國立陽明交通大學教育研究所 孫之元教授

孫之元教授

孫之元 特聘教授兼中心主任

jerrysun@nycu.edu.tw

辦公室電話：03-5712121*31242   辦公室：人社一館 HA210

學程授課：教學原理、教學媒體與操作、電腦與教學

實驗室網站：https://iltm.lab.nycu.edu.tw/

孫之元教授為本校教育研究所/師資培育中心特聘教授、互動學習科技與動機研究室主持人(https://ILTM.lab.nycu.edu.tw/)、美國南加州大學教育心理與科技博士及電腦科學碩士，研究與教學領域包含結合各式創新的互動回饋科技，如課堂互動回饋、生理訊號回饋、智慧化線上回饋，並研究此學習環境對學習動機的影響。2016年與2021年分別獲科技部吳大猷先生紀念獎與傑出研究獎。歷年來科技部專題研究計畫的主要方向為開發互動式回饋科技與教學策略，並評估其對學習動機之影響。所執行的教育部計畫主要目標為負責臺灣學術倫理教育中心網站建置與維運，建構具適性功能的網路學習系統，並以學習分析、序列分析與群集分析研究線上使用者的學習模式，作為改善學習系統、提升學生學習動機與智慧化學習系統設計之參考。
過去所發表之中英文期刊論文以創新教學工具與學習動機為主。其中發表於Computers & Education期刊之研究中，在課室內透過腦波資料分析，以評估課堂互動學習科技，提供數位學習領域創新之研究方法。在實務推廣方面，科技部計畫執行期間所開發的平板電腦教學工具iFIT，能夠讓教師上課時進行課堂互動與即時回饋。透過主辦地方教育輔導活動，推廣此教學工具，並以專題演講、教學實作、綜合座談討論等方式讓中學教師學習多元教學方式，進而善用資訊科技融入教學，以提升教師教學多元技能與更有效之教學模式。

學歷

  • 美國南加州大學 教育心理與科技博士 (2006.08 ~ 2009.07)
  • 美國南加州大學 電腦科學碩士(2002.05 ~ 2003.12)
  • 美國匹茲堡大學 資訊科學碩士 (2000.08 ~ 2001.12)

經歷

  • 國立陽明交通大學 教育研究所 特聘教授 (2021.06~)
  • 國立交通大學 教育研究所 教授 (2017.08~2021.06)
  • 國立交通大學 教育研究所 副教授 (2014.08~2017.07)
  • 國立交通大學 教育研究所 助理教授 (2011.02~2014.07)
  • 美國南加州大學 學術科技中心 博士後研究員 (2009.08~2011.01)
  • 美國南加州大學 老人學院線上課程 教學科技開發師 (2009.03~2010.12)
  • 美國南加州大學 教育學院 助教暨教學平台開發師(2008.08~2009.08)
  • 美國南加州大學 老人學院資訊科技中心 系統分析師 (2004.08~2008.10)
  • CMOLS, LLC. 程式設計暨資料庫管理師(2004.03~2004.08)

專長

  • 學習動機 (Learning Motivation)
  • 教育心理、教學科技 (Educational Psychology and Technology)
  • 互動學習、即時回饋 (Interactive Learning and IRS)
  • 生理訊號分析 (Analysis of Physiological Signals and Biofeedback)
  • 智慧化學習與分析 (Smart Learning and Learning Analytics)

