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A Transdisciplinary STEM Course Integrated through Project-based Learning on Robotics: Perspective from Teacher and Student Feedback

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Asia Pacific Journal of Education 2025年第2期45卷 661-676页

作者： Chang, Chi-Cheng Chen, Yu-Kai Department of Technology Application and Human Resource Development National Taiwan Normal University Taiwan

Project-based learning (PjBL) facilitates STEM learning, but the integrity of the project activities is a challenge and the design of integrated STEM courses through PjBL remains unclear. The purpose of this study was to design and evaluate a transdisciplinary STEM course integrated through P_jBL in robotics. Participants in the teaching experiment for four weeks were 54 high school students, including 29 males and 25 females. Based on semi-structured interviews with students and teachers and open-ended questionnaires from students, the course not only facilitated knowledge integration and application but also brought a positive effect on students’ learning outcomes. This study not only confirms that PjBL can be applied in the STEM course but also provides a practical example as a reference for designing transdisciplinary STEM courses integrated through PjBL. Finally, the implications for teaching practices and theories are also proposed. © 2023 National Institute of Education, Singapore.

关键词： integration Project-based learning robotics STEM, transdisciplinary

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Explainable AI for Trustworthy Clinical Decision Support: A Case-Based Reasoning System for Nursing Assistants

Explainable AI for Trustworthy Clinical Decision Support: A ...

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2024 IEEE International Conference on Big Data, BigData 2024

作者： Liu, Yen-Ku Tsai, Yun-Cheng National Taiwan Normal University Department of Technology Application and Human Resource Development Taipei Taiwan

ISBN: (纸本)9798350362480

The increasing complexity of patient data and the need for reliable, transparent decision-making in healthcare drive the demand for advanced AI systems. This paper introduces a Clinical Decision Support System (CDSS) integrating Explainable AI (XAI) with Retrieval-Augmented Generation (RAG), designed to offer transparent, real-time, and evidence-based recommendations. HIPAA-compliant and grounded in historical case studies, the system facilitates trustworthy decision-making in high-pressure environments for nursing assistants. Although preliminary, simulations indicate the system's potential to reduce cognitive load and enhance decision accuracy, with future clinical trials planned for comprehensive validation. It ensures HIPAA compliance while utilizing real-time patient data and historical case studies to support transparent and reliable clinical decisions. The system provides real-time, mobile-friendly recommendations based on predictive analytics and case-based reasoning, ensuring that nursing assistants can make informed, transparent decisions even in high-pressure scenarios. Future work will validate the system through simulations and clinical trials to assess its impact on decision accuracy and cognitive load reduction. Designed specifically for nursing assistants, the system provides real-time, explainable recommendations and retrieves relevant historical cases and clinical guidelines to support decision-making. While this work is preliminary and has not been deployed in clinical settings, theoretical analysis suggests that the system has the potential to improve decision accuracy and reduce cognitive load. A roadmap for future validation and clinical trials is outlined to demonstrate how the proposed system can be integrated into healthcare workflows. © 2024 IEEE.

关键词： Nursing

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Using AI Cognitive Diagnosis Embedded in a Game-Based Learning Environment

Using AI Cognitive Diagnosis Embedded in a Game-Based Learni...

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2024 IEEE International Conference on Big Data, BigData 2024

作者： Wu, Lin-Jung National Taiwan Normal University Department of Technology Application and Human Resource Development Taipei Taiwan

ISBN: (纸本)9798350362480

The aim of this study was to develop a game-based environment with embedded AI cognitive diagnosis to deliver personalized instruction to learners. The system identified participants' possible misconceptions using a Bayesian network. Corresponding learning games based on their misconceptions were then provided to the learners. This research compared the effects of AI cognitive diagnosis in a game-based learning environment to those in a multimedia learning environment. A quasi-experimental design was used in the experiments, with fifty-six secondary school students as participants. The results showed that the accuracy of the concept diagnosis system was 90.8% (expert judgment). The personalized learning outcomes of students in the game-based learning environment were superior to those engaged in multimedia problem-solving tasks. The results implied that the game-based learning with cognitive diagnosis mechanism plays an important role in enhancing problem-solving skills, learning motivation, misconception correction, and flow experience. © 2024 IEEE.

关键词： Contrastive Learning

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The role of learning style in engineering design thinking via project-based STEM course

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Asia Pacific Journal of Education 2023年第4期43卷 1125-1143页

作者： Chang, Chi-Cheng Yen, Wan-Hsuan Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan

Engineering design thinking is at the core of engineering competence. Project-Based learning (PjBL) about Science, technology, Engineering, and Mathematics (STEM), which is based on engineering design, has brought enormous success in students’ gaining and applying knowledge about STEM subjects. However, there are few studies on the perceived improvement in engineering design thinking and the possible role that learning style (LS) plays. We implemented PjBL-STEM classes to enable students to design and build a water tower using a truss tower structure that can withstand earthquakes. Constraints such as height, load weight, tower weight, and degree of earthquake withstanding were included. A total of 137 Taiwanese students participated in this course and employed a Gregorc learning style delineator to determine their learning preferences. A pre-test and post-test on perceived engineering design thinking performance was also undertaken. Students demonstrated significant improvements in their perceived engineering design thinking. Additionally, abstract-type learners had greater perceived improvement than concrete-type learners from the PjBL-STEM course. We suggest that different pedagogical methods should be utilized to provide equal opportunities for each student. © 2021 National Institute of Education, Singapore.

