysis, Structural Equation Modeling, Text Mining, Feature Engineering, Mediation and Moderation Analysis, Power Analysis, Generalized Linear Models, Longitudinal Data Analysis, and Multiple Group Comparison.
  • Substantive Research Fields:
    Artificial Intelligence in Education, Learning Analytics, Serious Simulation Game-based Learning, Cognitive Analysis and Emotion Detection via Voice Signal Processing
    Attention & Meta-Attention, Strategic Intervention, Cognitive Abilities,
    Electronic Reading literacy, PISA database analysis, Teacher Student Relationship Quality.

Computer and Analytical Skills

Statistics R, Mplus, SAS, SPSS, STATA, HLM 
Data Crawling R, Python 
Text Mining R, Python 
Machine Learning R, Python, Matlab 
Voice and Signal Processing Python, Matlab 
Data Visualization R, Python, Matlab 

 Publication

  • Peer Reviewed Journal Articles (Google Scholar *Correspondent  †Advisee)

Liao, C.-H. †, & Wu, J.-Y.* (2023). Learning analytics on video-viewing engagement in a flipped statistics course: Relating external video-viewing patterns to internal motivational dynamics and performance. Computers & Education, 197, 104754.(SSCI/SCIE: 2021 IF: 11.182, Q1) (Open Access)

Lin, H.-M., Wu, J.-Y., Liang, J.-C., Lee, Y.-H., Huang, P.-C., Kwok, O.-M., & Tsai, C.-C. (2023). A review of using multilevel modeling in e-learning research. Computers & Education, 198, 104762. https://doi.org/10.1016/j.compedu.2023.104762(SSCI/SCIE: 2021 IF: 11.182, Q1)(Open Access)

Weng, M.-C.†, Liao, C.-H.†, Kwok, O., & Wu, J.-Y.* (2023). What is the best model of grit among junior high students: Model selection, measurement invariance, and group difference. Social Development, 1–17. (SSCI: 2021 IF: 2.462, Q3)

Liao, C.-H.†, & Wu, J.-Y.* (2022). Deploying multimodal learning analytics models to explore the impact of digital distraction and peer learning on student performance. Computers & Education, 104599. https://doi.org/https://doi.org/10.1016/j.compedu.2022.104599. (SSCI/SCIE: 2021 IF: 11.182, Q1)(Open Access)

Wu, J.-Y.*, & Tsai, C. C.* (2022). Harnessing the power of promising technologies to transform science education: prospects and challenges to promote adaptive epistemic beliefs in science learning. International Journal of Science Education, 44(2), 346-353. (SSCI: 2021 IF: 2.241, Q3)

粘美玟†、程姿螢†、吳俊育*（2021）。以學習者為中心之應用統計翻轉課程設計與成效評估 。教學實踐研究 ， 1 (2) ，53-79 。doi:10.7007/JSoTL.202106_1(2).0003

Wu, J.-Y.*, & Nain, M.-W.† (2021). The dynamics of an online learning community in a hybrid statistics classroom over time: Implications for the question-oriented problem-solving course design with the social network analysis approach. Computers & Education, 166, 104120. doi: 10.1016/j.compedu.2020.104120 (SSCI/SCIE: 2021 IF: 11.182)(Open Access)

Wu, J.-Y.*, Liao, C.-H.†, Nain, M.-W.†, & Cheng, T.† (2021). Using data analytics to investigate attendees’ behaviors and psychological states in a virtual academic conference. Educational Technology & Society, 24(1). (SSCI: 2021 IF: 2.633)(Open Access)

Wu, J.-Y.*, Yang, C.C.Y., Liao, C.-H.†, & Nian, M.-W.† (2021). Learning Analytics 2.0 for precision education: An integrative theoretical framework of the human and machine symbiotic learning. Educational Technology & Society, 24(1).(SSCI: 2021 IF: 2.633)(Open Access)

Wu, J.-Y. (2021). Learning analytics on structured and unstructured heterogeneous data sources: Perspectives from procrastination, help-seeking, and machine-learning defined cognitive engagement. Computers & Education, 163, 104066. doi:10.1016/j.compedu.2020.104066 (SSCI/SCIE: 2021 IF: 11.182)(Open Access)

