1. Sui, C.-J., Yen, M.-H.* & Chang, C.-Y.* (2024). Investigating effects of perceived technology-enhanced environment on self-regulated learning. Education and Information Technologies, 29(1), 161-183.
  2. Sui, C.-J., Yen, M.-H.* & Chang, C.-Y.* (2024). Teachers’ perceptions of teaching science with technology-enhanced self-regulated learning strategies through the DECODE model. Education and Information Technologies.
  3. Wang, H.-S., Chen, S., & Yen, M.-H. (2021). Effects of metacognitive scaffolding on students’ performance and confidence judgments in simulation-based inquiry. Physical Review Physics Education Research, 17(2), 020108.
  4. Wang, H.-S., Chen, S., & Yen, M.-H. (2018). Facilitating understanding of image formation through the luminous ray model mediated by virtual simulation. American Journal of Physics, 86(10), 777-785.
  5. Yen, M.-H., Chen, S., Wang, C.-Y., Chen, H.-L., Hsu, Y.-S., & Liu, T.-C. (2018). A framework for self‐regulated digital learning (SRDL). Journal of Computer Assisted Learning, 34(5), 580-589.
  6. Yen, M.-H., Wang, C.-Y., Chang, W.-H., Chen, S., Hsu, Y.-S., & Liu, T.-C. (2018). Assessing metacognitive components in self-regulated reading of science texts in e-based environments. International Journal of Science and Mathematics Education, 16(5), 797-816.
  7. Yen, M.-H., & Wu, Y.-T. (2017). The role of university students' informal reasoning ability and disposition in their engagement and outcomes of online reading regarding a controversial issue: an eye tracking study. Computers in Human Behavior, 75, 14-24.
  8. Yen, M.-H., Han, C.-C., Yu, P.-C., Yang, T.-H., Didino, D., Butterworth, B., & Yen, N.-S. (2017). The influence of memory updating and number sense on junior high school math attainment. Learning and Individual Differences, 54, 30-40.
  9. Hsu, Y.-S., Yen, M.-H., Chang, W.-H., Wang, C.-Y., & Chen, S. (2014, Oct). Content analysis of 1998–2012 empirical studies in science reading using a self-regulated learning lens. International Journal of Science and Mathematics Education. DOI: 10.1007/s10763-014-9574-5 (SSCI)
  10. Lin, J.-W., Yen, M.-H., Liang, J., Chiu, M.-H., & Guo, C.-J. (2016). Examining the factors that influence students’ science learning processes and their learning outcomes: 30 years of conceptual change research. Eurasia Journal of Mathematics, Science & Technology Education, 12(9), 2617-2646.
  11. Yen, M.-H., Radach, R., Tzeng, O. J.-L., & Tsai, J.-L.* (2012, May). Usage of statistical cues for word boundary in reading Chinese sentences. Reading & Writing, 25(5), 1007-1029. (SSCI). NSC 100-2410-H-003-001.
  12. 顏妙璇（2012年03月）。客觀與新角度推理能力對科學學習的影響。中等教 育季刊，63(1), 146-159。
  13. Yen, M.-H., Radach, R., Tzeng, O. J.-L., Hung, D. L., & Tsai, J.-L.* (2009, May). Early parafoveal processing in reading Chinese sentences.. Acta Psychologica, 131, 24-33. (SSCI).
  14. Yen, M.-H., Tsai, J.-L., Tzeng, O. J.-L.*, & Hung, D. L. (2008, Jul). Eye movements and parafoveal word processing in reading Chinese.. Memory & Cognition, 36, 1033-1045. (SSCI).
  15. 蔡介立、顏妙璇、及汪勁安（2005）。眼球移動測量及在中文閱讀研究之應用。應用心理研究，28，91-104。

  1. Lin, T.-Y., & Yen, M.-H. (2024, Aug). The influence of mechanistic plausibility on reading time for mechanistic information and covariation data in scientific texts. Poster presented at the 22nd European Conference on Eye Movements (ECEM), Maynooth, Ireland.
  2. Yen, M.-H., & Wu, Y.-T. (2023, Jun). The effects of perspective presentation order on university students' online reading processes and outcomes about a socio-scientific issue. Poster presented at the 54th annual Australian Science Education Research Association (ASERA) Conference, Cairns, Australia.
  3. Yen, M.-H., & Wu, Y.-T. (2021, Aug). University students' justification in argument construction after multiple-text reading regarding a socioscientific issue. Poster presented at the 14th Conference of the European Science Education Research Association (ESERA), Braga, Portugal (online conference).
  4. 1. Yen, M.-H., & Wu, Y.-T. (2018, Jun). The effects of collaborative argumentation learning activity on university students’ online reading and reasoning regarding a socioscientific issue: Evidence from eye tracking analysis. Paper presented at the 49th annual Australian Science Education Research Association (ASERA) Conference, Gold Coast, Australia.
  5. Yen, M.-H., & Wu, Y.-T. (2017, Aug). Effects of counterargument construction instruction and viewpoint presentation order on reducing myside bias in reading texts regarding controversial issues. Poster presented at the 19th European Conference on Eye Movements, Wuppertal, Germany.
  6. Wang, H.-S., Yen, M.-H., & Chen, S. (2016, Aug). Developing understanding of image formation through the luminous ray model mediated by virtual simulation and physical experimentation. Paper presented at the 5th International Conference of East-Asian Association for Science Education (EASE), Tokyo, Japan.
  7. Wang, H.-S., & Yen, M.-H. (2015, Aug). System selection in solving mechanics problems with free-body diagrams. Paper presented at the 11th Conference of the European Science Education Research Association (ESERA), Helsinki, Finland.
  8. Yen, M.-H., Lin, J.-W., Liang, J.-C., Chiu, M.-H., Huang, W., Liu, C.-K., et al. (2014, Dec). Factors investigated in empirical studies concerning conceptual change a review from 1982-2011. Paper presented at the 2nd International History, Philosophy and Science Teaching (IHPST), Asian regional conference, Taipei, Taiwan.
  9. Yen, M.-H., & Wu, Y.-T. (2014, Jul). Reading online information about socio-scientific issues: the role of informal reasoning ability. The 45th Australasian Science Education Research Association Annual Conference, Melbourne, Australia.
  10. Yen, M.-H. & Chung, N. (2013, Aug). Eye movements during reading controversial socioscientific texts . 17th European Conference on Eye Movements, Lund, Sweden
  11. Yen, M.-H., Lee, C.-N., & Yang, Y.-C (2012, Jul). Eye movement patterns in solving scientific graph problems. The 7th International Conference on the Theory and Application of Diagrams, Canterbury, UK.
  12. Yen, M.-H., & Tsai, J.-L. (2011, Aug.). Preview effect modulated by preview duration in reading Chinese sentences. The 16th European Conference on Eye Movements, Marseille, France

