1. Chang, H.-Y.
  2. Chang, H.-Y., & Tsai, C.-C.
  3. Liu, C.-C., Wen, C.-T., Chang, H.-Y.*, Chang, M.-H., Lai, P.-H., Fan Chiang, S.-H., Yang, C.-W., & Hwang, F.-K. (2022). Augmenting the effect of virtual labs with "teacher demonstration" and "student critique" instructional designs to scaffold the development of scientific literacy. Instructional Science, 50, 303-333.
  4. Chang, H.-Y.*, Binali, T., Liang, J.-C., Chiou, G.-I., Cheng, K.-H., Lee, S. W.-Y., Tsai, C.-C. (2022). Ten years of augmented reality in education: A meta-analysis of (quasi-) experimental studies to investigate the impact. Computers & Education. 191, 104641
  5. Chang, H.-Y.
  6. Lee, S. W.-Y.*, Luan, H., Lee, M.-H., Chang, H.-Y., Liang, J.-C., Lee, Y.-H., Lin, T.-J., Wu, A.-H., Chiu, Y.-J., Tsa, C.-C.* (2021). Measuring epistemologies in science learning and teaching: A systematic review of the literature. Science Education, 105, 880-907.
  7. Lee S.W.-Y., Wu, H.‑K., Chang, H.‑Y. (2021). Examining secondary school students’ views of model evaluation through an integrated framework of personal epistemology. Instructional Science, 49, 223-248.
  8. Binali, T., Tsai, C.-C., Chang, H.-Y.* (2021). University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification. Computers & Education, 175, 104315.
  9. Hung, J.-Y., Chang, H.-Y.*, & Hung, J.-F. (2021). An experienced science teacher's metavisualization in the case of the complex system of carbon cycling. Research in Science Education, 51, 493-521.
  10. Chang, H.-Y., Liang, J.-C., & Tsai, C.-C.* (2020). Students’ context-specific epistemic justifications, prior knowledge, engagement and socioscientific reasoning in a mobile augmented reality learning environment. Journal of Science Education and Technology, 29, 399-408.
  11. Chang, H.-Y., Lin, T.-J., Lee, M.-H., Lee, S. W.-Y., Lin, T.-C., Tan, A.-L., & Tsai, C.-C.* (2020). A systematic review of trends and findings in research employing drawing assessment in science education. Studies in Science Education, 56, 77-110.
  12. Chang, C.-J., Liu, C.-C.*, Wen, C.-T., Tseng, L.-W., Chang, H.-Y., Chang, M.-H., Fan Chiang, S.-H., Hwang, F.-K., & Yang, C.-W. (2020). The impact of light-weight inquiry with computer simulations on science learning in classrooms. Computers & Education, 146, 103770.
  13. Wen, C.-T., Liu, C.-C., Chang, H.-Y.*, Chang, C.-J., Chang, M.-H., Fan Chiang, S.-H., Yang, C.-W., & Hwang, F.-K. (2020). Students’ guided inquiry with simulation and its relation to school science achievement and scientific literacy. Computers & Education, 149, 103830.
  14. Lin, H.-M., Lee, M.-H., Liang, J.-C., Chang, H.-Y., Huang, P., & Tsai, C.-C*. (2020). A review of using partial least square structural equation modeling in e-learning research. British Journal of Educational Technology, 51, 1354-1372.
  15. Yeh, H.-Y., Tsai, Y.-H., Tsai, C.-C., & Chang, H.-Y.* (2019). Investigating students’ conceptions of technology-assisted science learning: A drawing analysis. Journal of Science Education and Technology, 28, 329-340.
  16. Chang, H.-Y.*, Hsu, Y.-S., Wu, H.-K., & Tsai, C.-C. (2018). Students’ development of socio-scientific reasoning in a mobile augmented reality learning environment. International Journal of Science Education, 40, 1410-1431.
  17. Chang, H.-Y.* (2018). Students’ representational competence with drawing technology across two domains of science. Science Education, 102, 1129-1149.
  18. Chang, H.-Y.*, & Tzeng, S.-F. (2018). Investigating Taiwanese students' visualization competence of matter at the particulate level. International Journal of Science and Mathematics Education, 16, 1207-1226.
  19. Lee, S. W.-Y.*, Chang, H.-Y., & Wu, H.-K. (2017). Students' views of scientific models and modeling: Do representational characteristics of models and students' educational levels matter? Research in Science Education, 47, 305-328.
  20. Shen, J.*, Liu, O., & Chang, H.-Y. (2017). Assessing students’ deep conceptual understanding in physical sciences: An example on sinking and floating. International Journal of Science and Mathematics Education, 15, 57-70
  21. Chang, H.-Y.* (2017). How to augment the learning impact of computer simulations? The designs and effects of interactivity and scaffolding. Interactive Learning Environments, 25, 1083-1097.
  22. Chang, H.-Y.*, Hsu, Y.-S., & Wu, H.-K. (2016). A comparison study of augmented reality versus interactive simulation technology to support student learning of a socio-scientific issue. Interactive Learning Environments, 24, 1148-1161.
  23. Fang, S.-C., Hsu, Y.-S., Chang, H.-Y., Chang, W.-H., Wu, H.-K., & Chen, C.-M. (2016). Investigating the effects of structured and guided inquiry on students’ development of conceptual knowledge and inquiry abilities: A case study in Taiwan. International Journal of Science Education, 38, 1945-1971.