Wu, J.-Y. (2020). The predictive validities of individual working-memory capacity profiles and note-taking strategies on online search performance. Journal of Computer Assisted Learning, 36(6), 876-889. https://doi.org/10.1111/jcal.12441 (SSCI: 2020 IF: 3.862)

Wu, J.-Y.*, Hsiao, Y.-C.†, & Nian, M.-W.† (2020). Using supervised machine learning on large-scale online forums to classify course-related facebook messages in predicting learning achievement within the personal learning environment. Interactive Learning Environments, 28(1), 65-80.  (SSCI: 2020 IF: 3.928)

Wu, J.-Y.*, & Cheng, T.† (2019). Who is better adapted in learning online within the personal learning environment? Relating gender differences in cognitive attention networks to digital distraction. Computers & Education,128, 312-329. (SSCI: 2019 IF: 5.296)(Open Access)

Wu, J. Y.*, & Xie, C.† (2018). Using time pressure and note-taking to prevent digital distraction behavior and enhance online search performance: Perspectives from the load theory of attention and cognitive control. Computers in Human Behavior, 88, 244-254. (SSCI: 2018 IF: 4.306)

Wu, J.-Y.*, Lee, Y.-H., & Lin, J. J. H.† (2018). Using iMCFA to perform the CFA, multilevel CFA, and maximum model for analyzing complex survey data. Frontiers in Psychology, 9, 2. https://doi.org/10.3389/fpsyg.2018.00251 (SSCI: 2018 IF: 2.129)(Open Access)

Wu, J.-Y. (2017). The indirect relationship of media multitasking self-efficacy on learning performance within the personal learning environment: Implications from the mechanism of perceived attention problems and self-regulation strategies. Computers & Education, 106, 56–72. https://doi.org/10.1016/j.compedu.2016.10.010 (SSCI: 2017 IF: 4.538)(Open Access)

Wu, J.-Y.*, Lin, J. J. H.†, Nian, M.-W.†, & Hsiao, Y.-C.† (2017). A solution to modeling multilevel confirmatory factor analysis with data obtained from complex survey sampling to avoid conflated parameter estimates. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.01464 (SSCI: 2017 IF: 2.089)(Open Access)

Wu, J.-Y.*, & Peng, Y.-C.† (2017). The modality effect on reading literacy: Perspectives from students’ online reading habits, cognitive and metacognitive strategies, and web navigation skills across regions. Interactive Learning Environments, 25(7), 859-876. https://doi.org/10.1080/10494820.2016.1224251 (SSCI: 2017 IF: 1.604)

Clemens, N. H.*, Lai, M. H. C., Burke, M., & Wu, J.-Y. (2017). Interrelations of growth in letter naming and sound fluency in kindergarten and implications for subsequent reading fluency. School Psychology Review, 46(3), 272–287. https://doi.org/10.17105/SPR-2017-0032.V46-3 (SSCI: 2017 IF: 1.521)

Wu, J.-Y. (2015). University students’ motivated attention and use of regulation strategies on social media. Computers & Education, 89, 75-90. 10.1016/j.compedu.2015.08.016. (SSCI, 2015 IF: 2.881)

Wu, J.-Y.*, & Hughes, J. N. (2015). Teacher network of relationships inventory: Measurement invariance of academically at-risk students across ages 6 to 15. School Psychology Quarterly, 30(1), 23-36. doi: 10.1037/spq0000063 (SSCI, 2015 IF: 2.750)

Liu, L. –F.*, Weng, R. –H, & Wu, J.-Y.* (2014). Exploring factors influencing residents’ health outcomes in long-term care facilities: one year follow-up using latent growth curve model. Quality of Life Research, 23(9), 2613-2627. doi 10.1007/s11136-014-0710-z (as one of corresponding authors with equal contributions) (SSCI, 2014 IF: 2.486)

Chen, C. T.†, She, H. C., Chuang M. H., Wu, J.-Y., Tsai, J. L. & Jung, T.P. (2014). Eye movements predict students’ computer-based assessment performance of physics concepts in different presentation modalities. Computers & Education, 74, 61-72. (SSCI, 2014 IF: 2.556)

Wu, J.-Y. (2014). Gender differences in online reading engagement, metacognitive strategies, navigation skills and reading literacy. Journal of Computer Assisted Learning, 30(3), 252-271. doi: 10.1111/jcal.12054 (SSCI, 2014 IF: 1.360)

