林珊如　講座教授

 

林珊如為本校教育所/師資培育中心講座教授，獲交大優良教學獎、特優導師獎。於2005年獲傑出研究獎(獎勵期’05-’07)，帶領整合團隊探索「在數位環境建立優質教學與學習的元素與機制」，學術貢獻於學習科學與教學科學領域。2008年起進行跨領域研究，一方面建立青少年網路使用的長期資料庫、架設網路事實銀行(Netyouth網站)，結合精神科醫師分析青少年網路上癮的活動與憂鬱等身心健康之長期縱貫變化，提供實證訊息以服務社會大眾與青少年家長；另方面探索學習者生理訊號，以眼球追蹤技術探究多媒體圖文閱讀的歷程，並設計適性化輔助鷹架。已出版之中英文期刊論文超過70篇，中文學術專書一本，研討會學術論文超過100篇。其中超過20篇論文具長尾影響力，引用數量跨越十年不墜，顯示研究議題有一定的創新力，所觀察分析的數位學習現象、設計的系統是基礎而重要的。曾任SSCI期刊客座主編並多次擔任國內外學術研討會受邀演講人。2006~2012年擔任科技部複審委員；2013~ 15年為科國司資訊教育學門召集人，辦理大型學術活動鼓舞學術風氣、培養年輕學者，提升學門的健康發展。2013~15年協同規劃教育部「提升國民數位素養」之全國高中生數位素養評量架構。