發表
英文期刊論文

  • Li, R.-Y., & Sun, J. C.-Y. (2024). Identifying key factors of dynamic ADDIE model for instructional virtual reality design: An exploratory study. Interactive Learning Environments. (SSCI)
  • Pan, L.-C., & Sun, J. C.-Y. (2024). An innovative pictographic glosses design for East Asian EFL vocabulary learners: Effects on retention performance and situational interest. Language Learning & Technology, 28(1), 1–23. (SSCI)
  • Wu, C.-W., & Sun, J. C.-Y. (2023). The effect of virtual reality art experience on students’ motivation and situational interest. International Journal of Arts Education, 21(1), 132-150.
  • Hung, C.-Y., Lin, Y.-T., Yu, S.-J., & Sun, J. C.-Y. (2023). Effects of AR- and VR-based wearables in teaching English: The application of an ARCS model-based learning design to improve elementary school students’ learning motivation and performance. Journal of Computer Assisted Learning, 39, 1510-1527. (SSCI)
  • Sun, J. C.-Y., Ye, S.-L., Yu, S.-J., & Chiu, T. K. F. (2023). Effects of wearable hybrid AR/VR learning material on high school students’ situational interest, engagement, and learning performance: The case of a physics laboratory learning environment. Journal of Science Education and Technology, 32, 1-12. (SSCI)
  • Sun, J. C.-Y., Tsai, H.-E., & Cheng, W. K. R. (2023). Effects of integrating an open learner model with AI-enabled visualization on students’ self-regulation strategies usage and behavioral patterns in an online research ethics course. Computers & Education: Artificial Intelligence, 4, 100120.
  • Sun, J. C.-Y., Liu, Y.-M., Lin, X., & Hu, X. (2023). Temporal learning analytics to explore traces of self-regulated learning behaviors and their associations with learning performance, cognitive load, and student engagement in an asynchronous online course. Frontiers in Psychology. (SSCI)
  • Liu, Y.-M., Sun, J. C.-Y., & Chen, S.-K. (2023). Comparing technology acceptance of AR-based and 3D map-based mobile library applications: A multigroup SEM analysis. Interactive Learning Environments, 31(7), 4156-4170. (SSCI)
  • Chiu, T. K. F., Sun, J. C.-Y., & Ismailov, M. (2022). Investigating the relationship of technology learning support to digital literacy from the perspective of self-determination theory. Educational Psychology, 42(10), 1263-1282. (SSCI)
  • Wang, H.-Y., & Sun, J. C.-Y. (2022). Influences of online synchronous VR co-creation on behavioral patterns and motivation in knowledge co-construction. Educational Technology & Society, 25(2), 31-47. (SSCI)
  • Sun, J. C.-Y., & Liu, Y.-M. (2022). The mediation effect of online self-regulated learning between engagement and cognitive load: A case of an online course with smart instant feedback. International Journal of Online Pedagogy and Course Design, 12(1), 1-17. (ESCI/EI: INSPEC)
  • Sun, J. C.-Y., & Lin, H.-S. (2022). Effects of integrating an interactive response system into flipped classroom instruction on students’ anti-phishing self-efficacy, collective efficacy, and sequential behavioral patterns. Computers & Education, 180, 104430. (SSCI/SCI)
  • Yu, S.-J., Hsueh, Y.-L., Sun, J. C.-Y., Liu, H.-Z. (2021). Developing an intelligent virtual reality interactive system based on the ADDIE model for learning pour-over coffee brewing. Computers & Education: Artificial Intelligence, 2, 100030.
  • Wang, H.-Y., & Sun, J. C.-Y. (2021). Real-time virtual reality co-creation: Collective intelligence and consciousness for student engagement and focused attention within online communities. Interactive Learning Environments. (SSCI)
  • Lin, H. C.-S., Yu, S.-J., Sun, J. C.-Y., & Jong, M. S. Y. (2021). Engaging university students in a library guide through wearable spherical video-based virtual reality: Effects on situational interest and cognitive load. Interactive Learning Environments, 29(8), 1272-1287. (SSCI)
  • Sun, J. C.-Y., Yu, S.-J., & Chao, C.-H. (2019). Effects of intelligent feedback on online learners’ engagement and cognitive load: The case of research ethics education. Educational Psychology, 39(10), 1293-1310. (SSCI)
