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Teacher development in robot and IoT knowledge, skills, and attitudes with the use of the TPACK-based Support-Stimulate-Seek approach

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Interactive learning Environments 2023年第9期31卷 5811-5830页

作者： Hu, Chih-Chien Yeh, Hui-Chin Chen, Nian-Shing Department of Information Management Tatung University Taipei City Taiwan Department of Applied Foreign Languages National Yunlin University of Science and Technology Yunlin Douliou Taiwan Institute for Research Excellence in Learning Sciences Program of Learning Sciences National Taiwan Normal University Taipei City Taiwan

In-service teachers’ professional development regarding technology adoption in education is often focused on only one specific technology. To maximize the utilization of technologies, teachers need to be able to leverage different technologies seamlessly. Technological Pedagogical Content Knowledge (TPACK) is one of the most important frameworks depicting teachers’ competences for effectively teaching with technology. The TPACK Support-Stimulate-Seek model (3S-TPACK) was used to design training programs with learning activities using robots, IoT-based sensors, actuators, tablets, and computer programming tools. The results show that the training programs designed by adapting the 3S-TPACK model not only can improve the teachers’ learning outcomes but also can support positive attitudes toward adopting robots and IoT technologies in the teaching and learning process. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

关键词： 21st century abilities interdisciplinary projects Teacher education teacher professional development technological pedagogical content knowledge technology in education

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Strategies and difficulties during students’ construction of data visualizations

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International Journal of STEM Education 2024年第1期11卷 11页

作者： Chang, Hsin-Yi Chang, Yen-Jung Tsai, Meng-Jung Program of Learning Sciences and Institute for Research Excellence in Learning Sciences National Taiwan Normal University #162 Sec.1 Heping E. Rd. Taipei City 106 Taiwan Department of Graphic Arts and Communications National Taiwan Normal University Taipei City Taiwan

Background: Data visualizations transform data into visual representations such as graphs, diagrams, charts and so forth, and enable inquiries and decision-making in many professional fields, as well as in public and economic areas. How students’ data visualization literacy (DVL), including constructing, comprehending, and utilizing adequate data visualizations, can be developed is gaining increasing attention in STEM education. As fundamental steps, the purpose of this study was to understand common student difficulties and useful strategies during the process of constructing data visualization so that suggestions and principles can be made for the design of curricula and interventions to develop students’ DVL. Methods: This study engaged 57 college and high school students in constructing data visualizations relating to the topic of air quality for a decision-making task. The students’ difficulties and strategies demonstrated during the process of data visualization were analyzed using multiple collected data sources including the students’ think-aloud transcripts, retrospective interview transcripts, and process videos that captured their actions with the data visualization tool. Qualitative coding was conducted to identify the students’ difficulties and strategies. Epistemic network analysis (ENA) was employed to generate network models revealing how the difficulties and strategies co-occurred, and how the college and high school students differed. Results: Six types of student difficulties and seven types of strategies were identified. The strategies were further categorized into non-, basic- and high-level metavisual strategies. About three-quarters of the participants employed basic or high-level metavisual strategies to overcome the technological and content difficulties. The high school students demonstrated a greater need to develop content knowledge and representation skills, whereas the college students needed more support to know how to simplify data to

关键词： Construction Data visualization Difficulty Epistemic network analysis Metacognitive strategy

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The effect of real-time pose recognition on badminton learning performance

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Interactive learning Environments 2023年第8期31卷 4772-4786页

作者： Lin, Kuo-Chin Ko, Cheng-Wen Hung, Hui-Chun Chen, Nian-Shing Center for Physical and Health Education National Sun Yat-sen University Kaohsiung Taiwan Department of Computer Science and Engineering National Sun Yat-sen University Kaohsiung Taiwan Graduate Institute of Network Learning Technology National Central University Chung-Li Taiwan Institute for Research Excellence in Learning Sciences and Program of Learning Sciences National Taiwan Normal University Taipei Taiwan