發表

• 英文期刊論文
  1. Yi-Chiao Wu, Li-Wen Chiu, Chun-Chih Lai, Bing-Fei Wu& Sunny S. J. Lin* (2023). Recognizing, fast and slow: Complex emotion recognition with facial expression detection and remote physiological measurement. IEEE Transactions on Affective Computing, 1-14. (SCI).
  2. Jo-Chi Hsiao, Chao-Yang Cheng& Sunny S.J. Lin* (2023). When the school door closes, do teachers open a window? Using diary method to investigate teachers ’ online teaching practices and momentary experiences in crisis. Computers & Education, 104678. (SSCI).
  3. Shan-Mei Chang& Sunny S. J. Lin* (2023). Developing Personas of Gamers with Problematic Gaming Behavior among College Students Based on Qualitative Data of Gaming Motives and Push–Pull–Mooring. International Journal of Environmental Research and Public Health, 20(1), 798. (SSCI).
  4. Ssu-Kuang Chen, Ya-Ting Carolyn Yang, Chiu Pin Lin, & Sunny S. J. Lin* (2022,Jul). Dispositions of 21st-Century Skills in STEM Programs and Their Changes over Time. International Journal of Science and Mathematics Education, Published online. (SSCI).
  5. Hsiao, J. C., Chen, S.-K., Chen, W., & Lin, S.S.J.* (2022, Mar). Developing a plugged-in class observation protocol in high-school blended STEM classes: Student engagement, teacher behaviors and Student-teacher interaction patterns. Computers & Education, 178,104403. (SSCI).
  6. Jo-Chi Hsiao, & Sunny S. J. Lin* (2022, Mar). How Energy Maintains Social Sustainability of Teachers’ Learning Communities: New Insights from a Blended Professional Learning Network. Sustainability, 14(6), 3636. (SSCI).
  7. Ssu Kuang Chen, Yih-Lan Liu,& Sunny S. J. Lin* (2022, Jan). Do grades make me big? School effects of math ability and math rades on math self-concept. Educational Psychology. 42(5), 567-586. (SSCI)
  8. Shan-mei Chang, Sunny S. J. Lin* (2019, Jul). Online gaming motive profiles in late adolescence and the related longitudinal development of stress, depression, and problematic internet use. Computers & Education, 135, 123-137. (SSCI). 本人為通訊作者.
  9. Pei‐Chun Liao, Ssu‐Kuang Chen, Sunny S. J. Lin* (2018, Dec). Latent profiles of stress and their relationships with depression and problematic Internet use among college freshmen. Scandinavian Journal of Psychology, 59(6), 621-630. (SSCI). 本人為通訊作者.
  10. Lin, S. S. J.*, & Hsieh, M. Y. (2018, Nov). Differences between EFL Beginners and Intermediate Level Readers When Reading Onscreen Narrative Text with Pictures: A Study of Eye Movements as a Guide to Personalization. International Journal of Human-Computer Interaction, online. (SSCI). 本人為第一作者、通訊作者.
  11. Shan-Mei Chang, Ming-Yi Hsieh, Sunny S.J.Lin* (2018, Mar). The mediation effects of gaming motives between game involvement and problematic Internet use: Escapism, advancement and socializing. Computers & Education. 本人為通訊作者.
  12. Chen, S.-K., Lo, M.-T. & Lin, S. S. J.* (2017, Oct). Impulsivity as a precedent factor for problematic Internet use: How can we be sure?. International Journal of Psychology, 52(5), 389-397. (SSCI). NSC 97-2631-S-009-001. 本人為通訊作者.
  13. Lo, M.-T.; Chen, S.-K.; Lin, S. S. J.* (2017, Jul). Groups holding multiple achievement goals in the math classroom: Profile stability and cognitive and affective outcomes. Learning and Individual Differences, 57, 65-76. (SSCI). 本人為通訊作者.
  14. Lin, J. H., & Lin, S. S. J.* (2016, Nov). Integrating eye trackers with handwriting tablets to discover difficulties of solving geometry problems. British Journal of Educational Technology. (SSCI). 本人為通訊作者.
  15. Lin, C.-H., Lee, Y.-H., Wang, D.-Y. & Lin, S. S. J.* (2016, Oct). Reading subtitles and taking enotes for learning science in a multimedia environment: Cognitive load perspectives of EFL students. Educational Technology & Society, 19 (4), 47–58. (SSCI). MOST 102-2511-S-009-005-MY3. 本人為通訊作者.
  16. Cheng, C.-Y., Chen, S. Y., & Lin, S. S. J. (2016, Apr). Episodic and individual effects of elementary students’ optimal experience: A HLM study. The Journal of Educational Research. (Accepted). 本人為通訊作者 .
  17. Lin, C.-H., Lee, Y.-H., Dai-Yi Wang & Lin, S. S. J. (2016, Mar). Reading subtitles and taking enotes for learning science in a multimedia environment: Cognitive load perspectives of EFL students. Educational Technology & Society. (Accepted). MOST 102-2511-S-009-005-MY3. 本人為通訊作者 .
  18. Chen, S.-K. & Lin, S. S. J. (2016, Jan). A latent growth curve analysis of initial depression level and changing rate as predictors of problematic Internet use among college students. Computers in Human Behavior, 54,380-387. NSC 97-2631-S-009-001. 本人為通訊作者 .
