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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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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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Using mobile technology acceptance model to explore the satisfaction and continuous use of live streaming for training

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Interactive Learning Environments 2025年第2期33卷 1298-1321页

作者： Hsiao, Hsien-Sheng Lu, Shao-Yu Chang, Tze-Ling Lee, Chen-Shun Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan Institule for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan

During the digital era and especially the COVID-19 pandemic, live streaming emerged as a vital component of mobile learning and training. This study sought to determine whether the social presence and interactivity experienced by learners using live digital platforms could enhance their learning outcomes, satisfaction, and propensity for ongoing *** the mobile technology acceptance model as its research framework, this study integrated interactivity and social presence as external variables. The aim was to uncover how these variables impact user satisfaction and continued use, while also exploring the mediating role of learning effectiveness in driving continued use. A live streaming system designed for mobile training was tested among 67 employees in a pilot study. The results demonstrated that:(1)Ease of use positively impacted perceptions of mobile usefulness.(2)Mobile usefulness, interactivity, and social presence had a positive effect on satisfaction, yet ease of use didn't significantly influence satisfaction.(3)Interactivity enhanced social presence.(4)Satisfaction was a key driver of continued use, with learning effectiveness acting as a partial mediator between them. The findings from this research can guide businesses looking to utilize live streaming for training purposes and serve as a reference for academic research in similar areas. © 2024 Informa UK Limited, trading as Taylor & Francis Group.

关键词： interactivity mobile learning mobile technology acceptance model social presence Transformation of learning

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Do attitudes matter? An investigation into students’ attitudes toward engineering and learning performances through engineering-focused STEM curricula

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International Journal of technology and Design Education 2025年第1期35卷 123-150页

作者： Tzeng, Sy-Yi Yu, Kuang-Chao Wu, Pai-Hsing Fan, Szu-Chun Department of Graphic Communications and Digital Publishing Shih-Hsin University Taipei City Taiwan Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei City Taiwan Center for Textbook Research National Academy for Educational Research New Taipei City Taiwan Department of Industrial Technology Education National Kaohsiung Normal University No. 62 Shenzhong Rd. Yanchao Dist Kaohsiung City824 Taiwan

Many studies have investigated students’ attitudes toward engineering (ATE), but few have examined the changes in attitudes after attending an engineering design curriculum. This study analyzes these attitudinal changes in students attending an engineering-focused science, technology, engineering, and mathematics (EF-STEM) curriculum and investigates the influence and correlation between attitudes and learning performance. The participants included 364 tenth-grade students (ages 16–18 years). An 18-week experimental intervention design (2 h per week) was adopted. The Attitudes Towards Engineering Scale—Taiwan was applied before and after attending the EF-STEM course;remaining assessments were conducted post-course. The results showed that the ATE statistically decreased after attending the course, shifting from a positive attitude to a neutral-leaning attitude. Although most students appreciated the importance of engineering design, they exhibited a high degree of anxiety toward it. Moreover, their pre-ATE was significantly correlated with their perception of engineering design and learning performance. These results indicate that engineering design curricula do not necessarily have a positive effect on student ATE. © The Author(s), under exclusive licence to Springer Nature B.V. 2024.

关键词： Curricula

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Engagement, Academic Emotions, and Artificial Intelligence application Creativity in the Metaverse: A Study of Facial Expressions

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Journal of Computer Assisted Learning 2025年第3期41卷

作者： Chang, Yu-Shan Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan

Background: Due to the rapid development of artificial intelligence (AI) and the widespread adoption of online learning post-COVID-19, the metaverse has become an important strategy for innovative teaching. Objectives: This study aimed to investigate the impact of the metaverse on learning engagement, learning emotions, and creative performance in AI applications by analysing academic emotions through facial expressions. Methods: The study was conducted as a non-equivalent group pretest–posttest quasi-experimental construct involving 97 students from a public high school. The experimental teaching theme focused on AI image recognition and speech recognition, with the experimental group receiving online metaverse instruction and the control group receiving instruction through Google Meet. Results and Conclusion: Key findings include the following: the metaverse significantly and positively influenced cognitive, emotional, and social dimensions of learning engagement, but no impact was observed on the behavioural dimension;the metaverse had a substantial impact on the creative performance of AI application design, particularly in the empathy, definition, ideation, and testing stages;and the metaverse significantly affected academic emotions, with increased expressions of anger and sadness observed, particularly during the empathy, definition, and ideation stages of design thinking. Thus, the results of this study provide a pedagogical foundation for the adoption of the metaverse and auxiliary tools in teaching. © 2025 John Wiley & Sons Ltd.

关键词： academic emotions AI creativity engagement facial expression metaverse steam

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Corrigendum to “revealing the influence of AI and its interfaces on job candidates' honest and deceptive impression management in asynchronous video interviews” [Technol. Forecast. Soc. change, 198 (2024), 123,011]

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Technological Forecasting and Social Change 2025年 216卷

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

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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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Soft power: A critical factor for the effectiveness and development of a school

Soft power: A critical factor for the effectiveness and deve...

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9th IFIP International Conference on Network and Parallel Computing, NPC 2012

作者： Ko, Hui-Min Department of Technology Application and Human Resource Development National Taiwan University Taiwan

ISBN: (纸本)9783642356056

This research aims to explore the contents of a school's soft power, including culture, strategy, leadership, learning, marketing and innovation. Managing soft power not only is critical for a school's development, but also should be regarded as a indispensible asset of schools. The measures for a school to establish its soft power are: establishing core values, shaping a learning school, emphasizing on knowledge management, innovating, and introducing a more adaptive marketing strategy. A school could become more perspective and sustainable through soft power, and thus be able to deal with a fast-changing educational environment and meet practical requirements. © IFIP International Federation for Information Processing 2012.

关键词： Knowledge management

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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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