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A Digital Photo Activity Intervention for Nursing Home Residents With Dementia and Their Carers: Mixed Methods Process Evaluation

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JMIR Formative research 2025年 9卷 e56586页

作者： Tan, Josephine Rose Orejana Neal, David P. Vilmen, Maria Boersma, Petra Ettema, Teake P. Gobbens, Robbert J.J. Sikkes, Sietske A.M. Dröes, Rose-Marie Department of Psychiatry Amsterdam Public Health Research Institute Amsterdam UMC Location Vrije Universiteit Amsterdam Netherlands eHealth Living & Learning Lab Department of Medical Informatics Amsterdam UMC Amsterdam Netherlands Lectorate Health and Well-being of Frail Elderly People Faculty of Health Sports and Social Work Inholland University of Applied Sciences Amsterdam Netherlands Program Learning Improvement & Implementation Ben Sajet Centrum Amsterdam Netherlands Zonnehuisgroep Amstelland Amstelveen Netherlands Department of Family Medicine and Population Health Faculty of Medicine and Health Sciences University of Antwerp Antwerp Belgium Tranzo Tilburg University Tilburg Netherlands Department of Clinical Neuro- & Developmental Psychology Faculty of Behavioural and Movement Sciences Vrije Universiteit Amsterdam Amsterdam Netherlands Alzheimer Center Amsterdam Vrije Universiteit Amsterdam Amsterdam UMC Amsterdam Netherlands Amsterdam Neuroscience Neurodegeneration Amsterdam Netherlands

Background: Within the framework of a randomized controlled trial investigating the impact of a digital, psychosocial photo activity intervention for residents living with dementia in nursing homes and their informal and formal carers, a process evaluation was conducted to determine factors that affected the implementation of the intervention and potentially influenced the intervention outcomes. Objective: By tracing facilitators and barriers to implementation, the study also aimed to inform future implementation of the photo activity intervention. Methods: Following Medical research Council guidance, mixed methods were used to investigate context, implementation, and mechanism-of-impact factors during the photo activity intervention via the Fotoscope web application versus a general conversation activity (control). Google Analytics was set up to gain insight into how the Fotoscope web application was used in practice. For quantitative data, descriptive statistics were calculated and differences between groups tested. For qualitative data, thematic analysis was performed. Results: In total, 163 semistructured interviews were conducted with residents (photo activity group: n=29, 17.8%;control: n=29, 17.8%), formal carers (photo activity group: n=23, 14.1%;control: n=27, 16.6%), and informal carers (photo activity group: n=28, 17.2%;control: n=27, 16.6%). Regarding contextual factors, a minority of formal carers in both groups (photo activity group: 4/18, 22%;control: 9/24, 38%) mentioned time and workload as barriers to implementing the intervention. Regarding implementation, 86% (25/29) of the residents in the intervention group felt that the digital photo activity worked well on a tablet. Informal carers from both groups wanted more intervention updates from formal carers. The majority of formal carers from both groups were satisfied with how the training and activities were implemented. Regarding the mechanisms of impact, residents in the photo activity group (27/

关键词： art dementia nursing home photos process evaluation psychosocial interventions social interaction

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Analysis of students' diagrams of water molecules in snowflakes to reveal their conceptual understanding of hydrogen bonds

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Chemistry Education research and Practice 2022年第2期24卷 437-452页

作者： Matovu, Henry Won, Mihye Treagust, David Franklin Mocerino, Mauro Ungu, Dewi Ayu Kencana Tsai, Chin-Chung Tasker, Roy School of Education Curtin University Perth Australia School of Molecular and Life Sciences Curtin University Perth Australia Program of Learning Sciences Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan School of Science Western Sydney University Penrith Australia

Recent studies have reported a growing trend of using student-generated diagrams for assessment in science teaching and research. However, many educators tend to use diagrams to explore students' perceptions of scientists and their work rather than explore conceptual understanding of abstract concepts. In this study, we used diagrams to investigate students' conceptual understanding of the nature of hydrogen bonds among water molecules in snowflakes. Participants were 70 first- and second-year university students. Following a sequence of interview prompts, the students drew diagrams to illustrate the interactions amongst water molecules in snowflakes. Sixty students' diagrams were analyzed inductively using a constant comparison method. Most diagrams showed that the students did not have major challenges drawing the water molecule structure, recognizing polarity of a water molecule, or recognizing the intermolecular nature of hydrogen bonds. However, the diagrams revealed varied ways in which students conceptualized the formation of hydrogen bonds. A third of the diagrams revealed students' alternative conceptions about the role of lone pairs of electrons in the formation of hydrogen bonds. Most diagrams which showed a good understanding of the nature of a hydrogen bond revealed students' difficulties in recognizing molecular interactions in a 3D space. Our findings suggest that student-generated diagrams can provide a powerful way to understand students' conceptions of abstract science concepts. © 2022 Royal Society of Chemistry. All rights reserved.