  19. Chen, S.-K., M.-T. Lo, & Lin, S. S. J. (2015, Nov). Impulsivity as a precedent factor for problematic Internet use: How can we be sure? . International Journal of Psychology. NSC 97-2631-S-009-001. 本人為通訊作者 .
  20. Hsu, W.-Y., Chang, S.-M., & Chiu, N.-Y., Lin, S. S. J.*, Tseng, I.-S. (2015, Oct). Examining Application of the DC-IA-A Diagnostic Criteria for Internet Addiction Disorder in At-Risk College Students. Psychopathology. NSC 97-2631-S-009-001. 本人為通訊作者 .
  21. Huang, Y.-L., Cheng, C.-Y., & Lin, S. S. (2015, Sep). CIM: Capability-Innovation-Motive Teaching Model for System Engineering Education –”Embedded Operating Systems” as an Example. International Journal of Automation and Smart Technology, 5(3),151 -161. MOST 102-2511-S-009-010-MY3.
  22. Pei-Lan Lei,Chuen-Tsai Sun, Sunny S.J. Lin, Tsung-Kuan Huang (2015, Jul). Effect of metacognitive strategies and verbal-imagery cognitive style on biologybased video search and learning performance. COMPUTERS & EDUCATION.
  23. Wang, S.-L., Hsu, H.-Y., Lin, S. J., & Hwang, G.-J. (2014, Oct). The Role of Group Interaction in Collective Efficacy and CSCL Performance. Educational Technology & Society, 17 (4), 242–254. NSC 99-2511-S-011-009-MY3.
  24. Lee, Y.-H., Cheng, C.-Y., & Lin, S. S. J.* (2014, Jun). A latent profile analysis of self-control and self-esteem and the grouping effect on adolescent quality of life across two consecutive years. Social Indicators Research. 本人為通訊作者 .
  25. Chang, S.-M., & Lin, S. S. J.* (2014, Apr). Team knowledge with motivation in a successful MMORPG game team: A case study. Computers & Education, 73, 129-140. 本人為通訊作者
  26. Chen, S.-K. & Lin, S. S. J.* (2014, Apr). The latent profiles of life domain importance and satisfaction in a quality of life scale. Social Indicator Research. 本人為通訊作者 
  27. Shu, W.-Y., Lin, S. S. J., Chang, S.-M., Tseng, I.-S., & Chiu, N.-Y. (2014, Apr). Examining the diagnostic criteria for Internet addiction: Expert validation. Journal of the Formosan Medical Association, 114(6),504-508.
  28. Lin, C.-H., & Lin, S. S. J.* (2014, Feb). Tracking eye movements when solving geometry problems with handwriting devices. Journal of Eye Movement Research, 7(1):2, 1-15. 本人為通訊作者 
  29. John Jr-Hung Lin & Sunny S. J. Lin. (2013, Dec). Cognitive load for configuration comprehension in computer-supported geometry problem solving: an eye movement perspective. International Journal of Science and Mathematics Education. 本人為通訊作者
  30. Chen, S.-K., Yeh, Y. C., Hwang, F.-M.*, & Lin, S. S. J. (2013). The relationship between academic self-concept and achievement: A multicohort- multioccasion study. Learning and Individual Differences, 23(1), 172-178. NSC 97-2631-S-009-001.
  31. Lei, P.-L., Lin, S. S. J., & Sun, C.-T. (2013). Effect of reading ability and Internet experience on keyword-based image search. Educational Technology & Society, 16(2), 151-162.
  32. Lei, P.-L., Lin, S. S. J., Wang, D. Y., & Sun, C. T. (2013). The design of social agents that introduce self-reflection in a simulation environment: A preliminary test. EDUCATIONAL TECHNOLOGY & SOCIETY, 16 (3), 152–166.
  33. Lin, C.-H., Chen, S.-K., Chang, S.-M., Lin, S. S. J.* (2013). Cross-lagged relationships between problematic Internet use and lifestyle changes. Computers in Human Behavior. (Accepted). 本人為通訊作者 .
  34. Chiang, Y.-T & Lin, S. S. J. (2012, Nov). The measurement structure, stability and mediating effects of achievement goals in math with middle school student data. Scandinavian Journal of Educational Research, Version of record first published: 14 Nov 2012. (SSCI). NSC 99-2631-S-009-001. 本人為通訊作者 .
  35. Yeh, Y.-C., Lin, S. S. J. , & Tseng, I. S., & Hwang, F.-M (2012, Oct). The questionnaire of Lifestyle Change in Regard to Problematic Internet Use: Factor structure and concurrent and cross-year predictive utilities. The Turkish Online Journal of Educational Technology, 11(4), 315-324. (SSCI). NSC 99-2631-S009-001. 本人為通訊作者 .
  36. Chen, S.-K., Yeh, Y. C., Hwang, F.-M., & Lin, S. S. J. (2012, Aug). The relationship between academic self-concept and achievement: A multicohortmultioccasion study. Learning and Individual Differences, Available online 10 August 2012. (SSCI). 本人為通訊作者 .
  37. Chen, S. K., Hwang, F. M., Yeh, Y. C., & Lin, S. S. J. (2012). Cognitive ability, academic achievement and academic self-concept: Extending the internal/external frame of reference model. British Journal of Educational Psychology., 82(2), 308-326. (SSCI). NSC 97-2601-S-009-001.