名稱 開始日期 結束日期 委託單位 編號 參與身份別
大學生對線上社會性科學議題文本之證據整合與視覺化表現 2024/08/01 2025/07/31 國科會 NSTC 113-2410-H-003-048- 主持人
大學生解讀數位科學資訊圖表的認知歷程與表現 2023/08/01 2024/07/31 國科會 NSTC 112-2410-H-003-041- 主持人
大學生之線上社會性科學議題研究文本閱讀歷程與表現：論點證據評價、詮釋與整合 2022/08/01 2023/07/31 科技部(原國科會) MOST 110-2511-H-003-027-MY2 主持人
大學生之線上社會性科學議題研究文本閱讀歷程與表現：論點證據評價、詮釋與整合 2021/08/01 2022/07/31 科技部(原國科會) MOST 110-2511-H-003-027-MY2 主持人
大學生評估科學論點的證據品質之認知歷程與表現 2020/08/01 2021/07/31 科技部(原國科會) MOST 109-2511-H-003-029- 主持人
大學生對科學與社會性科學議題文本的論點辯證之評估傾向與整合性論述 2019/08/01 2020/07/31 科技部(原國科會) MOST 108-2511-H-003-008- 主持人
推理思考情境與個人思維傾向對大學生社會性科學議題文本的閱讀歷程與推理品質之影響 2018/08/01 2019/07/31 科技部(原國科會) MOST 106-2511-S-003-008-MY2 主持人
推理思考情境與個人思維傾向對大學生社會性科學議題文本的閱讀歷程與推理品質之影響 2017/08/01 2018/07/31 科技部(原國科會) MOST 106-2511-S-003-008-MY2 主持人
探討「支持/挑戰的學習氛圍」對增進大學生社會性科學議題推理品質之成效 2016/08/01 2017/10/31 科技部(原國科會) MOST 105-2511-S-003-023- 主持人
促進閱讀社會性科學議題文本時採納多方觀點之學習成效與眼動軌跡研究 2015/08/01 2016/10/31 國科會 103-2511-S-003-012-MY2 主持人
促進閱讀社會性科學議題文本時採納多方觀點之學習成效與眼動軌跡研究 2014/08/01 2015/07/31 國科會 103-2511-S-003-012-MY2 主持人
閱讀社會性科學議題文本時的證己偏誤之眼動軌跡研究 2013/08/01 2014/07/31 國科會 102-2511-S-003 -010 - 主持人
「邁向頂尖大學計畫」國立臺灣師範大學科學教育研究中心─研究主題三：i-Learning 2013/04/01 2016/12/31 教育部 MOST 104-2911-I-003-301 協同/共同主持人
促進科學文本閱讀理解之策略的認知歷程與學習成效之回顧性研究 2012/11/01 2013/10/31 國科會 101-2511-S-003-054- 主持人
基於眼動與腦電波分析之程式理解與除錯認知歷 程研究 2012/08/01 2013/07/31 國科會 101-2511-S-003-037- 協同/共同主持人
研發多模式寫作學科學課程教材促進科學教師學習之研究 2012/08/01 2016/07/31 國科會 101-2511-S-003-017-MY3 協同/共同主持人
數理資優生與亞斯伯格症數理資優生神經心理特質之比較及思考、情意能力培訓研究－大學生道德判斷中的因果推論與情緒之認知神經基礎及培訓研究 2012/08/01 2014/10/31 國科會 100-2511-S-003-057-MY3 協同/共同主持人
由科學閱讀歷程探討科學素養的養成─科學文本中的圖與文：理解和推論(子計畫二) 2012/08/01 2013/07/31 其他 NTNU100-D-05 分項計畫主持人

  1. Yen, M.-H., & Wu, Y.-T. (2022). The influences of different online reading tasks on undergraduate students’ reading processes and informal reasoning performances regarding a socioscientific issue. In Y.-S. Hsu, R. Tytler, & P. White (Eds.), Innovative approaches to socioscientific issues and sustainability education: Linking research to practice (pp. 313-330). Springer.
  2. Yen, M.-H., & Yang, F.-Y. (2015). Methodology and application of eye-tracking techniques in science education. In M.-H. Chiu (Ed.), Science education research and practices in Taiwan: Challenges and opportunities. (pp. 249-277). Singapore: Springer.
  3. Chiu, M.-H., Tam, H.-P., & Yen, M.-H. (2015). Trends in science education research in Taiwan: A content analysis of the Chinese Journal of Science Education from 1993 to 2012. In M.-H. Chiu (Ed.), Science education research and practices in Taiwan: Challenges and opportunities. (pp. 43-78). Singapore: Springer.