Wu, J.-Y.*, Kwok, O. & Wilson, V. (2014). Using design-based latent growth curve modeling with cluster-level predictors to address dependency. Journal of Experimental Education, 82(4), 431–454. doi:10.1080/00220973.2013.876226 (SSCI, 2014 IF: 1.087)

Clemens, N. H., Shapiro, E. S., Wu, J.-Y., Taylor, A., & Caskie, G. L. (2014). Monitoring early first-grade reading progress: A comparison of two measures. Journal of Learning Disabilities. 47(3), 254-270. doi: 10.1177/0022219412454455 (SSCI, 2014 IF: 1.901)

Lee, Y. & Wu, J.-Y.* (2013). The indirect effects of online social entertainment and information seeking activities on knowledge of metacognitive strategies and reading literacy. Computers & Education, 67, 168-177. doi:10.1016/j.compedu.2013.03.001 (SSCI&SCIE, 2013 IF: 2.630)

Lee, Y., Waxman, H. C., Wu, J., Michko, G. M., & Lin, G. (2013). Revisit the effect of teaching and learning with technology. Educational Technology & Society, 16(1), 133-146. (SSCI, 2013 IF: 0.824)

Spilt, J., Hughes, J. N., Wu, J., & Kwok, O. (2012). Dynamics of teacher-student relationships: Stability and change across elementary school and the influence on children’s academic success. Child Development, 83(4), 1180–1195. doi: 10.1111/j.1467-8624.2012.01761.x.(SSCI, 2012 IF: 4.915)

Lee, Y., & Wu, J.*(2012). The effect of individual differences in the inner and outer states of ICT on engagement in online reading activities and PISA 2009 reading literacy: Exploring the relationship between the old and new reading literacy. Learning and Individual Differences, 22(3), 336-342. doi:10.1016/j.lindif.2012.01.007. (SSCI, 2012 IF: 1.507)

Hughes, J. N.*, Wu, J., Kwok, O., Villarreal, V. & Johnson, A. Y. (2012). Indirect effects of child reports of teacher-student relationship on achievement. Journal of Educational Psychology, 104(2), 350-365. doi:10.1037/a0026339 (SSCI, 2012 IF: 3.158)

Wu, J.*, & Kwok, O.* (2012). Using structural equation modeling to analyze complex survey data: A comparison between design-based single-level and model-based multi-level approaches. Structural Equation Modeling-A Multidisciplinary Journal, 19(1), 16–35. doi:10.1080/10705511.2012.634703. (SCI/SSCI, 2012 IF: 4.242)

Wu, J.*, Hughes, J. N., & Kwok, O. (2010). Teacher-student relationship quality type in elementary grades: Effects on trajectories for achievement and engagement. Journal of School Psychology, 48(5), 357-387. doi: 10.1016/j.jsp.2010.06.004. (SSCI, 2010 IF: 2.680)

Zhang, D.*, Willson, V., Katsiyannis, A., Barrett, D. E., Ju, S., & Wu, J.(2010). Truancy offenders in the juvenile justice system: A multi-cohort replication study. Behavioral Disorders, 35(3), 229-242.(SSCI, 2010 IF: 0.684)

  • Books/Book Chapters

吳俊育, 粘美玟†, & 程姿螢†. (2020). 百川學子引領自學新潮流. In 王蒞君 & 劉奕蘭 (Eds.), 化鏡為窗：大數據分析強化大學競爭力 (1st ed.). 國立交通大學出版社. https://www.books.com.tw/products/001085707

Kwok, O., Cheung, M. W.-L., Jak, S., Ryu, E., & Wu, J.-Y. (2019) Recent advancements in structural equation modeling (SEM): From both methodological and application perspectives. Quantitative Psychology and Measurement. Frontiers in Psychology.

Wu, J. Y. (2017). Findings and implications of students’ ICT questionnaire. In H.-C. She & H. Lin (Eds.), Taiwan Student Performance on PISA 2015 (1st ed., pp. 287–332).

Wu, J. Y., & Willson, V. (2010). Expected value. In N. Salkind (Ed.), Encyclopedia of research design. Thousand Oaks, CA: Sage.

