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Publications (5 of 5) Show all publications
Huang, L.-Y. (2018). Populism in a Post-truth World: Anti-immigrant voices on Twitter in Sweden. In: Presented at the 12th Annual International Conference of the Asia Association for Global Studies, March 2-4, 2018 Kyoto, Japan: . Paper presented at 12th Annual International Conference of the Asia Association for Global Studies, March 2-4, 2018 Kyoto, Japan.
Open this publication in new window or tab >>Populism in a Post-truth World: Anti-immigrant voices on Twitter in Sweden
2018 (English)In: Presented at the 12th Annual International Conference of the Asia Association for Global Studies, March 2-4, 2018 Kyoto, Japan, 2018Conference paper, Oral presentation with published abstract (Refereed)
National Category
Media Studies
Identifiers
urn:nbn:se:lnu:diva-72035 (URN)
Conference
12th Annual International Conference of the Asia Association for Global Studies, March 2-4, 2018 Kyoto, Japan
Note

Ej belagd 180405

Available from: 2018-03-29 Created: 2018-03-29 Last updated: 2018-04-05Bibliographically approved
Huang, L.-Y. & Yeh, Y.-C. (2017). Meaningful gamification for journalism students to enhance their critical thinking skills. International Journal of Games Based Learning, 7(2), Article ID 4.
Open this publication in new window or tab >>Meaningful gamification for journalism students to enhance their critical thinking skills
2017 (English)In: International Journal of Games Based Learning, ISSN 2155-6849, E-ISSN 2155-6857, Vol. 7, no 2, article id 4Article in journal (Refereed) Published
Abstract [en]

Training in critical thinking is essential for the professional development of journalism students. To achieve this goal, this study developed a gamified platform and a blended learning curriculum. During an 18-week experimental instruction period, a series of instructional activities, which included online discussions as well as classroom lectures and discussions, were conducted to enhance 32 journalism students' critical-thinking dispositions and skills. Repeated measure analysis of variance on test scores and analyses of open questions found that the participants significantly improved their critical thinking skills and dispositions through the gamified platform with the experimental instruction in a blended learning environment. The findings suggest that providing clear goals, challenges and quests, feedback, competition and cooperation, actual grading and visible status, access/ unlocking content, onboarding time restrictions, freedom of choice, and new identities and roles, as well as avoidance of over-justification, contributes to achieving a “meaningful gamification” experience, which may further lead to self-determined learning in critical thinking.

Keywords
Gamifiaction, Critical thinking skills, Journalism
National Category
Media Studies
Research subject
Media Studies and Journalism, Journalism; Media Studies and Journalism, Media and Communication Science
Identifiers
urn:nbn:se:lnu:diva-67385 (URN)10.4018/IJGBL.2017040104 (DOI)
Available from: 2017-08-23 Created: 2017-08-23 Last updated: 2017-09-15Bibliographically approved
Huang, L.-Y. (2017). New Business Models for Digital Journalism?: Cases of Gift Economy in China and Sweden. In: Presented at the Second International Conference on Communication & Media Studies, 16-17 November, 2017, Vancouver, Canada: . Paper presented at Second International Conference on Communication & Media Studies, 16-17 November, 2017, Vancouver, Canada.
Open this publication in new window or tab >>New Business Models for Digital Journalism?: Cases of Gift Economy in China and Sweden
2017 (English)In: Presented at the Second International Conference on Communication & Media Studies, 16-17 November, 2017, Vancouver, Canada, 2017Conference paper, Oral presentation with published abstract (Refereed)
National Category
Media Studies
Research subject
Media Studies and Journalism, Media and Communication Science
Identifiers
urn:nbn:se:lnu:diva-72031 (URN)
Conference
Second International Conference on Communication & Media Studies, 16-17 November, 2017, Vancouver, Canada
Note