关键词： Design Thinking Engineering Engineering Design Engineering Design Thinking Gregorc Style Delineator Mathematics) PjBL (Project-Based Learning) STEM (Science technology Truss Tower

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Effects of virtual reality on creative design performance and creative experiential learning

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Interactive Learning Environments 2023年第2期31卷 1142-1157页

作者： Chang, Yu-Shan Chou, Chia-Hui Chuang, Meng-Jung Li, Wen-Hung Tsai, I.-Fan Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan

This study investigated the effects of teaching via virtual reality (VR) on creative design performance and creative experiential learning processes by using a pretest–post-test nonequivalent group design to sample 138 seventh graders from a junior high school in Taipei City. The main conclusions from this study are: (1) VR has significant positive effects on creative design processes, particularly in the design and planning, testing and revision and thoughts and appreciation stages. (2) VR has significant positive effects on creative design outcomes, with high- and low-level effects on creative design and functional appropriateness, respectively. (3) The learning process for VR and creative experiential learning shifts from concrete experiences to reflective observations, abstract conceptualization and, finally, innovative applications. Behaviors of reflective observation and innovative application are active and vital to the performance of creative processes and outcomes. © 2020 Informa UK Limited, trading as Taylor & Francis Group.

关键词： creative design creative design outcome creative process experiential learning Virtual reality

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Knowledge Exchange in the Context of Remote Work: Generation Z Perspective 25

Knowledge Exchange in the Context of Remote Work: Generation...

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25th European Conference on Knowledge Management, ECKM 2024

作者： Albrychiewicz-Slocińska, Anna Department of Applied Sociology and Human Resource Management Faculty of Management Częstochowa University of Technology Poland

ISBN: (纸本)9781917204101

The key element of knowledge management is that all knowledge, both explicit and tacit, accumulated by an organization becomes easily accessible to each of its members. This is important for decision-making processes and allows the organization to become more agile. In the literature there is an increasingly common attitude that more attention should be paid not only to the technological but also to the human aspect of knowledge management. The processes of knowledge exchange among employees have been subject to extensive research and studies, yet the recent years have added another thread to the discussion about the matter, i.e. a significant proportion of employees switching to the online work model. The aim of this article is to demonstrate how issues of knowledge exchange and learning influence preferences in choosing the form of work in the future. Based on the findings of the studies conducted on a group of employees representing Generation Z, the Principal Component Analysis (PCA) technique and was applied to organize the factors with the highest relevance for the respondents in online work. Cluster analysis was used for segmentation purposes. PCA demonstrated that the components recognized as most important were those relating to knowledge transfer and their impact on employee efficiency, and on the other hand employee relations as a factor that supports the learning processes. Cluster analysis proved that learning and knowledge exchange opinions have an impact on the form of work preferences. © 2024 Academic Conferences Limited. All rights reserved.

关键词： Cluster analysis

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Comparing job applicant deception in asynchronous vs synchronous video interviews, with and without AI-assisted assessments

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Information technology and People 2023年第2期38卷 963-983页

作者： Suen, Hung-Yue Hung, Kuo-En Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei City Taiwan

Purpose: Asynchronous Video Interviews (AVIs) incorporating Artificial Intelligence (AI)-assisted assessment has become popular as a pre-employment screening method. The extent to which applicants engage in deceptive impression management (IM) behaviors during these interviews remains uncertain. Furthermore, the accuracy of human detection in identifying such deceptive IM behaviors is limited. This study seeks to explore differences in deceptive IM behaviors by applicants across video interview modes (AVIs vs Synchronous Video Interviews (SVIs)) and the use of AI-assisted assessment (AI vs non-AI). The study also investigates if video interview modes affect human interviewers' ability to detect deceptive IM behaviors. Design/methodology/approach: The authors conducted a field study with four conditions based on two critical factors: the synchrony of video interviews (AVI vs SVI) and the presence of AI-assisted assessment (AI vs Non-AI): Non-AI-assisted AVIs, AI-assisted AVIs, Non-AI-assisted SVIs and AI-assisted SVIs. The study involved 144 pairs of interviewees and interviewers/assessors. To assess applicants' deceptive IM behaviors, the authors employed a combination of interviewee self-reports and interviewer perceptions. Findings: The results indicate that AVIs elicited fewer instances of deceptive IM behaviors across all dimensions when compared to SVIs. Furthermore, using AI-assisted assessment in both video interview modes resulted in less extensive image creation than non-AI settings. However, the study revealed that human interviewers had difficulties detecting deceptive IM behaviors regardless of the mode used, except for extensive faking in AVIs. Originality/value: The study is the first to address the call for research on the impact of video interview modes and AI on interviewee faking and interviewer accuracy. This research enhances the authors’ understanding of the practical implications associated with the use of different video interview modes and AI