  24. Tang, K.-Y.*, Wang, C.-Y., Chang, H.-Y., Chen, S., Lo, H.-C., & Tsai, C.-C. (2016). The intellectual structure of metacognitive scaffolding in science education: A co-citation network analysis. International Journal of Science and Mathematics Education, 14, 249-262.
  25. McElhaney, K. W.*, Chang, H.-Y., Chiu, J. L., & Linn, M. C. (2015). Evidence for effective uses of dynamic visualizations in science curriculum materials. Studies in Science Education, 51, 49-85.
  26. Chang, H.-Y., Wang, C.-Y., Lee, M.-H., Wu, H.-K., Liang, J.-C., Lee, S. W.-Y., Chiou, G.-L., Lo, H.-C., Lin, J.-W., Hsu, C.-Y., Wu, Y.-T., Chen, S., Hwang, F.-K., & Tsai, C.-C.* (2015). A review of features of technology-supported learning environments based on participants' perceptions. Computers in Human Behavior, 53, 223-237

  1. Chang, H.-Y.
  2. Chang, H.-Y., Binali, T., Chang, Y.-J., He, Y.-S., Chang, C.-H., & Wu, A.-Y.
  3. Chang, H.-Y*., Wen, C.-T., Chang, M.-H., & Liu, C.-C.* (2019). Pedagogy designs to augment the impact of computer simulations. In Chang, M. et al. (Eds.), Proceedings of the 27th International Conference on Computers in Education (pp. 58-60). Kenting, Taiwan: Asia-Pacific Society for Computers in Education. (ISBN: 978-9-8697214-4-8)
  4. Wen, C.-T., Chang, C.-J., Hwang, S.-C., Chang, M.-H., Fan Chiang, S.-H., Liu, C.-C., Hwang, F.-K., Chang, H.-Y., Yang, C.-W
  5. Hung, J.-Y., Chang, H.-Y., & Tsai, C.-C.
  6. 32. 楊智為、林詩曼、劉晨鐘、張欣怡
  7. Yang, C.-W., Lin, S.-M., Liu., Y.-P., Liu, C.-C., Chang, H.-Y.
  8. Chang, H.-Y., Chang, C.-J., Wen, C.-T., Chang, M.-H., Fan Chiang, S.-H., Hwang, F.-K., Liu, C.-C., & Yang, C.-W.
  9. Wen, C.-T., Chen, S.-M., Liu, C.-C., Chang, C.-J., Chang, M.-H., Fan Chiang, S.-H., Huang, F.-K., Chang, H.-Y.*, & Yang, C.-W. (2019). The impact of sensory simulations on young children’s science learning. In Chang, M. et al. (Eds.), Proceedings of the 27th International Conference on Computers in Education (pp. 73-78). Kenting, Taiwan: Asia-Pacific Society for Computers in Education. (ISBN: 978-9-8697214-4-8)

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運用繪圖方法探討中學生之科學學習概念與科技輔助科學學習概念: 亞洲跨國比較研究 2020/08/01 2023/07/31 科技部(原國科會) MOST 109-2511-H-003-014-MY3 主持人
培養學生後設視覺化能力與科學資料視覺化素養以及相關學習軟體的研發(2/3) 2020/08/01 2022/07/31 科技部(原國科會) 108-2628-H-003-001-MY3 主持人
培養學生後設視覺化能力與科學資料視覺化素養以及相關學習軟體的研發(1/3) 2019/08/01 2022/07/31 科技部(原國科會) 108-2628-H-003-001-MY3 主持人
微型化問題解決遊戲培養科學探究能力: 模擬遊戲設計、學習評量與學習分析(科學教育培龍計畫)－微型化問題解決遊戲培養科學探究能力: 模擬遊戲設計、學習評量與學習分析(科學教育培龍計畫)(3/3) 2019/08/01 2020/07/31 科技部(原國科會) 106-2511-S-008-012-MY3 主持人
發展行動式擴增實境學習環境以促進社會-科學議題的學習(5/5) 2018/08/01 2019/07/31 科技部(原國科會) 103-2511-S-003-070-MY5 主持人
微型化問題解決遊戲培養科學探究能力: 模擬遊戲設計、學習評量與學習分析(科學教育培龍計畫)－微型化問題解決遊戲培養科學探究能力: 模擬遊戲設計、學習評量與學習分析(科學教育培龍計畫)(2/3) 2018/08/01 2020/07/31 科技部(原國科會) 106-2511-S-008-012-MY3 主持人
微型化問題解決遊戲培養科學探究能力: 模擬遊戲設計、學習評量與學習分析(科學教育培龍計畫)－微型化問題解決遊戲培養科學探究能力: 模擬遊戲設計、學習評量與學習分析(科學教育培龍計畫)(1/3) 2017/08/01 2020/07/31 科技部(原國科會) 106-2511-S-008-012-MY3 主持人
發展行動式擴增實境學習環境以促進社會-科學議題的學習(4/5) 2017/08/01 2019/07/31 科技部(原國科會) 103-2511-S-003-070-MY5 主持人
發展行動式擴增實境學習環境以促進社會-科學議題的學習(3/5) 2016/08/01 2019/07/31 科技部(原國科會) 103-2511-S-003-070-MY5 主持人
發展行動式擴增實境學習環境以促進社會-科學議題的學習(2/5) 2015/08/01 2019/07/31 科技部(原國科會) 103-2511-S-003-070-MY5 主持人
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  1. 1. 張欣怡、劉玹伶、林君耀、陳馬克、王家琛、陳文輝