Badminton is a very popular subject in Physical Education (PE). Many students enroll badminton courses in every semester which pose a tremendous teaching load to the instructors. The one-on-one guiding/feedback time provided by the instructor to each student is also greatly reduced. To overcome this challenge, some studies have tried to adopt pose recognition technique in teaching badminton. However, the lack of mobility and recognition accuracy problems hinder its applicability. To address this issue, a new pose recognition technique, OpenPose, was employed to develop a real-time pose recognition badminton teaching APP in this study. The APP was then installed on a mobile device to enhance badminton smash skill learning performance. The scores distribution of the experimental group shows majority of students achieved satisfactory performance, this implies the badminton teaching APP is helpful to all students no matter what their initial skill levels are. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

关键词： badminton teaching motor skill learning physical education Pose recognition real-time feedback

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Relationships among students’ hands-on making self-efficacy, incremental belief of intelligence, help-seeking attitudes, and continuance intention to participate in a STEAM contest

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International Journal of Technology and Design Education 2024年第5期34卷 1785-1803页

作者： Liu, Xiaohong Yang, Dan Hong, Jon-Chao Gu, Jianjun You, Haining School of Education Science Nanjing Normal University Nanjing China Institute for Research Excellence in Learning Sciences National Taiwan Normal University 162 Section 1 Heping East Road Taiwan

STEAM contests play a pivotal role in maintaining students’ interest and motivation in STEAM education. Finding factors that are related to students’ continuance intention (CI) to participate in STEAM contests is important for promoting STEAM education. Previous studies mostly focused on exploring the relationships between students’ behavioural attitude, positive affect and their CI for a STEAM contest. However, few studies have explored students’ CI from the perspective of help-seeking attitude with the belief-attitude-behaviour model. Thus, this study investigated the relationships among students’ hands-on making self-efficacy (HMSE), incremental belief of intelligence (IBI), help-seeking attitudes including instrumental help-seeking (IHS) and executive help-seeking (EHS), and their CI for STEAM contests based on the belief-attitude-behaviour model. A total of 405 elementary and junior high school students who took part in the 2022 STEAM PowerTech contest participated in this study. Structural equation modelling was used for confirmatory analysis to validate the hypotheses. Results indicated that EHS exhibited a negative association with CI, whereas IHS exhibited a positive association with CI. HMSE and IBI were negatively associated with EHS, and positively associated with IHS. This study implies that students with a high level of HMSE and IBI are inclined to exhibit IHS and thus have a strong CI for STEAM contests. The findings provide suggestions on enhancing students’ CI for STEAM contests. © The Author(s), under exclusive licence to Springer Nature B.V. 2024.

关键词： Students

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The influence of preschool teachers’ critical thinking attitude on their perceived ease of understanding and integrating, and attitude toward implementation of a new curriculum

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Thinking Skills and Creativity 2025年 57卷

作者： Lin, Ming-Yue Hong, Jon-Chao Chin, Ta-Joung Chen, Nanxi Department of Industrial Education National Taiwan Normal University Taipei China Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei China Continuing Education Master's Program of Creativity Development National Taiwan Normal University Taipei China Department of Early Childhood Education Fujian Normal University Fuzhou China

The implementation of new curriculum outlines brings advancements in education, but also disrupts teachers’ habitual work patterns. Enhancing curriculum acceptance among educational personnel remains a critical challenge. To address this issue, the present study explored the relationships between critical thinking attitude (CT attitude), perceived ease of understanding (PEU), perceived ease of integrating (PEI), and attitude toward implementation (ATI) of new curriculum outlines. Data were collected from 256 preschool teachers who had experience using Taiwan's new curriculum outline in their teaching. After structural equation modeling, the results indicated that CT attitude was positively related to both PEU and PEI;PEI was positively related to ATI;and CT attitude was positively related to ATI, mediated by PEU and PEI. Additionally, the predictive power of PEU was greater than that of PEI in relation to ATI. The results suggest that the key to adopting new curriculum reform is teachers’ CT attitude. © 2025 Elsevier Ltd

关键词： Attitude toward implementation Critical thinking attitude Curriculum outline Perceived ease of integrating Perceived ease of understanding Policy acceptance model Preschool teacher

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The effect of the cyclic curricular design of modelling-based instruction with virtual labs

