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International Conference on Artificial Intelligence and Education (ICAIE)

作者： Ting-Chia Hsu Tai-Ping Hsu Yi-Ting Lin Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan

This research explored the degree of learning self-efficacy of machine learning experience (MLSE) and artificial intelligence learning anxiety (AILA) of elementary and junior high school teachers. The participants were in-service teachers in the technology domain. This research applied the AI2 Robot City, which is a computational thinking board game, to in-service teacher education. The learning content was image classification for AI application. Elementary and junior high school teachers operated the MIT App Inventor(MAI) and Personal Image Classifier(PIC) platform, and trained the model for practicing AI to implement supervised machine learning on the PIC platform. The learners then inserted the model they had trained into the block-based programming environment of MAI. They completed the smart phone app and used the app to recognize the board game cards so as to control the movement of the smart cars on the table map to meet the requirements of the task in the AI2 Robot City board game. In order to understand affective factors such as the self-efficacy and learning anxiety of the elementary and middle school teachers participating in the AI teacher training workshop, the MLSE and AILA scales were administered before and after the classes. A total of 28 samples were collected. The results showed that there was no significant difference between the MLSE of the elementary and junior high school teachers. However, the average AILA degree of the junior high school teachers was significantly higher than that of the elementary school teachers. It was found that AILA was significantly negatively correlated with MLSE. The elementary and junior high school teachers were confident that they could study AI-related courses. However, the AILA of the junior high school teachers was higher than that of the elementary school teachers. Therefore, more teacher training workshops on AI application can be conducted for junior high school teachers to generally improve their familiari

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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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IEEE International Conference on Big Data

作者： Lin-Jung Wu Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan R.O.C

ISBN: (数字)9798350362480

ISBN: (纸本)9798350362497

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.

关键词： Learning systems Accuracy Games Big Data Cognitive load Bayes methods Error correction Problem-solving

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Developing student imagination and career interest through a STEM project using 3D printing with repetitive modeling

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Interactive Learning Environments 2023年第5期31卷 2884-2898页

作者： Lin, Kuen-Yi Lu, Shao-Chuan Hsiao, Hsien-Hsien Kao, Chia-Pin Williams, P. John Department of Technology Application and Human Resource Development and Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei City Taiwan New Taipei Municipal Yonghe Junior High School New Taipei City Taiwan Department of Technology Application and Human Resource Development Chinese Language and Technology Center Institute for Research Excellence in Learning Sciences Higher Education Sprout Project Ministry of Education (MOE) National Taiwan Normal University Taipei City Taiwan Department of Child Care and Education Southern Taiwan University of Science and Technology Tainan City Taiwan Graduate Research in the School of Education Curtin University Perth Australia

Over the past few years, digital fabrication has been utilized in technology laboratories to emphasize hands-on learning processes in technology and engineering education. Recent studies indicate that hands-on activities can help students connect with science, technology, engineering, and mathematics (STEM) disciplines and develop key skills required in the 21st century. However, some argue that introducing 3D printing technology in schools could reduce pragmatic engagement and cause affective loss of hands-on interests. To explore the use of 3D printing machines in technology and engineering education, this research developed a STEM-based vibration isolator activity using a 3D printer and repetitive modeling. A nonequivalent control group design was employed in this research, and 192 Taiwanese high school students participated in this study. The conclusions are: (1) repetitive modeling in the STEM-based design activity enhanced student imagination;(2) repetitive modeling was effective in developing high school students’ interest in technology and engineering careers;and (3) repetitive modeling, engineering design, and “conceiving imagination” were significant predictors of the students’ final products. These results suggest a benefit to high school technology education of using 3D printers in a STEM-based vibration isolator design activity with repetitive modeling. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

关键词： 3D printing career interest imaginative capability repetitive modeling STEM

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Building trust in automatic video interviews using various AI interfaces: Tangibility, immediacy, and transparency

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Computers in human Behavior 2023年 143卷

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

As the demand for automatic video interviews powered by artificial intelligence (AI) increases among employers in the postpandemic era, so do concerns over job applicants' trust in the technology. There are various forms of AI-based video interviews with and without the features of tangibility, immediacy, and transparency used for preemployment screening, and these features may distinctively influence applicants' trust in the technology and whether they engage in or disengage from the hiring process accordingly. This field study involved designing a test of the effect of various forms of AI-based video interviews on interviewees' cognitive and affective trust based on the self-reporting of 152 real job applicants. The study found that AI used in asynchronous video interviews (AI-AVI) increased applicants' cognitive trust from that in the non-AI condition. Moreover, when the AI-AVI had features of tangibility and transparency, the applicants’ cognitive and affective trust increased. However, the feature of immediacy did not have a statistically significant impact. Contrary to concern over the potential negative effects caused by AI and its features, no statistically significant impacts were found in this study. © 2023 Elsevier Ltd