  38. Chiang, Y.-T., Lin, S. S. J., & Liu, E.Z.F. (2012). The effects of online discussion forum aggressive messages and cognitive distortion on users ’ negative affect and aggression. The Turkish Online Journal of Educational Technology, 11(2), 238-245. (SSCI). NSC 97-2631-S-009-001.
  39. Lei, P.-L., Lin, S. S. J., Wang, D. Y., & Sun, C. T. (2012). The design of social agents that introduce self-reflection in a simulation environment: A preliminary test. Educational Technology & Society. (Accepted).
  40. Chen, S.-K., Hwang, F.-M., & Lin, S. S. J. (2011, Oct). Satisfaction ratings of QOLPAV: Psychometric properties based on the graded response model. Social Indicators Research, online first, 8 Oct 2011, 1-17. (SSCI). NSC 97-2631-S-009-001. 本人為通訊作者 .
  41. Chiang, Y. T., Lin, S. S. J., Cheng, C. Y., & Liu, E. Z. F. (2011). Exploring online game players ’ flow experiences and positive affect. The Turkish Online Journal of Educational Technology, 10(1) ,106-114. (SSCI). NSC 96-2520-S-009-006-MY3. 本人為通訊作者 .
  42. Chiang, Y. T., Yeh, Y. C., Lin, S. S. J., Hwang, F. M. (2011). Factor structure and predictive utility of the 2×2 achievement goal model in a sample of Taiwan students. Learning and Individual Differences., 21, 432-437. (SSCI). NSC 97-2631-S-009-001. 本人為通訊作者 .
  43. Lei, P.-L., Lin, S. S. J., Sun, C. T. (2011). Effect of reading ability and Internet experience on keyword-based image search. Educational Technology & Society. (Accepted). (SSCI). NSC 99-2511-S-009-010-MY3. 研討會論文
  44. Grace, M. Y. Hsieh & Sunny, S. J. Lin (2016, Aug). EFL onscreen reading in both non-testing and testing scenarios-preliminary evidence from eye movements. The 9th IEEE International Conference on Ubi-Media Computing (AEL-2016), Arara Park Hyatt Moscow, Russia. MOST 102-2511-S-009-012-MY3. 本人為通訊作者 .
  45. Chang, Shan-mei; Chen, Ssu- kuang; Lin, Sunny S.j. (2016, Jul). Online gaming motivation mediates game involvement in predicting problematic Internet use: A longitudinal study. International Congress of Psychology. 本人為通訊作者 .
  46. Chen, Ssu-kuang; Lo, Meng-ting; Lin, Sunny S. J. (2016, Jul). Profile of achievement goals in mathematics: A two-year study with cognitive and affective outcomes. International Congress of Psychology. MOST 102-2511-S-009-005-MY3. 本人為通訊作者 .
  47. Chen, Ssu-kuang; Wang, Lawrence Y.; Liao, Pei-Chun; Lin, Sunny S. J. (2016, Jul). A latent transition model to study the Internet use and social stress among college students. International Congress of Psychology. MOST 102-2511-S-009-005-MY3.
  48. Cheng, Choa-yang , Shyu, Yun; Lin, Sunny S. J. (2016, Jul). The clustering of experiences in after-school program and quality of life of elementary school children: The application of Process-Person-Context- Time (PPCT) Model. International Congress of Psychology. 本人為通訊作者 
  49. Hsieh, Grace Mingyi; Lin, Sunny S. J. (2015, Aug). How narrative text with illustrations affect reading performance on good andpoor EFL junior high readers in Taiwan. European Conference on Eye Movements, Vienna. NSC 102-2511-S-009-005-MY3. 本人為通訊作者 .
  50. Hsieh, Grace Mingyi; Lin, Sunny S. J. (2015, Aug). A preliminary study of reading narrative text with illustrations in EFLreaders in Taiwan. European Conference on Eye Movements, Vienna. NSC 102-2511-S-009-005-MY3. 本人為通訊作者 .
  51. Lin, J. J. H., Hsieh, G. M. Y., & Lin, S. S. J. (2015, Aug). An upgraded program for statistical analysis of eye movement data: The transition patterns. European Conferences on Eye Movement, Vienna. NSC 102-2511-S-009-005-MY3. 本人為通訊作者 .
  52. Lin, J.-H., & Lin, S. S. J. (2015, Aug). A closer look at the differences in eye movement between successful and unsuccessful solvers while solving geometry problems with handwriting devices. European Conferences on Eye Movement. NSC 102-2511-S-009-005-MY3. 本人為通訊作者 .
  53. Meng-Ting Lo, M.-T., Chen, S.-K., & Lin, S. S. J. (2015, Aug). Depression Trajectories and Problematic Internet Use: A Latent Growth Curve Analysis. American Psychological Association, Canada. 本人為通訊作者 .
  54. Meng-Ting Lo, M.-T., Chen, S.-K., & Lin, S. S. J. (2015, Aug). Depression Trajectories and Problematic Internet Use: A Latent Growth Curve Analysis. American Psychological Association, Canada. 本人為通訊作者 .
• 中文期刊論文
  1. 常善媚、許文郁、邱南英、林珊如、曾迎新 （ 2015 年 09 月）。 IA-DC-A 之網路成癮診斷標準測試：以長期追蹤高危險群大學生為樣本。台灣網路成癮防治學會 2015 年會暨國際研討會。

