學術發表
● Hsu, C.-L., Shih, M., Chan, Y.-C., Lee, X.-N., & Chiang, H.-S. (2024, June 5-7). Constructing a “NICE Model” in Higher Education Ecosystems: Exploring AI Empowerment Program. [Poster session]. International Consortium for Educational Development (ICED) Conference2024, Nairobi, Kenya.
● Chang, I.-F., Shih, M., & Su, Y.-S. (2024, June 5-7). Optimizing higher education ecosystems: Effectively promoting teaching consultation service from 0 to 1. [Poster session]. International Consortium for Educational Development (ICED) Conference2024, Nairobi, Kenya.
● Li, G. Y., Fwu, B.-J, Shih, M., & Sung, T.-W. (2024, June 5-6). NTU Specialization Programs: Enabling bottom-up curriculum reforms from the top down. [Paper presentation]. The 10th HERA Conference, Taipei, Taiwan.
● Shih, M.,Li, G.-Y., Sung, T.-W., & Fwu, B.-J. (2023). Catalyze students’ success in university: A practice of curriculum reform [poster session] POD Conference. Pittsburgh, USA.
● Shih, M., Cheng, J.-S., Liao, H.-H., Chan, L.-M., & Chan, K.-Y. (2023). Helping Students Find the Direction of Learning Path in One Hour: Verification of the FAST Model. [poster session] NACADA Conference. Orlando, USA.
● 符碧真、李冠穎*（2023）。面對新課綱的「探究與實作」：師資培育「雙實作」的教育實踐課程。教育科學研究期刊，68(3)，239-273。DOI:10.6209/JORIES.202309_68(3).0008
● Li, G. Y., Fwu, B.-J.*, Yang, T.-R., & Chen, Y.-K. (2023). To approach or to avoid: The quadripolar model of achievement motivation revisited in a Confucian-heritage context. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1046775
● Shih, M., & Cheng, J. S. (2022). Re-define approaches of academic advising in universities: a four-quadrants model. [Poster session] The 47th Annual POD Network Conference. Seattle, USA.
● Li, G. Y., & Chan, Y. C. (2022, November 16). Sustaining SoTL development in a research university. [Paper presentation]. The 47th Annual POD Network Conference. Online conference.
● Lin, L., Li, G. Y.*, & Guo, X. (2021). Pre-service Chinese language teachers’ conceptions of assessment: A person-centered perspective. Language Teaching Research.
● Zhu, X., Li, G. Y.*, Cheong, C. M., & Wen, H. (2021). Effects of L1 single-text and multiple-text comprehension on L2 integrated writing. Assessing Writing.
● Lee, S. W. Y., Shih, M.*, Liang, J. C., & Tseng, Y. C. (2021). Investigating learners’ engagement and science learning outcomes in different designs of participatory simulated games. British Journal of Educational Technology, 52(3), 1197-1214.
● Shih, M., Li, G.-Y., & Chang, W.-S.(2021).Keeping Things Normal During an Uncommon Time: A Lesson from National Taiwan University. Journal of Teaching and Learning With Technology, 10(1), 103-116.
● Li, G. Y. & Fwu, B. J.* (2020). Scholarship of educational development: Scaffolding SoTL through evidence-based educational development. 教育研究集刊, 66(4), 163-195.
● 符碧真、李紋霞(2020)。建立高等教育「教與學的學術」文化：借鏡國際經驗展望臺灣教學實踐研究的推動。教育科學研究期刊, 65(4), 105-137。
● 謝佩珊、石美倫 (2020)。國內大學學習預警資訊系統研究：發展現況與侷限。教育科學研究期刊，65(4)，171-200。
● Shih, M., & Chen, S.-L. (2020). A pre-calculus self-evaluation system: Enhancing the use of learning consultation services [poster session]. The 45th Professional and Organizational Development (POD) Annual Conference, Seattle, WA, United States.
Taking a step forward from CTLD’s learning consultation services, National Taiwan University developed a Pre-Calculus Self-evaluation System (PCSS). It is an online learning system that allowing students to self-evaluate their Calculus ability through a set of Calculus questions before their first Calculus class in university. In the Full semester 2019, 462 students from 14 freshman Calculus courses used the system. Our preliminary study results showed that using PCSS can positively impact students’ learning outcomes, especially their mid-term grades in the first semester. Moreover, students’ results in PCSS provide information for instructors to make necessary teaching adjustments in the course.
● 張暐舜、蔡欣穆 (2020)。防疫期間的大學教與學：數位教學平臺對於教學之支援 [論文發表]。第26屆臺灣網際網路研討會，台北市。
摘要：
108-2學期受新冠肺炎疫情影響，為減低群聚傳染風險但同時讓學生安心學習，臺大鼓勵教師提供數位教學，並將 60人以上之大班課程由實體教室轉為線上教學。本文將呈現臺大自行開發、維運之數位教學平臺 NTU COOL，藉由其支援影片教學、線上互動、學習足跡紀錄等功能，配合及時的系統效能、儲存空間、網路承戴力的提升，協助校方與教師面對教學數位化帶來的制度面、教學專業發展層面、以及對於學習情況 掌 控等三方面 之挑戰，即時支援數位教學需求，提供全校 8成學生 (超過 24,000位 )於平臺上學習，並促成持續推動混成與創新教學的契機。
關鍵字：數位教學平臺 、數位教學、NTU COOL、防疫
● 張新仁、符碧真、崔夢萍、黃淑苓（2019）。再論教學實踐研究論文之撰寫重點。教學實踐與創新，2(1), 1-16。
● Shih, M., & Cheng, J.-S. (2019). Making connections: Models of online/offline discussion groups [poster session]. The 44th Professional and Organizational Development (POD) Annual Conference. Pittsburgh, PA, United States.
● 謝佩珊 (2019)。臺灣與美國學習預警系統比較研究 [海報發表]。第五屆台灣人機互動研討會，台北市。
摘要：
隨著高等教育的競爭與資訊技術純熟，國內外各大學皆積極投入建置「學習預警資訊系統」，以期更有效掌握學生的學習狀況，在問題發生初期便提供適當的輔導和補救。本文分析美國與本國預警系統的發展現況，可見美國高教界對新興科技的高度敏銳，逐步結合線上平台、大數據與機器學習等最新技術；國內大專院校在數位化方面密切追隨美國腳步，多數皆已完成預警機制線上化，惟技術和資源相對有限，故在實際運作上仍須仰賴教師人力和行政組織的密切配合，呈現出「有限自動化」的現象。未來預警系統可嘗試連結線上平台與多樣化數據資料，有效運用電腦運算功能之餘，進一步建立完整的預警輔導資料庫。
研討會網站：https://taichi2019.lis.ntu.edu.tw/
線上論文集：https://drive.google.com/file/d/1MRl-OkbBz6oyoJCerI6JstP-tYV6fzTj/view