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Brain-wide microstrokes affect the stability of memory circuits in the hippocampus

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Nature Communications 2025年第1期16卷 1-17页

作者： Heiser, Hendrik Kiessler, Filippo Roggenbach, Adrian Ibanez, Victor Wieckhorst, Martin Helmchen, Fritjof Gjorgjieva, Julijana Wahl, Anna-Sophia Brain Research Institute University of Zurich Winterthurerstrasse 190 Zurich 8057 Switzerland Neuroscience Center Zurich (ZNZ) University of Zurich Zurich Switzerland School of Life Sciences Technical University of Munich Maximus-von-Imhof-Forum 3 Freising 85354 Germany University Research Priority Program (URPP) Adaptive Brain Circuits in Development and Learning University of Zurich Zurich Switzerland Institute for Stroke and Dementia Research (ISD) LMU University Hospital LMU Munich Feodor-Lynen-Strasse 17 Munich 81377 Germany Department of Neuroanatomy Institute of Anatomy Ludwigs-Maximilians-University Pettikoferstrasse 11 Munich 80336 Germany

Cognitive deficits affect over 70% of stroke survivors, yet the mechanisms by which multiple small ischemic events contribute to cognitive decline remain poorly understood. In this study, we employed chronic two-photon calcium imaging to longitudinally track the fate of individual neurons in the hippocampus of mice navigating a virtual reality environment, both before and after inducing brain-wide microstrokes. Our findings reveal that, under normal conditions, hippocampal neurons exhibit varying degrees of stability in their spatial memory coding. However, microstrokes disrupted this functional network architecture, leading to cognitive impairments. Notably, the preservation of stable coding place cells, along with the stability, precision, and persistence of the hippocampal network, was strongly predictive of cognitive outcomes. Mice with more synchronously active place cells near important locations demonstrated recovery from cognitive impairment. This study uncovers critical cellular responses and network alterations following brain injury, providing a foundation for novel therapeutic strategies preventing cognitive decline. © The Author(s) 2025.

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Change in students' explanation of the shape of snowflakes after collaborative immersive virtual reality

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Chemistry Education research and Practice 2022年第2期24卷 509-525页

作者： Matovu, Henry Won, Mihye Treagust, David Franklin Ungu, Dewi Ayu Kencana Mocerino, Mauro Tsai, Chin-Chung Tasker, Roy School of Education Curtin University Perth Australia School of Molecular and Life Sciences Curtin University Perth Australia Program of Learning Sciences Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan School of Science Western Sydney University Penrith Australia

In recent years, chemistry educators are increasingly adopting immersive virtual reality (IVR) technology to help learners visualise molecular interactions. However, educational studies on IVR mostly investigated its usability and user perceptions leaving out its impact on improving conceptual understanding. If they evaluated students' knowledge gains, they tended to use information recall tests to assess knowledge gains. Employing interviews and diagram-drawing tasks, this study explored how students' conceptual understanding of the nature of hydrogen bonds and the shape of snowflakes changed through a collaborative IVR experience on snowflakes. Participants were 68 undergraduate chemistry students. Videos of pre-/post-interviews and student-generated diagrams were analysed. The results indicated a marked improvement in students' conceptual understanding of the nature of hydrogen bonds among water molecules in snowflakes. After IVR, 57 students provided scientifically acceptable explanations of the nature of hydrogen bonds. Improvements in students' understanding were related to the intermolecular nature of hydrogen bonds, the role of lone pairs of electrons in forming hydrogen bonds, and molecular interactions in 3D space. This study suggests that collaborative IVR could be a powerful way for students to visualise molecular interactions, examine their alternative conceptions, and build more coherent understanding. Implications for the design and implementation of IVR activities for science learning are discussed. © 2022 Royal Society of Chemistry. All rights reserved.

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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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