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The Perceived Complexity of learning Tasks Influences Students’ Collaborative Interactions in Immersive Virtual Reality

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Journal of Science Education and Technology 2024年第4期33卷 542-555页

作者： Matovu, Henry Won, Mihye Hernandez-Alvarado, Ricardo Bruno Ungu, Dewi Ayu Kencana Treagust, David F. Tsai, Chin-Chung Mocerino, Mauro Tasker, Roy School of Education Curtin University Perth WA Australia Faculty of Education Monash University Clayton VIC Australia Program of Learning Sciences National Taiwan Normal University Taipei Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan School of Molecular and Life Sciences Curtin University Perth WA Australia School of Science Western Sydney University Penrith NSW Australia

This study investigated how different learning tasks influence students’ collaborative interactions in immersive Virtual Reality (iVR). A set of chemistry learning activities was designed with iVR, and 35 pairs of undergraduate students went through the activities. Videos of students’ interactions were analysed to identify patterns in students’ physical, conceptual, and social interactions. When students were manipulating conceptually familiar virtual objects (several water molecules), they perceived the tasks as a simple extension of prior knowledge and did not attempt to explore the 3D visualisation much. They did not move around to take different perspectives, and conceptual discussions were brief. Their prior power relations (leader–follower) carried over in iVR environments. In contrast, when conceptually unfamiliar chemical structures (protein enzyme) were displayed, students perceived the tasks as complex, demanding a new mode of learning. They spontaneously moved around to explore and appreciate the 3D visualisation of iVR. Walking to different positions to observe the virtual objects from multiple angles, students engaged in more collaborative, exploratory conceptual discussions. As the perceived complexity of learning tasks or virtual objects triggers different collaborative interactions amongst students, careful considerations need to be placed on the design of iVR tasks to encourage productive collaborative learning. © The Author(s) 2024.

关键词： Chemistry education Collaborative learning Human–computer interaction Immersive virtual reality

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NeuroSimo: an open-source software for real-time EEG- and EMG-guided TMS

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Brain Stimulation 2025年第1期18卷 505-505页

作者： Kahilakoski, Olli-Pekka Alkio, Kyösti Siljamo, Oula Valén, Kim Makkonen, Matilda Mutanen, Tuomas P. Guidotti, Roberto Pieramico, Giulia Laurinoja, Joonas Tommila, Timo Haxel, Lisa Jooß, Andreas Souza, Victor H. Ilmoniemi, Risto J. Roine, Timo Aalto University School of Science Finland Gabriele d'Annunzio University of Chieti and Pescara Italy University of Eastern Finland A I Virtanen Institute for Molecular Sciences Kuopio Finland Hertie Institute for Clinical Brain Research Department of Neurology & Stroke Germany University of Tübingen Department of Neurology & Stroke Germany University of Tübingen Machine Learning in Science Excellence Cluster Machine Learning Tübingen Germany University of Tübingen Tübingen AI Center Tübingen Germany

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Exploring Preschool Teachers’ Conceptions of Teaching and learning, and Their Self-efficacy of Classroom Management and Pedagogical Content Knowledge

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Asia-Pacific Education researcher 2023年第2期32卷 263-273页

作者： Shen, Kuan-Ming Cheng, Yi-Wen Lee, Min-Hsien Institute of Education National Sun Yat-sen University Kaohsiung City Taiwan Master of Science in Computer Science Westcliff University Irvine United States Program of Learning Sciences National Taiwan Normal University 162 Section 1 Heping E. Rd. Taipei City 106 Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei City Taiwan

This study aimed to understand the relationship among conceptions of teaching and learning (COLT), classroom management self-efficacy (CMSE), and pedagogical content knowledge self-efficacy (PCKSE). A total of 485 in-service Taiwanese preschool teachers participating in this study completed three questionnaires, viz. the Conceptions of Teaching and learning, the Classroom Management Self-efficacy, and the Pedagogical Content Knowledge Self-efficacy. The research findings indicated that, while teachers regarded conceptions of teaching and learning from a constructivist perspective, they tended to possess higher classroom management self-efficacy and in turn expressed higher PCK self-efficacy. On the contrary, teachers with traditional conceptions of teaching and learning tended to have lower classroom management self-efficacy and accordingly displayed lower PCK self-efficacy. According to the research findings, the present study encouraged teachers to develop constructivist COTL in order to foster better management and PCK. Besides, it is suggested that future studies explore other factors affecting teachers’ self-efficacy. © 2022, De La Salle University.

关键词： Classroom management Conceptions of teaching and learning Pedagogical content knowledge Preschool teachers Self-efficacy

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Correlates between imagination types and abilities in designing works

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International Journal of Technology and Design Education 2023年第3期33卷 841-861页

作者： Tsai, Chi-Ruei Hong, Jon-Chao Tai, Kai-Hsin International Master Program in STEM Education National Pingtung University No. 1 Linsen Rd. Pingtung County Pingtung City900393 Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University No. 162 Section 1 Heping East Road Taipei106308 Taiwan

A variety of studies have attempted to explain the dispositions of imagination;notably, imagination engages and develops an individual’s creativity. In the present study, we propose that three types of imagination dispositions (i.e., epistemic, sensory, and future imagination) serve as cognitive mechanisms for the ability to efficiently generate new ideas relevant to imagination with-making and imagination without-making. The correlates between imagination disposition and imagination with-making and imagination without-making were subjected to confirmatory factor analysis and structural equation modeling. The results showed that epistemic imagination was positively related to imagination with-making, but not to imagination without-making;future imagination was positively related to imagination without-making but was not related to imagination with-making;and sensory imagination was positively related to both imagination with-making and imagination without-making. Moreover, imagination without-making was positively related to imagination with-making. The results of this study offer a practical model for understanding imaginative disposition and ability, and provide a framework for future studies to explore imagination disposition and ability in various areas, such as craft creation. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.