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計畫

(執行中)

• 《線上閱讀多文本之眼動追蹤與適性閱讀路徑設計－多模態資料學習分析及非監督式機器學習技術》計畫主持人(NSTC) 2023/08/01~2026/07/31
• 《國高中STEAM課堂多元類型資料的學習分析: 觀課、自動分析與視覺回饋對新手與資深教師專業成長的效果》計畫主持人(NSTC) 2022/08/01~2025/07/31
• 《113年中小學數位學習深耕推動計畫-子計畫三》(MOE) 計畫主持人2024/01/01~2024/12/31

(已結案)

• 《發展素養導向的國中資訊科技「未來課堂」：以學習經驗測試帶動課程、教學模式與評量之設計-子計畫一：國中科技課堂的教學數據分析與回饋系統：以課室觀察與行動型眼動裝置檢驗教學事件對注意力與情緒經驗的長期效果》計畫主持人(MOST) 2019/08/01~2022/07/31
• 《遠距偏鄉課業輔導教學策略、師生以及環境之探究與評鑑》林珊如 （本校特聘教授）共同主持人 (MOST 102-2511-S-008-014-MY3)
• 《國高中生閱讀理解網際網路提供的各類圖文及相關問題解決: 學習動機、線上-離線認知歷程及注視驅動鷹架－總計畫:國高中生閱讀理解網際網路提供的各類圖文及相關問題解決: 學習動機、線上-離線認知歷程及注視驅動鷹架》林珊如 （本校特聘教授）(MOST 102-2511-S-009-007-MY3)
• 《國高中生閱讀理解網際網路提供的各類圖文及相關問題解決: 學習動機、線上-離線認知歷程及注視驅動鷹架－子計畫一:科學主題圖文之數位閱讀註記及眼球驅動支援:知識獲取歷程與學習效果》林珊如 （本校特聘教授）主持人(MOST 102-2511-S-009-005-MY3)
• 《系統工程教育之創意課程設計與評量－系統工程創意基礎課程:控制系統與生活化創意專題設計》林珊如 （本校特聘教授）共同主持人(MOST 102-2511-S-009-010-MY3)
• 《系統工程教育之創意課程設計與評量－在系統工程課程提升專題導向式學習之創意動機並建立創意評量模組》林珊如（本校特聘教授）主持人(MOST 102-2511-S-009-012-MY3)