关键词： User interfaces

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A study of the feasibility of a cross-college curriculum based on the experience of student cooperation

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International Journal of technology and Design Education 2023年第1期33卷 23-37页

作者： Cheng, Chu-Yu Kao, Chia-Pin Hsu, Tse-Wei Lin, Kuen-Yi Department of Creative Product Design Southern Taiwan University of Science and Technology Tainan Taiwan Department of Child Care and Education Southern Taiwan University of Science and Technology Tainan Taiwan Department of Information and Communication Southern Taiwan University of Science and Technology Tainan Taiwan Department of Technology Application and Human Resource Development and Institute for Research Excellence in Learning Sciences National Taiwan Normal University 162 Section 1 Heping E. Rd. Taipei City106 Taiwan

This study focused on the social context dimension to elucidate how students of different disciplinary backgrounds—Department of Childcare and Department of Design—share their learning and knowledge in a cooperative course and to evaluate the effectiveness of the integrated course operation. Design-based learning through a project activity includes the following four dimensions: the project’s features, teachers’ roles, assessment process, and social context relevant to the learning environment. In this study, a design-based collaborative course was implemented for undergraduate students from different departments. In this course, they cooperated in making an instructional animated film for kindergarten students. In the general learning process, students can experience frustration and loss of self-confidence when learning new skills;this was also noted in the present study when childcare students without a design background were instructed to make a film, and design students without experience in teaching methodologies were instructed to teach children. The result of the 18-week course indicated that students had trouble communicating with those from the other department but were ultimately satisfied with the substantial growth in their practical skills following this experimental cross-disciplinary cooperative curriculum. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.

关键词： Students

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Enhancing Phonetics Learning in Online Language Courses: A Counterbalanced Study on CLD and SCA Methods for Intermediate CFL Japanese Students 6th

Enhancing Phonetics Learning in Online Language Courses: A C...

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

作者： Kao, I-Lin Chang, Chi-Cheng Yen, Wan-Hsuan Master’s and Doctor’s Program in Teaching Chinese as a Second Language National Chengchi University Taipei Taiwan Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan Department of Business Administration National Taichung University of Science and Technology Taichung Taiwan

ISBN: (纸本)9783031401121

After the outbreak of COVID-19, numerous language courses have embraced online learning. However, the shift of teaching environment also brought many technical and pedagogical challenges. Phonetics learning which requires mutual interaction, teacher’s clarification, and personal feedbacks so students can pronounce correctly is considered one of the most difficult subjects to teach in online context. Therefore, well designed studies are needed to understand the optimized teaching methods to improve student’s performance. This research adopted counterbalanced design to evaluate the effect of contrastive listening and discrimination (CLD) method and sound-character aggregation method (SCA) method in online context. Although both methods are suggested for phonetic learning in offline environment, the result show intermediate Chines-as-foreign-language (CFL) Japanese students had significant improvement after CLD method, but not after SCA method in an online context. However, although students did not have significant improvements after SCA method, its progress is not significantly different from CLD method. We further give some suggestions about teaching Japanese students about Chinese affricates in an online, one-on-one environment. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

关键词： Students

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Student rating consistency in online peer assessment from the perspectives of individual and class

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Studies in Educational Evaluation 2023年 79卷

作者： Chang, Chi-Cheng Tseng, Ju-Shih Department of Technology Application & Human Resource Development National Taiwan Normal University Taipei Taiwan

Most of previous studies examined the consistency among two or three student raters giving scores to different peers (i.e. ratees), whereas few of them researched the consistency among more student raters giving scores to different peers (i.e. ratees). The present study aimed to see whether there is a consistency among student raters giving scores to peers in an online assessment activity. Participants of the study were 266 graduate students, with 137 males and 129 females, from 27 classes in a department at some university. Each student was required to give a presentation graded by the peers anonymously. From to the perspective of class, the result of the Kendall coefficient of concordance showed that a proportion of more than half-classes presented a significant correlation with a moderate or strong consistency among student raters giving scores to peers, and thus the number of raters or peers should be more for a higher reliability. The result of Chi-square test from the perspective of individual revealed that students held a consistent standard when giving scores to peers' presentations. Finally the implications for theories and practices are proposed. © 2023