Ej belagd 180405

Available from: 2018-03-29 Created: 2018-03-29 Last updated: 2018-04-05Bibliographically approved
Huang, L.-Y. & Yeh, Y.-C. (2016). Mediated enactive experience versus perceived mastery experience: An enhancing mechanism versus a mediator of character attachment and internal political efficacy in serious games. Computers in human behavior, 55, 1085-1096
Open this publication in new window or tab >>Mediated enactive experience versus perceived mastery experience: An enhancing mechanism versus a mediator of character attachment and internal political efficacy in serious games
2016 (English)In: Computers in human behavior, ISSN 0747-5632, E-ISSN 1873-7692, Vol. 55, p. 1085-1096Article in journal (Refereed) Published
Abstract [en]

This study aimed to investigate whether mediated enactive mastery experiences provided by a serious game could enhance players’ internal political efficacy (IPE) and further, to examine a path model of how character attachment and pretest IPE might influence perceived mastery experience and posttest IPE. A serious game that incorporates the enactive mastery experience and includes inventories of the measured variables was developed using Adobe Flash and JavaScript. One hundred thirteen college students participated in this study. The results of repeated measure analysis of variance revealed that the participants improved their IPE after playing the game, suggesting that the employed enactive mastery experience is effective. Moreover, results of structural equation modeling suggest that perceived mastery experience is an important mediator of character attachment and posttest IPE as well as a mediator of pretest IPE and posttest IPE. The findings of this study shed light on how to incorporate effective psychological mechanisms to enhance IPE in serious games.

Keywords
Character attachment, Mastery experience, Path model, Political efficacy, This study aimed to investigate whether mediated enactive mastery experiences provided by a serious game could enhance players’ internal political efficacy (IPE) and further, to examine a path model of how character attachment and pretest IPE might influence perceived mastery experience and posttest IPE. A serious game that incorporates the enactive mastery experience and includes inventories of the measured variables was developed using Adobe Flash and JavaScript. One hundred thirteen college students participated in this study. The results of repeated measure analysis of variance revealed that the participants improved their IPE after playing the game, suggesting that the employed enactive mastery experience is effective. Moreover, results of structural equation modeling suggest that perceived mastery experience is an important mediator of character attachment and posttest IPE as well as a mediator of pretest IPE and posttest IPE. The findings of this study shed light on how to incorporate effective psychological mechanisms to enhance IPE in serious games.Serious game
National Category
Information Systems, Social aspects
Identifiers
urn:nbn:se:lnu:diva-67384 (URN)10.1016/j.chb.2015.10.029 (DOI)
Available from: 2017-08-23 Created: 2017-08-23 Last updated: 2017-09-07Bibliographically approved
Yeh, Y.-C., Huang, L.-Y. & Yeh, Y.-l. (2011). Knowledge management in blended learning: Effects on professional development in creativity instruction. Computers and education, 56, 146-156
Open this publication in new window or tab >>Knowledge management in blended learning: Effects on professional development in creativity instruction
2011 (English)In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 56, p. 146-156Article in journal (Refereed) Published
Abstract [en]

The purposes of this study were (1) to develop a teacher training program that integrates knowledge management (KM) and blended learning and examine its effects on pre-service teachers’ professional development in creativity instruction; and (2) to explore the mechanisms underlying the success of such KM-based training. The employed KM model was the SECI, which consists of four modes of knowledge conversion: socialization, externalization, combination, and internalization. Forty-four pre-service teachers participated in this 17-week experimental instructional program. Repeated Measure Analysis of Variance and content analysis revealed that the training program designed in this study effectively improved pre-service teachers’ professional knowledge and personal teaching efficacy in their teaching of creativity. Moreover, this study showed that blended learning, guided practice, observational learning, group discussion, peer evaluation, and feedback are important mechanisms underlying this success.

National Category
Learning
Identifiers
urn:nbn:se:lnu:diva-67387 (URN)10.1016/j.compedu.2010.08.011 (DOI)
Available from: 2017-08-23 Created: 2017-08-23 Last updated: 2017-09-07Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-5233-2734

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