  • Lin, H. C.-S., Yu, S.-J., Sun, J. C.-Y., & Jong, M. S. Y. (2019). Engaging university students in a library guide through wearable spherical video-based virtual reality: Effects on situational interest and cognitive load. Interactive Learning Environments. (SSCI)
  • Hwang, R.-H., Lin, H.-T., Sun, J. C.-Y., & Wu, J.-J. (2019). Improving learning achievement in science education for elementary school students via blended learning. International Journal of Online Pedagogy and Course Design, 9(2), 44-62. (ESCI/EI: INSPEC)
  • Sun, J. C.-Y., & Hsu, K. Y.-C. (2019). A smart eye-tracking feedback scaffolding approach to improving students’ learning self-efficacy and performance in a C programming course. Computers in Human Behavior, 95, 66-72. (SSCI)
  • Sun, J. C.-Y., & Yu, S.-J. (2019). Personalized wearable guides or audio guides: An evaluation of personalized museum guides for improving learning achievement and cognitive load. International Journal of Human-Computer Interaction, 35(5), 404-414. (SSCI/SCI)
  • Yu, S.-J., Sun, J. C.-Y., & Chen, O. T.-C. (2019). Effect of AR-based online wearable guides on university students’ situational interest and learning performance. Universal Access in the Information Society, 18(2), 287-299. (SSCI/SCI)
  • Hung, C.-Y., Sun, J. C.-Y., & Liu, J.-Y. (2019). Effects of flipped classrooms integrated with MOOCs and game-based learning on the learning motivation and outcomes of students from different backgrounds. Interactive Learning Environments, 27(8), 1028-1046.(SSCI)
  • Sun, J. C.-Y., & Hsieh, P.-H. (2018). Application of a gamified interactive response system to enhance the intrinsic and extrinsic motivation, student engagement, and attention of English learners. Educational Technology & Society, 21(3), 104-116. (SSCI)
  • Sun, J. C.-Y., Hwang, G.-J., Lin, Y.-Y., Yu, S.-J., Pan, L.-C., & Chen, A. Y.-Z. (2018). A votable concept mapping approach to promoting students’ attentional behavior: An analysis of sequential behavioral patterns and brainwave data. Educational Technology & Society, 21(2), 177-191.(SSCI)
  • Sun, J. C.-Y., Chen, A. Y.-Z., Yeh, K. P.-C., Cheng, Y.-T., & Lin, Y.-Y. (2018). Is group polling better? An investigation of the effect of individual and group polling strategies on students’ academic performance, anxiety, and attention. Educational Technology & Society, 21(1), 12-24. (SSCI)
  • Sun, J. C.-Y., Middlebrook, G., Khera, O., & Chen, H.-Y. (2018). An exploratory study of incorporating blogfolios into a college writing course. International Journal of Online Pedagogy and Course Design, 8(2), 1-15.(EI: INSPEC)
  • Sun, J. C.-Y., Seli, H., Martinez, B., & Lin, Y.-Y. (2018). A polling-at-home approach to improving students’ learning performance. International Journal of Online Pedagogy and Course Design, 8(1), 29-41. (EI: INSPEC)
  • Sun, J. C.-Y., Lin, C.-T., & Chou, C. (2018). Applying learning analytics to explore the effects of motivation on online students’ reading behavioral patterns. International Review of Research in Open and Distributed Learning, 19(2), 209-227. (SSCI)
  • Chou, H.-L., & Sun, J. C.-Y. (2017). The moderating roles of gender and social norms on the relationship between protection motivation and problematic online safety behavior among in-service teachers. Computers & Education, 112, 83-96.(SSCI/SCI)
  • Sun, J. C.-Y., Oh, Y. J., Seli, H., & Jung, M. (2017). Learning behavior and motivation of at-risk college students: The case of a self-regulatory learning class. Journal of At-Risk Issues, 20(2), 12-24.
  • Hung, C.-Y., Lin, Y.-R., Huang, K.-Y., Yu, P.-T., & Sun, J. C.-Y. (2017). Collaborative game-based learning with motion-sensing technology: Analyzing students’ motivation, attention, and relaxation levels. International Journal of Online Pedagogy and Course Design, 7(4), 53-64. (EI: INSPEC)
  • Sun, J. C.-Y., & Yeh, K. P.-C. (2017). The effects of attention monitoring with EEG biofeedback on university students’ attention and self-efficacy: The case of anti-phishing instructional materials. Computers & Education, 106, 73-82. (SSCI/SCI)