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International Journal of Science Education 2024年第1期46卷 46-72页

作者： Chang, Hsin-Yi Liu, Chen-Chung Wen, Chi-Ting Chang, Ming-Hua Fan Chiang, Shih-Hsun Hwang, Fu-Kwun Program of Learning Sciences and Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan Department of Computer Science and Information Engineering National Central University Taoyuan Taiwan Department of Computer Science and Information Management Soochow University Taipei Taiwan Department of Physics National Taiwan Normal University Taipei Taiwan

One issue facing teachers who implement model-based instruction within the school system is the tight curricular schedule. The ‘lesson objective tension’ calls for investigations to address instructional issues such as how to organise modelling-based instruction at the curriculum level which is across multiple units. We investigated the effect of the cyclic curricular design spacing out three modelling-based instruction units with virtual labs over three semesters, each involving 73, 181, and 150 junior high school students, respectively. Results indicate that, overall, the approach of modelling with virtual labs better promoted students’ scientific literacy than the traditional instruction did. Specifically, students with low and moderate school science achievements benefitted more as shown in their scientific literacy scores than did the high achievement students. Furthermore, this study found that receiving one unit of modelling-based instruction may not be sufficient to promote students’ scientific literacy, whereas the cyclic approach that suggests students receive two or more units of modelling-based instruction with virtual labs spaced over consecutive semesters had significant effects on promoting students’ scientific literacy. The results provide insights into when and how modelling-based learning with virtual labs can promote scientific literacy at a curricular level. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

关键词： lesson objective tension Modelling virtual labs

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Uncovering emotion sequence patterns in different interaction groups using deep learning and sequential pattern mining

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Journal of Computer Assisted learning 2024年第4期40卷 1777-1790页

作者： Huang, Changqin Yu, Jianhui Wu, Fei Wang, Yi Chen, Nian-Shing Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province Zhejiang Normal University Jinhua China School of Education Zhejiang International Studies University Hangzhou China College of Computer Science and Technology Zhejiang University Hangzhou China Institute for Research Excellence in Learning Sciences Program of Learning Sciences National Taiwan Normal University Taipei Taiwan

Background: Investigating emotion sequence patterns in the posts of discussion forums in massive open online courses (MOOCs) holds a vital role in shaping online interactions and impacting learning achievement. While the majority of research focuses on the relationship between emotions and interactions in MOOC forum discussions, research on identifying the crucial difference in emotion sequence patterns among different interaction groups remains in its infancy. Objectives: This research utilizes deep learning and sequential pattern mining to investigate whether there are differences in emotion sequence patterns across different groups of learners who exhibit various types of interactions in online discussion forums. Methods: Data from a comprehensive array of sources, including log files, discussion texts and scores from 498 learners in online discussion forums, were collected for this study. The agglomerative hierarchical algorithm is used to classify learners into groups with different levels of interactions. Additionally, we implement and evaluate multiple deep learning models for detecting different emotions from online discussions. Relevant emotion sequence patterns were identified using sequence pattern analysis and the identified emotion sequence patterns were compared across different groups with different levels of interactions. Results and Conclusions: Using an agglomerative hierarchical algorithm, we classified learners into three distinct groups characterized by different levels of interactions: high, average and low level. Leveraging the bi-directional long short-term memory model for emotion detection yielded the highest predictive performance, with an impressive F-measure of 94.01%, a recall rate of 93.83% and an accuracy score of 95.01%. The results also revealed that learners in the low-level interaction group experienced more emotion transition from boredom to frustration than the other two groups. Therefore, the aggregation of students into groups

关键词： deep learning emotion sequence patterns learning analytics learning behaviour sequential pattern mining

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Parent-Child Interaction in Game-Based learning 16

Parent-Child Interaction in Game-Based Learning

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16th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2024

作者： Li, Ming-Chaun Tsai, Chin-Chung Hou, Huei-Tse Graduate Institute of Library Information and Archival Studies National Chengchi University Taipei City Taiwan Program of Learning Sciences and Institutions for Research Excellence in Learning Sciences National Taiwan Normal University Taipei City Taiwan Graduate Institute of Applied Science and Technology National Taiwan University of Science and Technology Taipei City Taiwan