 

Grants

  • On-going

NCTU, Taiwan Evaluation of the Baichuan bachelor entrance program: learning effectiveness, course satisfaction, life adjustment and teacher-student relationship quality – the first phase.
百川學位學程之實施評鑑：學習成效、學程滿意度、生活適應與師生關係統合分析-第一期計畫
2018/10/01~2019/01/31		 PI
MOE. Taiwan  Teaching Practice Grant: Through the training of this Advanced Statistics course, you can analyze the data with less anxiety: Integrating the innovative instruction technology and social media to enhance the active and smart learning of analytics literacy,
教學實踐計畫：修完這門高等統計，讓您分析資料不再焦慮破表：整合創新科技與社群媒體之混合互動教學以增進研究生之主動與智慧學習分析素養
2018/08/01~2019/07/31		 PI
MOST,
Taiwan		 Research on the Theory of Meta-Attention within the Personal Learning Environment Premised on Social Media
105-2511-S-009 -009 -MY3
2016/08/01~2019/07/31		 PI
MOST,
Taiwan		 Multilevel Higher-Order Latent Mediation Effect Modeling: A Methodological-Substantial Synergy Using Developmental Theory to Explore the Possibility of Higher-Order Interaction between Teacher-Student Relationship Quality and Related Constructs in Taiwan
104-2628-H-009 -001 -SS3
2015/08/01~2018/07/31		 PI

  • Finished

MOST
&MOE,
Taiwan		 Taiwan PISA 2015
2012/09/01~2017/07/31		 Co-PI
MOST,
Taiwan		 Establishing the theoretical, developmental, and evaluative foundation on the theory of Meta-Attention through online learning and online social activities
103-2511-S-009 -007
2014/08/01~ 2015/07/31		 PI
MOST,
Taiwan		 Issues of Conditioned Multilevel Latent Growth Curve Modeling: Examining the Effect of Ignoring Dependency in Complex Survey Longitudinal Data and Exploring the Possibility of Cross-Level Interaction Term
NSC-101-2628-H-009-003-MY3
2012/08/01~2015/07/31		 PI
MOST,
Taiwan		 Examining the risk factors for low-achieving junior high school students: a prospective study to address the issue of students at risk of academic failure
NSC-100-2410-H-009-057
2011/08/01~2012/07/31		 PI
MOST,
Taiwan		 Testing the Effectiveness of Three Modeling Approaches in Addressing Data Dependency with Empirical Data under Structural Equation Modeling Framework
NSC-100-2410-H-009-002
2011/1/1 ~ 2011/9/30		 PI

Honors & Awards

2019
  •  2019 Ta-You Wu Memorial Award, Ministry of Science and Technology (MOST), Taiwan.
    -The highest research award for the junior researchers, MOST, Taiwan. Forty-five recipients under age 42 across all research disciplines were awarded annually.
  • Flexible Wage Award for Excellence in Research, NCTU Taiwan (~2021.7)
2018
  • Outstanding Teaching Award, NCTU Taiwan, 2018
    -The highest teaching honor at NCTU. Seven recipients were awarded the honor out of 968 faculty members at NCTU at the school year of 2017.
  • Flexible Wage Award for Excellence in Teaching, NCTU Taiwan (~2019.7)
2017
  • Flexible Wage Award for Excellence in Teaching, NCTU Taiwan (~2018.7)
  • Outstanding Reviewer-Computers & Education (Achieved: October 2017)
  • Outstanding Reviewer-Journal of School Psychology (Achieved: March 2017)
2016
  • Flexible Wage Award for Excellence in Research, NCTU Taiwan (~2017.7)
  • Research Grant for three-year Research Investigators, NSC Taiwan (~2019)
  • Teaching Excellence Award, National Chiao Tung University, 2016
2015
  • Outstanding Reviewer – Computers in Human Behavior (Achieved: November 2015)
  • Flexible Wage Award for Excellence in Research, NCTU Taiwan (~2017.7)
  • Research Grant for Excellent Junior Research Investigators, NSC Taiwan (~2018)
2014
  • Flexible Wage Award for Excellence in Service, NCTU Taiwan (~2015.7)
  • Research Award, NCTU Taiwan
2013
  • Flexible Wage Award for excellence in Service, NCTU Taiwan (~2015.7)
  • Research Award, NCTU Taiwan
2012
  • Research Grant for Excellent Junior Research Investigators, NSC Taiwan
2011
  • Mentor of Merit Award, National Chiao Tung University, 2011