  • Sun, J. C.-Y., Kuo, C.-Y., Hou, H.-T., & Lin, Y.-Y. (2017). Exploring learners’ sequential behavioral patterns, flow experience, and learning performance in an anti-phishing educational game. Educational Technology & Society, 20(1), 45-60. (SSCI)
  • Sun, J. C.-Y., Syu, Y.-R., & Lin, Y.-Y. (2017). Effects of conformity and learning anxiety on intrinsic and extrinsic motivation: The case of Facebook course groups. Universal Access in the Information Society, 16(2), 273-288. (SSCI/SCI)
  • Sun, J. C.-Y., Wu, Y.-T., & Lee, W.-I. (2017). The effect of the flipped classroom approach to OpenCourseWare instruction on students’ self-regulation. British Journal of Educational Technology, 48(3), 713–729. (SSCI)
  • Sun, J. C.-Y., & Chen, A. Y.-Z. (2016). The effects of integrating dynamic concept maps with Interactive Response System on elementary school students’ motivation and learning outcome: The case of anti-phishing education. Computers & Education, 102, 117-217.(SSCI/SCI)
  • Sun, J. C.-Y., Chang, C., Chen, M.-J., & Lin, Y.-Y. (2016). Effects of enhanced element-managed instruction integrated with tablet PC-based collaborative polling on fifth graders’ sight-word reading performance. International Journal of Mobile Learning and Organisation, 10(1/2), 102-116.
  • Sun, J. C.-Y., Yu, S.-J., Lin, S. S. J., & Tseng, S.-S. (2016). The mediating effect of anti-phishing self-efficacy between college students’ Internet self-efficacy and anti-phishing behavior and gender difference. Computers in Human Behavior, 59, 249-257. (SSCI)
  • Sun, J. C.-Y., & Lee, K.-H. (2016). Which teaching strategy is better for enhancing anti-phishing learning motivation and achievement? The concept maps on tablet PCs or worksheets? Educational Technology & Society, 19(4), 87-99. (SSCI)
  • Sun, J. C.-Y., & Wu, Y.-T. (2016). Analysis of learning achievement and teacher–student interactions in flipped and conventional classrooms. International Review of Research in Open and Distributed Learning, 17(1), 79-99. (SSCI)
  • Sun, J. C.-Y., & Chang, K.-Y. (2016). Design and development of a location-based mobile learning system to facilitate English learning. Universal Access in the Information Society, 15(3), 345-357. (SSCI/SCI)
  • Sun, J. C.-Y., Chang, K.-Y., & Chen, Y.-H. (2015). GPS sensor-based mobile learning for English: An exploratory study on self-efficacy, self-regulation and student achievement. Research and Practice in Technology Enhanced Learning, 10(1), 1-18.
  • Hung, C.-Y., Sun, J. C.-Y., & Yu, P.-T. (2015). The benefits of a challenge: Student motivation and flow experience in tablet-PC-game-based learning. Interactive Learning Environments, 23(2), 172-190. (SSCI)
  • Ackerman, D., Chung, C., & Sun, J. C.-Y. (2014). Transitions in classroom technology: Instructor implementation of classroom management software. Journal of Education for Business, 89(6), 317-323.
  • Hung, C.-Y., Kuo, F.-O., Sun, J. C.-Y., & Yu, P.-T. (2014). An interactive game approach for improving students’ learning performance in multi-touch game-based learning. IEEE Transactions on Learning Technologies, 7(1), 31-37.(SSCI/SCI)
  • Sun, J. C.-Y. (2014). Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data. Computers & Education, 72, 80-89.(SSCI/SCI)
  • Sun, J. C.-Y., Martinez, B., & Seli, H. (2014). Just-in-time or plenty-of-time teaching? Different electronic feedback devices and their effect on student engagement. Educational Technology & Society, 17(2), 234-244. (SSCI)
  • Sun, J. C.-Y., & Rueda, R. (2012). Situational interest, computer self-efficacy, and self-regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191-204.(SSCI)
  • Walsh, J. P., Sun, J. C.-Y., & Riconscente, M. (2011). Online teaching tool simplifies faculty use of multimedia and improves student interest and knowledge in science. CBE-Life Sciences Education, 10(3), 298-308. (SCI)
  • Sun, J. C.-Y., & Metros, S. E. (2011). The digital divide and its impact on academic performance. US-China Education Review, 1(2), 153-161.

