Creativity is the basis for innovation and a source of national and industrial competitiveness. Thus, pedagogical enhancement of creativity is desirable, particularly via application of new technologies such as virtua...
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In this study, we aimed to explore the effects of virtual reality (VR) on the skill learning process and outcome of mechanical arms. We adopted the unequal groups for the experiment, and analyzed the process and outco...
In this study, we aimed to explore the effects of virtual reality (VR) on the skill learning process and outcome of mechanical arms. We adopted the unequal groups for the experiment, and analyzed the process and outcome of skill learning based on behavior sequences. We invited 56 students from a university of science and technology as the participants to study the learning of mechanical arm technology. The main conclusions are as follows: 1) According to the evaluation results of skill learning, VR had a highly positive effect on skill learning from seven aspects, including perception, set, guided response, mechanism, complex overt response, adaptation, and origination; the results of the experimental group were superior to those of the control group. 2) During the learning of VR operations, the behavioral transfer from the autonomous phase to the autonomous phase was the most significant, followed by that from the correction phase to the fixation phase.
This study aimed at developing an instructional tool for the artificial intelligence education of young students, and used learning analytics to identify the sequential learning behavioral patterns of students during ...
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The purpose of this study was to investigate the effects of online (web-based) creative problem-solving (CPS) activities on student technological creativity and to examine the characteristics of student creativity in ...
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The purpose of this study was to investigate the effects of online (web-based) creative problem-solving (CPS) activities on student technological creativity and to examine the characteristics of student creativity in the context of online CPS. A pretest-posttest quasi-experiment was conducted with 107 fourth-grade students in Taiwan. The quantitative analysis revealed that the technological creativity of the online-CPS students was better than that of the traditional group. It was evident that students in the online-CPS groups were better at analytic than at synthetic thinking. Metaphor and analogy were used to produce new ideas most frequently. In addition to generating ideas by themselves, students arrived at solutions by refining and adapting others' thoughts with little discussion or interaction on the web. Consideration of the feasibility of production was the most important factor in the technological creativity of students.
The system is provided with humanized user interface and the function of facial recognition, which was completed through the cooperation with the Department of Special Education. In order to design and produce Jacky, ...
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The system is provided with humanized user interface and the function of facial recognition, which was completed through the cooperation with the Department of Special Education. In order to design and produce Jacky, ...
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ISBN:
(纸本)9781509024407
The system is provided with humanized user interface and the function of facial recognition, which was completed through the cooperation with the Department of Special Education. In order to design and produce Jacky, this system (Figure 3), by ourselves, we actually found out the situation and needs of children with special education. The main function of Jacky (intelligent robot) is to track the face of subject target and then rating how much the subject pay attention to class. we had already finished the commissioning of the system on 9 subject respectively belong to 4 elementary schools, and this research had won the first place of Bio-Medical Electronics Education Consortium 2016 competition. Hope that this research would provide positive effects to autistic children, and help special education teachers on teaching further.
Most traditional science and engineering instructions in universities are topic-based and authoritative, and students do not necessarily feel the teaching and its content to be personally important or useful. Students...
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ISBN:
(纸本)9781479987085
Most traditional science and engineering instructions in universities are topic-based and authoritative, and students do not necessarily feel the teaching and its content to be personally important or useful. Students' science and engineering learning needs to be more personal, authentic, and meaningful to them. In reviewing potential technologies for achieving such learning benefit, several studies have found that video recording of teachers' own teaching practice as well as its viewing and sharing support self-reflection and peers critical review. As to students, although videos have become essential to many aspects of their daily life, little research has related video recording to their engineering learning. This study proposes that, as a type of multimedia, videos can be used by students to review and reflect their engineering knowledge. The video project requires students to use the multimedia technology tools to present an engineering topic as a proposed tandem learning of both multimedia and engineering courses. That is, students' learning of an engineering subject content is embedded into the video-making project in a multimedia course. The corresponding learning activities is expected to shed a new light on improving engineering education.
This study explored the effects of creative exemplars and operational experience on technological creativity tasks in junior high technology curriculaA quasi-experimental design and a pretest-posttest design were adap...
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This study explored the effects of creative exemplars and operational experience on technological creativity tasks in junior high technology curriculaA quasi-experimental design and a pretest-posttest design were adapted for a teaching experimentThose main findings were: 1) there was a statistically significant difference in the technological creativity performance between different academic students;2) there was a significant difference in the technological creativity performance between different gender students;and 3) there was a significant difference in the technological creativity performance between students with different practical experiences, as well as between students with different exemplar demonstrations.
Since the late twentieth century, with the development of the Internet of Things (IoT), the IoT covers the application of comprehensive knowledge and technology in the fields of circuitry, physics, mechanics, and info...
Since the late twentieth century, with the development of the Internet of Things (IoT), the IoT covers the application of comprehensive knowledge and technology in the fields of circuitry, physics, mechanics, and information, making it a suitable topic for hands-on science, technology, engineering, and mathematics (STEM) activities. The IoT covers a large amount of knowledge, practical skills, and programming skills in STEM fields, both teaching and learning the content can be difficult. Thus, this study used gamification with the 6E model and the software development method as the teaching strategies to explore their effects on high school students’ computer programming self-efficacy, IoT knowledge, and hands-on performance in IoT learning activities. In this study, a quasi-experimental design was used for 12 weeks, and the 132 students who participated in the experiment were divided into Experimental Group 1 (EG1, 66 students using gamification with the 6E model), Experimental Group 2 (EG2, 31 students using the 6E model only), and the Control Group (CG, 35 students using the software development method). Through Analysis of Covariance, the results showed that the students in EG 1 achieved higher academic performance in terms of computer programming self-efficacy, IoT knowledge, and hands-on skills. The results of the lag sequence analysis of behavioral patterns showed that all the students required frequent two-way communication with the teachers and needed to communicate with their group members. The students in EG 1 exhibited positive interactions and took the initiative in asking for help from other students, which indicated that the students in this group achieved better learning outcomes. In addition, those interested in exploring STEM hands-on activities would benefit from our findings.
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