Students

  • Ph. D. in Progress as Chair
    • Weng, Min-Chieh (翁敏傑) (Ph.D. in EPSY, 08/2017 ~), NYCU, Taiwan
    • Yan-Ling Lai (賴彥伶)(Ph.D. in EPSY, 08/2022 ~), NYCU, Taiwan
    • Yi-Chen Juan (阮以箴)(Ph.D. in EPSY, 08/2023 ~), NYCU, Taiwan
    • Sunny Shi(史安晴)(Ph.D. in EPSY, 08/2023 ~), NYCU, Taiwan
  • Ph. D. Completed as Chair
    • Liao, Chen-Hsuan(廖晨瑄) (Ph.D. in EPSY, 08/2019 ~02/2023), NYCU, Taiwan
  • M.S. in Progress as Chair
    •  (林婉暄) (M.S. in EPSY, 02/2019 ~), NCTU, Taiwan
    •  (鍾欣蓉) (M.S. in EPSY, 08/2019 ~), NCTU, Taiwan
    •  (許員韶) (M.S. in EPSY, 08/2020 ~), NYCU, Taiwan
    •  (毛泑棠) (M.S. in EPSY, 08/2020 ~), NYCU, Taiwan
    •  (賴品君) (M.S. in EPSY, 02/2020 ~), NYCU, Taiwan
    •  (阮以箴) (M.S. in EPSY, 08/2021 ~), NYCU, Taiwan
    •  (王鈞亞) (M.S. in EPSY, 08/2021 ~), NYCU, Taiwan
  • M.S. Completed as Chair
    • Peng, Ya-Chun (彭雅君) (M.S. in EPSY, 08/2010 ~ 08/2012), NCTU, Taiwan
      – Member of The Phi Tau Phi Scholastic Honor Society
    • Wu, Suei-Ching (吳穗晴) (M.S. in EPSY, 08/2011 ~ 08/2012), NCTU, Taiwan
    • Cheng, Tzu-Ying (程姿螢) (M.S. in EPSY, 08/2011 ~ 06/2013), NCTU, Taiwan
    • Huang, Li-Chen (黃麗蓁) (M.S. in EPSY, 08/2012 ~06/2014), NCTU, Taiwan
    • Li, Shin (李欣) (M.S. in EPSY, 08/2012 ~08/2014), NCTU, Taiwan
    • Chung, Pei-Chih (鍾佩芝) (M.S. in EPSY, 08/2012 ~08/2014), NCTU, Taiwan
    • Tseng, Hsiang-Chun (曾湘淳) (M.S. in EPSY, 08/2012 ~01/2015), NCTU, Taiwan
    • Wang, Ling-Ling (王羚綾) (M.S. in EPSY, 08/2013 ~08/2015), NCTU, Taiwan
    • Xie, Chen (謝   忱)(M.S. in EPSY, 08/2013 ~09/2015), NCTU, Taiwan
    • Kao, Shih-Hui (高詩惠)(M.S. in EPSY, 08/2013 ~09/2015), NCTU, Taiwan
    • Chiou, Hao-En (邱浩恩)(M.S. in EPSY, 08/2014 ~04/2017), NCTU, Taiwan
    • Hsiao, Yi-Cheng (蕭義橙)(M.S. in EPSY, 08/2015 ~12/2017), NCTU, Taiwan
    • Nian, Mei-Wen (粘美玟) (M.S. in EPSY, 08/2016~08/2018), NCTU, Taiwan
      – Academic Excellence Award (top 5% in the class of 30 classmates)
      – Member of The Phi Tau Phi Scholastic Honor Society
    • Hsu, Yu-Ching (徐于晴) (M.S. in EPSY, 02/2017 ~07/2019), NCTU, Taiwan
    • Hung, Hsiao- Ching (洪筱晴) (M.S. in EPSY, 08/2016~08/2020), NCTU, Taiwan
    • (皇甫承佑) (M.S. in EPSY, 02/2019 ~12/2020), NCTU, Taiwan
    • Yang, Chang-Hsuan (楊昌軒) (M.S. in EPSY, 08/2017 ~01/2021), NCTU, Taiwan
      – Academic Excellence Award (top 5% in the class of 30 classmates)
    • Su, Hong-Kai (蘇弘愷) (M.S. in EPSY, 08/2017 ~02/2022), NYCU, Taiwan