中文期刊論文

  1. 吳浚瑋、孫之元 (2023)。虛擬實境藝術體驗對學生的學習動機與情境興趣之影響。國際藝術教育學刊，21(1)，117-131。
  2. 游師柔、劉懿文、孫之元 (2023)。聊天機器人結合擴增實境對大專院校學生科學學習自我效能、學習投入之影響：以科學模擬實驗為例。科學教育學刊，31(1)，53-79。(TSSCI)。
  3. 楊惠婷、孫之元、林毓晏 (2023)。數位教材回饋及信號設計對奈米科技學習自我效能與自我調節之影響。數位學習科技期刊，15(3)，15-3，81-114。(TSSCI)。
  4. 朱蕙君、孫之元、賴秋琳 (2020)。數位學習科技期刊特殊主題: XR學習融入教學。(客座編輯)。數位學習科技期刊，12(3)。(TSSCI)。
  5. 游師柔、葉宣靈、孫之元 (2020)。STEM模式整合穿戴式擴增實境和穿戴式虛擬實境應用於科學教育：探討科學學習自我效能來源對高中生科學學習自我效能和學習成效之影響。數位學習科技期刊，12(3)，25-57。(TSSCI)。
  6. 周慧蓮、李昱瑾、孫之元 (2017)。透過微積分學習以提升英語閱讀能力之學習平台設計。人文社會學報， 13(1)，95-116。
  7. 游師柔、孫之元 (2014)。大學生的網路自我效能對反釣魚行為與表現之影響。人文社會學報， 10(2)，113-139。
  8. 吳宥葶、孫之元、李威儀 (2013)。大專院校開放式課程學習者之自我調節問卷研發與編製。人文社會學報， 9(3)，189-208。

專書論文

  1. Middlebrook, G., & Sun, J. C.-Y. (2013). Showcase hybridity: A role of blogfolios. In K. Wills & R. Rice (Eds.), ePortfolio Performance Support Systems: Constructing, Presenting, and Assessing Portfolios(pp. 123-133). Fort Collins, CO: The WAC Clearinghouse and Parlor Press.

計畫
進行中

  • 專題研究計畫 (優秀年輕學者研究計畫)《智慧化穿戴式學習之即時互動回饋環境設計與學習動機系列研究》計畫主持人
  • 延攬科技人才及兩岸科技交流 (延攬博士後研究人才)《大數據在教學上的應用：從智慧化線上學習到翻轉教室結合即時互動回饋之學習動機系列研究》計畫主持人
  • 專題研究計畫 (吳大猷先生紀念獎計畫)《大數據在教學上的應用：從智慧化線上學習到翻轉教室結合即時互動回饋之學習動機系列研究》計畫主持人
  • 《具互動功能之穿戴式行動學習系統(2/2)》共同主持人
  • 《系統工程教育4.0: 強化產業鏈結與跨領域教師合作之創新人才培育模式_「跨領域工程教育人才培育與研究」–總計畫兼子計畫一:基於設計思維的系統控制工程教學與競爭型創意專題設計_「跨領域工程教育人才培育與研究」》共同主持人
  • 《即時互動回饋系統之教學策略研發：輔以腦波資料探討學習動機》計畫主持人
  • 《教育部補助校園學術倫理教育與機制發展: 臺灣學術倫理中心網站建置及維運子計畫》計畫主持人

已完成

  • 《具互動功能之穿戴式行動學習系統(1/2)》共同主持人
  • 《結合腦波監測與動態回饋之教學工具建置與其對學習動機之研究》計畫主持人
  • 《中小學科學教師之TPACK相關研究》共同主持人
  • 《反釣魚課程之教學策略: 以互動式社群回饋科技為例》計畫主持人
  • 《互動學習科技對學生專注程度與教師授課方式之影響:以電子投票表決工具為例》計畫主持人

榮譽
校內榮譽

  • 2016國立交通大學優良教學獎
  • 2015國立交通大學彈薪資暨獎勵補助研究類優秀教研人員
  • 2014國立交通大學績效特優導師獎

校外榮譽

  • 2021科技部傑出研究獎
  • 2016科技部吳大猷先生紀念獎