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  • 1.
    Huang, Ling-Yi
    Linnaeus University, Faculty of Arts and Humanities, Department of Media and Journalism.
    New Business Models for Digital Journalism?: Cases of Gift Economy in China and Sweden2017In: Presented at the Second International Conference on Communication & Media Studies, 16-17 November, 2017, Vancouver, Canada, 2017Conference paper (Refereed)
  • 2.
    Huang, Ling-Yi
    Linnaeus University, Faculty of Arts and Humanities, Department of Media and Journalism.
    Populism in a Post-truth World: Anti-immigrant voices on Twitter in Sweden2018In: Presented at the 12th Annual International Conference of the Asia Association for Global Studies, March 2-4, 2018 Kyoto, Japan, 2018Conference paper (Refereed)
  • 3.
    Huang, Ling-Yi
    et al.
    Nanfang college of Sun-Yat-Sen University, China.
    Yeh, Yu-Chu
    National Chengchi University, Taiwan.
    Meaningful gamification for journalism students to enhance their critical thinking skills2017In: International Journal of Games Based Learning, ISSN 2155-6849, E-ISSN 2155-6857, Vol. 7, no 2, article id 4Article in journal (Refereed)
    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.

  • 4.
    Huang, Ling-Yi
    et al.
    Nanfang college of Sun-Yat-Sen University, China.
    Yeh, Yu-Chu
    National Chengchi University, Taiwan.
    Mediated enactive experience versus perceived mastery experience: An enhancing mechanism versus a mediator of character attachment and internal political efficacy in serious games2016In: Computers in human behavior, ISSN 0747-5632, E-ISSN 1873-7692, Vol. 55, p. 1085-1096Article in journal (Refereed)
    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.

  • 5.
    Yeh, Yu-Chu
    et al.
    National Chengchi University, Taiwan.
    Huang, Ling-Yi
    National Chengchi University, Taiwan.
    Yeh, Yi-ling
    National Chengchi University, Taiwan.
    Knowledge management in blended learning: Effects on professional development in creativity instruction2011In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 56, p. 146-156Article in journal (Refereed)
    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.

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