ISBN: (纸本)9798350377903

This study is aimed to explore parent-child interaction in a game-based learning activity. The participants were 10 parent-child dyads. The children were 10.4 years old in average and the parents were 45.4 years old. Parent-child interaction behaviors and discourses during gameplay were recorded by both digital video recorders and screen recording software. To explore the patterns of parent-child interactions, a quantitative content analysis was conducted. The parent-child interaction of the game success group and the game fail group were compared. According to the results of quantitative content analysis, the parents of the success group showed more observation and teaching behaviors, and the parents of the fail group mainly observed and gave feedbacks to their children. © 2024 IEEE.

关键词： Federated learning

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Factors affecting the application of scientific knowledge in a STEAM contest: the correlates between collective efficacy, cohesiveness, and prosociality

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research in Science and Technological Education 2023年第3期41卷 1176-1196页

作者： Hong, Jon-Chao Tsai, Chi-Ruei Tai, Kai-Hsin Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan Department of Education and Human Potentials Development National Dong Hwa University Hualien Taiwan

Background: The linkage between group members’ characteristics, group cohesiveness, knowledge application, and competitive performance has rarely been studied. Purpose: This study aimed to explore the correlations among individual characteristics (i.e. prosociality), collective mind (i.e. collective efficacy and cohesiveness), and how these variables affect scientific knowledge application. Sample: This study examined a STEAM (science, technology, engineering, arts, and mathematics) competition, called the GreenMech contest, which required four members in a group to assemble all parts into many configurations for a ball to run and trigger the next junctures. Design and methods: The competition groups assembled their configurations in the morning, with judges assessing their efforts in the afternoon. The bulk of the scoring index in the assessment focused on groups’ scientific knowledge application in the overall design. In addition to this assessment, this study additionally used questionnaire surveys for participants to self-rate their perceptions of those individual traits and collective states. Results: Prosociality is positively related to collective efficacy and cohesiveness, while collective efficacy is positively related to cohesiveness. Moreover, these two types of collective mind were both positively related to the application of scientific knowledge. Conclusion: The findings suggest that team members with a higher level of prosociality may provide collective efficacy and cohesiveness, which in turn can facilitate their achievement of competition goals by increasing their application of scientific knowledge in a STEAM contest. © 2021 Informa UK Limited, trading as Taylor & Francis Group.

关键词： Applicability of scientific knowledge cohesiveness collective efficacy prosociality STEAM

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Supporting teachers to lead invention education with high school students

Quality Education for All

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Quality Education for All 2024年第1期1卷 326-347页

作者： Skukauskaite, Audra Couch, Stephanie Renee Learning Sciences and Education Research University of Central Florida Orlando FL United States Lemelson-MIT Program Massachusetts Institute of Technology Cambridge MA United States

Purpose: The purpose of this study was to examine ways high school educators new to invention education (IvE) pedagogy can develop confidence in their ability to facilitate high school students’ work as part of this transdisciplinary (STEM+) problem-based approach to teaching. Design/methodology/approach: This focused ethnographic study traced participants’ interactions across a three-day event that included professional development for 36 educators. The authors documented the discourse, actions and broader social context in which the interactions took place between the educators and others. Ethnographic fieldnotes, interview transcripts and pre- post-experience surveys were analyzed to determine ways the professional development opportunities shaped the educators’ perspectives on their confidence to facilitate IvE with their students. Findings: Many different types of learning opportunities were afforded across the three days, including lectures by professor-inventors, seminars, talks with experienced educators, hands-on activities and engagement with high school students. The 36 educators indicated they were more confident in their ability to lead invention projects (55% more confident, 41% much more confident) due to participation. Originality/value: IvE is an emerging form of problem-based learning in which educators engage learners in the identification of problems and the design and development of new, novel, useful and unique technological solutions (i.e. inventions) that help people. The study responds to the need for research on ways educators learn how to take-up IvE pedagogy. © 2024, Audra Skukauskaite and Stephanie Renee Couch.

关键词： Confidence Ethnography High school students Invention education Pedagogy Professional development STEM Transdisciplinary

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