关键词： Automated video interviews Digital interview Faking behaviors Hiring algorithms human–AI interaction (HAII) Recording interviews Video conferencing

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A validity and reliability study of the formative model for the indicators of STEAM education creations

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Education and Information Technologies 2023年第7期28卷 8855-8878页

作者： Hsu, Ting-Chia Chang, Yu-Shan Chen, Mu-Sheng Tsai, I.-Fan Yu, Cheng-Yen Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei City Taiwan

There is a growing number of products for learning the interdisciplinary application of science, technology, engineering, art, and mathematics (STEAM) in K-12. However, there is no general assessment tool for those STEAM creations, so as to help parents or instructors to experience and evaluate the STEAM products created or sold by companies or proposed by academic institutes when they want to introduce one to their children or students. Therefore, this study developed and validated an assessment of STEAM Creation with formative constructs by utilizing the PLS-SEM technique. The four constructs taken into account based on the theoretical foundations were computational thinking (CT) levels, design thinking (DT) levels, STEAM interdisciplinary levels, and literacy-oriented (LO) levels. CT was operationalized as four indicators (i.e., problem decomposition, pattern recognition, abstraction, and algorithm steps), and DT was operationalized as another four indicators (i.e., analysis of design requirements, creative brainstorming, hands-on experience, and test and verification). Meanwhile, STEAM was operationalized with five indispensable indicators, where each indicator refers to one discipline. LO was operationalized with three indicators (i.e., cooperation and co-creation, problem solving, and daily application). There were 16 indicators in total. Therefore, the formative relationship was established and evaluated in this study. This paper assessed STEAM creations with a formative measurement model comprising four hypotheses indicating that CT has a significant direct effect on STEAM and LO, DT has a significant direct effect on STEAM while STEAM has a significant direct effect on LO. The results reveal that all four hypotheses were accepted and the paths in the model were confirmed. CT has a significant indirect effect on LO through STEAM, which was also deeply discussed. © 2022, The Author(s).

关键词： Computational thinking Design thinking Literacy-oriented learning PLS-SEM, Formative measurement model STEAM

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Digital transformation anxiety: absorptive capacity, dynamic capability, and digital innovation performance

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Management Decision 2025年第3期63卷 734-755页

作者： Chang, Ching-Hsun Chen, Yu-Shan Tseng, Chin-Wei Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan Department of Business Administration National Taipei University New Taipei City Taiwan

Purpose: This study proposes the novel construct of digital transformation anxiety and investigates its effect, which is mediated by absorptive capacity and dynamic capability, on digital innovation performance. Design/methodology/approach: This study conducted a questionnaire survey among Taiwanese manufacturing and service companies to verify the research framework. A total of 130 valid responses were collected and analyzed using partial least squares structural equation modeling (PLS-SEM) and bootstrapping to test direct and mediation effects, respectively. Findings: Digital transformation anxiety negatively affects absorptive capacity and dynamic capability, whereas absorptive capacity and dynamic capability positively affect digital innovation performance. Dynamic capability more strongly mediates the association between digital transformation anxiety and digital innovation performance than absorptive capacity. Additionally, digital transformation anxiety does not negatively affect digital innovation performance. Finally, manufacturing companies had significantly higher levels of digital transformation anxiety than service companies. Research limitations/implications: This study proposes the novel construct of digital transformation anxiety to address a gap in the literature. Digital transformation anxiety leads companies to adopt unnecessarily conservative practices, preventing them from flexibly responding to technological advances. This insight highlights the negative effect of such anxiety on absorptive capacity and dynamic capability, extending the application of path dependency theory to companies. The findings underscore the value of enhancing dynamic capability and reallocating resources to foster digital innovation. The study identified and explored the concept of digital transformation anxiety and extended the perspective of dynamic capability to include digital transformation and digital innovation. Practical implications: The current findings indica

关键词： Absorptive capacity Digital innovation performance Digital transformation anxiety Dynamic capability

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Exploring the development of a Teaching Model Based on the TPACK Framework 6th

Exploring the Development of a Teaching Model Based on the T...

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Proceedings of the 6th International Conference on Innovative Technologies and Learning, ICITL 2023

作者： Hsu, Tai-Ping Chen, Mu-Sheng Hsu, Ting-Chia Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan

ISBN: (纸本)9783031401121

Despite the importance of technology, pedagogical and content knowledge (TPACK) to teachers’ professional development, many teachers still fail to clearly distinguish and apply its concepts. Most teachers lack the concept of technology-integrated teaching, resulting in low self-efficacy for TPACK and being unable to implement TPACK in actual situations. To address this problem, a teacher training course was designed in this study. The purpose of which was to improve the TPACK self-efficacy of in-service teachers. The participants included 10 secondary school teachers and 8 primary school teachers. It was found that after the training course, teachers’ TPACK self-efficacy was significantly improved. Finally, this teacher training course was developed into a general TPACK curriculum design model which teachers can use to create their own courses. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

关键词： Curricula

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