• 《台灣學生網路使用及身心適應:追蹤分析及線上事實銀行擴充（單一整合型計畫）–台灣學生網路使用及身心適應:追蹤分析及線上事實銀行擴充（1/2）》林珊如 （本校特聘教授） 計畫主持人(NSC-100-2631-S-009-001-)
• 《台灣學生網路使用及身心適應:追蹤分析及線上事實銀行擴充（單一整合型計畫）-台灣學生網路使用及身心適應:追蹤分析及線上事實銀行擴充（2/2）》林珊如 （本校特聘教授） 計畫主持人(NSC-101-2631-S-009-001-)
• 《多媒體與遊戲環境中閱讀靜動態數學與科學圖像分析:心智模式、認知負荷與眼球移動分析》林珊如 （本校特聘教授） 計畫主持人(NSC-100-2511-S-009-007-MY3)
• 《台灣學生網路使用及身心適應資料庫之建立（3/3） 林珊如（本校特聘教授） 計畫主持人(NSC-99-2631-S-009-001)
• 《輔助線上延伸閱讀之搜尋與註記: 學習科技如何促進與阻礙科學文章之理解與想像》林珊如（本校特聘教授）計畫主持人(NSC99-2511-S-009-010-MY3)
• 《台灣學生網路使用及身心適應資料庫之建立（2/3）》林珊如（本校特聘教授） (NSC-98-2631-S-009-001)
• 《台灣學生網路使用及身心適應資料庫之建立（1/3）》林珊如（本校特聘教授）計畫主持人(NSC-97-2631-S-009-001)
• 《以一日經驗重建法探討遊戲玩家與遊戲設計者的心流與情緒》林珊如（本校特聘教授）計畫主持人 (NSC-96-2520-S-009-006-MY3)
• 《台灣地區學生身心發展之研究》林珊如（本校特聘教授）計畫(95-24-A-2-01-00-2-14)
• 《大學生網路科技創造力歷程的自我覺察之研究：對抗慣性思考及有損創造力的因子(2/3)》林珊如(NSC 94-2520-S-009-005)
• 《網路文字攻擊誘發歷程之實驗與減低攻擊的認知行為訓練方案(1/2)林珊如*、劉旨峰(NSC 94-2520-S-009-006)
• 《大學生網路科技創造力歷程的自我覺察之研究：對抗慣性思考及有損創造力的因子(1/3)》林珊如(NSC 93-2520-S-009-006)
• 《網路論戰與敵意之研究：認知歷程、情境線索與自動化文章敵意分級系統(2/2)》林珊如*、劉旨峰(NSC 93-2520-S-009-001)
• 《網路合作設計中社群建構知識的研究:創造力與高層次思考在自然與科技領域之開展(3/3)》林珊如(NSC 92-2520-S-009-004)
• 《路論戰與敵意之研究：認知歷程、情境線索與自動化文章敵意分級系統(1/2)》林珊如*、劉旨峰 (NSC 92-2520-S-009-005)
• 《網路合作設計中社群建構知識的研究:創造力與高層次思考在自然與科技領域之開展(2/3)》林珊如(NSC 91-2520-S-009-009)
• 《網路合作設計中社群構知識的研究：創造力與高層思考在自然與科技領域之開展(1/3)》林珊如(NSC 90-2520-S-009-003)
• 《青少年網路使用者之去社會抑制行為及口語喧染之研究》林珊如(NSC 90-2511-S009-006)
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• 《網路合作設計科學活動之環境、學習、與評估總計畫。子計畫三：網路合作設計環境及社群設計科學活動的知識建構之評估(2/3)》林珊如(NSC 89-2520-S-009-001)
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• 《我國國民中學教師的專業知能的成長階段(I)：專家教師、一般教師與新進教師的區別與觀察研究》林珊如(NSC 86-2417-H-009-004)

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榮譽