孫之元 教授

Dr. Jerry Chih-Yuan Sun

Professor and Co-Director

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Bio

Dr. Jerry Chih-Yuan Sun is a Professor in the Institute of Education/Center for Teacher Education at the National Chiao Tung University in Taiwan. He holds a doctoral degree in education and master’s degree in computer science from the University of Southern California. He specializes in assessing interactive learning technologies, online learning, and learning motivation. In 2016, Dr. Sun received the Ta-You Wu Memorial Award for Research Excellence from Taiwan Ministry of Science and Technology (MOST). His recent projects have focused on the development of interactive feedback technologies and the relevant teaching strategies, and investigated how these learning environments influenced students’ motivation. He is also a principal investigator of the sub-project of Taiwan Research Ethics Education. The goal is to maintain the e-learning resource center, develop the smart/adaptive learning environment, and analyze students’ behaviors based on learning analytics, sequential analysis, and cluster analysis in order to serve as a reference for improving learning systems, enhancing students’ motivation, and developing smart learning environments.

Dr. Sun’s recent publications emphasized the innovative teaching tools and learning motivation. One of his papers published in Computers & Education provided an innovative research method for e-learning by applying brainwave analysis in the classroom setting to assess the effect of interactive learning technology. In addition, the interactive, feedback-based in-class teaching system (iFIT) App developed for the MOST project helps teachers increase in-class interactions and get instant feedback. He hopes to provide not only theoretical insight but also feasible strategies, which would help creating a more engaging experience for students involved in the learning environment.


Interactive Learning Technology and Motivation Lab

Research: Innovative Interactive Feedback Technologies for Enhancing Learning Motivation

  • Learning Motivation
  • Educational Psychology and Technology
  • Interactive Learning and IRS
  • Analysis of Physiological Signals and Biofeedback
  • Smart Learning and Learning Analytics

Honor

At NCTU

  • Teaching Excellence Award, NCTU (2016)
  • Hiring bonus for research excellent, NCTU (2015~)
  • Best College Advisor Award, NCTU (2014)

External

  • Ta-You Wu Memorial Award for Research Excellence, Taiwan Ministry of Science and Technology (2015)

Education

  • Doctor of Education in Educational Psychology & Technology, University of Southern California (2006.08 ~ 2009.07)
  • Master of Science in Computer Science, University of Southern California( 2002.05 ~ 2003.12)
  • Master of Science in Information Sciences, University of Pittsburgh (2000.08 ~ 2001.12)

Experience

  • Professor, NCTU (2017.08~)
  • Associate Professor, NCTU (2014.08~2017.07)
  • Assistant Professor, NCTU ( 2011.02~2014.07)
  • Post-Doc Research Fellow, University of Southern California (2009.08~2011.01)
  • Instructional Technologist, University of Southern California ( 2009.03~2010.12)
  • LMS Developer, University of Southern California(2008.08~2009.08)
  • System Analyst, University of Southern California (2004.08~2008.10)
  • Programmer & Database Specialist, CMOLS, LLC. (2004.03~2004.08)

Teaching

  • Human Motivation and E-learning (Grad)
  • E-learning Project Management and Assessment (Grad)
  • Application of Emerging Technologies in Education (Grad)
  • Design of E-learning Environments (Grad)
  • Seminar in E-learning:Academic Journal Writing (Grad)
  • Seminar in Learning Sciences and E-learning (Grad)
  • Instructional Media and Operations (Undergrad)
  • Computers and Education (Undergrad)

Publication

International Journal Papers

  1. 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)
  2. 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)
  3. 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)
  4. 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)
  5. 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)
  6. 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)
  7. 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)
  8. 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)
  9. 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)
  10. 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)
  11. 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)
  12. 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)
  13. 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)
  14. 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)
  15. 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.
  16. 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)
  17. 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)
  18. 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)
  19. 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)
  20. 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)
  21. 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)
  22. 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.
  23. 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)
  24. 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)
  25. 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)
  26. 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)
  27. 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.
  28. 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)
  29. 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.
  30. 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)
  31. 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)
  32. 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)
  33. 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)
  34. 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)
  35. 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.

Journal Papers (Chinese)

  1. 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。
  2. 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。
  3. 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。

Book Chapter

  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.
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