关键词： Consistency Evaluation Peer assessment Peer grading Peer rating Peer scoring

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The Value Chain of Education Metaverse

arXiv

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arXiv 2022年

作者： Tsai, Yun-Cheng The Department of Technology Application and Human Resource Development The National Taiwan Normal University Taiwan

Since the end of 2021, the Metaverse has been booming. Many unknown possibilities are gradually being realized, but many people only determined that they use Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) in the Metaverse. It is even considered that as long as the above realities (VR, AR, MR) are used, it is equal to the Metaverse. However, this is not true, for Reality-based display tools are only one of the presentation methods of the Metaverse. If we cannot return to the three main characteristics of the Metaverse: "digital avatars," a decentralized "consensus value system," and "Immersive experience," the practice and imagination of the Metaverse will become very narrow. Since 2022, the concept of Metaverse has also been widely used in classroom teaching to integrate into teaching activities. Therefore, to prevent teachers and students from understanding the Metaverse not only in the "Using VR, AR, MR is equivalent to Metaverse" but also pay more attention to the other two characteristics of the Metaverse: "digital avatars" and a decentralized "consensus value system.". © 2022, CC BY.

关键词： Mixed reality

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YouTuber’s Video as Cross-Cultural Learning resource for Chinese-as-Foreign-Language Learners – Perspective of Big ‘C’ and Small ‘c’ Culture 5th

YouTuber’s Video as Cross-Cultural Learning Resource for Ch...

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5th International Conference on Innovative Technologies and Learning, ICITL 2022

作者： Kao, I.-Lin Chang, Chi-Cheng Yen, Wan-Hsuan Master’s and Doctor’s Program in Teaching Chinese as a Second Language National Chengchi University Taipei City Taiwan Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei City Taiwan

ISBN: (纸本)9783031152726

Due to the influence of the global pandemic, online and distance learning has replaced traditional classroom and face-to-face interaction so students can continue learning. Internet mediated self-directed learning also climbed to a new height and foreign language learning from YouTube video is a very popular learning method for many. Furthermore, YouTube videos can supplement cross-cultural knowledge for foreign language (FL) learners, which is a critical yet hard to develop ability for FL teachers. However, unlike for FL textbooks, the cross-cultural elements have not been examined thoroughly for YouTube videos. Therefore, this study analyzed the most subscribed and watched Japanese Chinese-as-FL YouTuber, "Lee Sisters ch", which is also the official representative of HSK (Hanyu Shuiping Kaoshi) test. We selected 30 most watched videos and analyzed their contents according to Chastain’s Big ‘C’ small ‘c’ culture framework. The result showed 86.67% of the most popular 30 videos covered topics about culture: 23.33% of the videos were related to big ‘C’ culture and 63.33% were about small ‘c’ culture. Similar to earlier researches on FL textbooks, "Literature" was the main theme of big ‘C’. On the other hand, "Everyday living" was the most frequent small ‘c’ topic, which is a unique phenomenon for YouTube FL channels. Furthermore, not only did the portion of big ‘C’ and small ‘c’ cultures match the suggestions of FL scholars, the language used in all videos were also mainly in Japanese that fit the needs of Japanese CFL learners. It is concluded YouTube video may be suitable to learn cross-cultural knowledge for FL learner, especially for Japanese students. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.

关键词： Students

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Effects of virtual reality on creative performance and emotions: A study of brainwaves

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Computers in human Behavior 2023年 146卷

作者： Huang, Huai-Te Chang, Yu-Shan Department Of Technology Application And Human Resource Development National Taiwan Normal University Taiwan Department of Industrial Education National Taiwan Normal University Taiwan

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 virtual reality (VR). The purpose of this study was to examine the effects of VR on creativity (creative outcomes and the creative process), emotions, and brainwaves using a nonequivalent-group pre-post-test quasi-experimental design involving 76 tenth-grade students. An experimental group received training that incorporated VR elements, and a comparison group was taught via lectures combined with multimedia presentations. The main conclusions are as follows: VR exerted large positive effects on the elaboration, vividness, and novelty creative outcomes;VR exerted above-moderate positive effects on feasibility but not novelty;VR exhibited small effect sizes in terms of enjoyment, anger, and anxiety, but a large effect size for boredom, and these emotions positively influenced creativity;and beta and gamma brainwave activity during the ideation and elaboration stages, and delta brainwave activity during the latter stage, were significantly lower in the experimental than comparison group. © 2023

关键词： Virtual reality

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