Cognitive Diffusion Model with User-Oriented Context-to-Text Recognition for Learning to Promote High Level Cognitive Processes

  • Wu-Yuin Hwang
  • Rustam ShadievEmail author
  • Yueh-Min Huang
Conference paper
Part of the Lecture Notes in Electrical Engineering book series (LNEE, volume 260)


This study proposed Cognitive Diffusion Model to investigate the diffusion and transition of students’ cognitive processes in different learning periods (i.e. pre-schooling, after-schooling, crossing the chasm, and high cognitive processes). In order to enable majority of students crossing the chasm, i.e. bridge lower and higher levels of cognitive processes such as from understanding the knowledge that students learn in class to applying it to solve daily-life problems, this study proposes User-Oriented Context-to-Text Recognition for Learning (U-CTRL). Students participating at learning activities can capture learning objects and then recognize them into text by using U-CTRL. Finally, this study presents a case that shows how to facilitate students’ cognition in English through applying the knowledge to solve daily-life problems with U-CTRL and how to evaluate the case.


Cognitive diffusion model User-oriented context-to-text recognition for learning Cognitive processes EFL learning 


  1. 1.
    Anderson LW, Krathwohl DR (eds) (2001) A taxonomy for learning, teaching and assessing: a revision of Bloom’s Taxonomy of educational objectives, Complete edn. Longman, New YorkGoogle Scholar
  2. 2.
    PISA (2013) OECD program for international student assessment. Retrieved from on May 29, 2013
  3. 3.
    Rogers EM (2003) Diffusion of innovations, 5th edn. Free Press, New YorkGoogle Scholar
  4. 4.
    Moore GA (1999) Crossing the chasm: marketing and selling high-tech products to mainstream customers, Rev edn. HarperBusiness, New YorkGoogle Scholar
  5. 5.
    Kocakaya S, Gönen S (2010) Analysis of Turkish high-school physics-examination questions according to Bloom’s taxonomy. Asia-Pacific Forum Sci Learn Teach 11(1)Google Scholar
  6. 6.
    Ho ESC, Kwong WM (2013) Effects of parental involvement and investment on student learning. In Parental Involvement on Children’s Education, Springer, Singapore, pp 131–148Google Scholar
  7. 7.
    Hwang WY, Chen NS, Shadiev R, Li JS (2011) Effects of reviewing annotations and homework solutions on math learning achievement. British J Educ Technol 42(6):1016–1028CrossRefGoogle Scholar
  8. 8.
    Hwang WY, Shadiev R, Huang SM (2011) A study of a multimedia web annotation system and its effect on the EFL writing and speaking performance of junior high school students. ReCALL 23(2):160–180CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Graduate Institute of Network Learning TechnologyNational Central UniversityJhongliTaiwan, Republic of China
  2. 2.Department of Engineering ScienceNational Cheng Kung UniversityTainanTaiwan, Republic of China

Personalised recommendations