关键词： Factor analysis

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Effects of a remedial program on beginner-level, low-achieving efl learners^*

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Bulletin of Educational Psychology 2020年第4期51卷 687-712页

作者： Hu, Tsui-Chun Hsu, Ying-Ju Center for General Education Chinese Language and Technology Center National Taiwan Normal University Taiwan Institute for Research Excellence in Learning Sciences Research Center for Psychological and Educational Testing National Taiwan Normal University Taiwan

Bridging the achievement gap among learners and maximizing the effectiveness of instruction have attracted significant research attention;however, very few studies have focused on developing a systematic remedial program, particularly for beginner-level EFL learners. Hence, this study first proposed a remedial program to develop the language component skills of low-achieving beginner-level EFL learners. Subsequently, the program’s effect on low-achieving learners’ vocabulary and grammar was measured. Finally, the study provided an overview of the remedial program’s characteristics, highlighting its instructional methods and materials, teaching procedures, activity designs, and approaches for enhancing learner engagement. This study recruited 11 teachers and 567 grade 7 students from six junior high schools in Taiwan. Two subtests, DCEC-Vocabulary Size and DCEC-Grammar of the Diagnosis and Certification of English Competency (DCEC) system, were conducted on all 567 seventh-graders. In total, 117 grade 7 students who failed to reach the grade 4 level were assigned into an experimental and a control group. The experimental group (N = 56) received experimental instruction, whereas the control group (N = 61) received traditional instruction. The study results indicated that the seventh-graders who received experimental remedial instruction demonstrated better English component skills, including better vocabulary and familiarity with grammatical sentence patterns, compared with students who received traditional instruction for remediation. The current study provided a model remedial program by delineating the implementation of remedial instruction for low-achieving beginner-level EFL learners. The proposed remedial program can serve as a model to facilitate the work of practitioners, researchers, curriculum designers, and policymakers. © 2020, National Taiwan Normal University. All rights reserved.

关键词： Achievement gap English intervention Low-achieving English learners Remedial instruction Remedial program

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Effects of interactive unplugged programming activities on computational thinking skills and student engagement in elementary education

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Education and Information Technologies 2023年第9期28卷 12293-12318页

作者： Li, Qi Jiang, Qiang Liang, Jyh-Chong Xiong, Weiyan Liang, Yu Zhao, Wei School of Information Science and Technology Northeast Normal University No. 2555 Jingyue Street Jilin Changchun 130117 China Program of Learning Sciences and Institute for Research Excellence in Learning Sciences National Taiwan Normal University #162 Section 1 Heping East Road Taipei 10610 Taiwan Institute of Policy Studies School of Graduate Studies Lingnan University #8 Castle Peak Road Tuen Mun New Territories SAR Hong Kong

Different instructional strategies have been drawn to assist elementary school students in improving computational thinking (CT) skills and student engagement (SE) in unplugged programming activities. This paper aimed to explore how the interactive strategies of unplugged programming affect CT skills and SE. The study was conducted based on a quasi-experimental research method. The sample was composed of 104 sixth-grade students from northern China. The students in the experimental group learned with interactive unplugged programming, whereas those in the control group learned with non-interactive unplugged programming. Analysis of Covariance statistics and Partial Least Squares Structural Equation Modeling were adopted for data analysis. Results showed that the performance of the experimental group in CT skills and SE was considerably better than that of the control group. Moreover, the predictive relationships were more complex between CT skills and SE in the experimental group. In general, these findings confirmed the teaching value of interactive unplugged programming, and further emphasized the important role of students’ CT skills in programming engagement. Therefore, through the application of interaction in instruction design, each student can be assigned a positive role to create a programming classroom that is more conducive to students. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

关键词： Computational thinking skills Interactive unplugged programming Partial least squares structural equation modeling (PLS-SEM) Student engagement Unplugged programming

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Undergraduate Students’ Profiles of Cognitive Load in Augmented Reality–Assisted Science learning and Their Relation to Science learning Self-efficacy and Behavior Patterns

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International Journal of Science and Mathematics Education 2024年第2期22卷 419-445页

作者： Lin, Xiao-Fan Wong, Seng Yue Zhou, Wei Shen, Weipeng Li, Wenyi Tsai, Chin-Chung School of Education Information Technology Office 214 GuangDong Engineering Technology Research Center of Smart Learning South China Normal University 55 Zhongshan Dadao Xi Guangzhou 510631 China Guangdong Provincial Institute of Elementary Education and Information Technology Guangzhou China Guangdong Provincial Philosophy and Social Sciences Key Laboratory of Artificial Intelligence and Smart Education Institute for Artificial Intelligence Education Guangzhou China Centre for Internship Training and Academic enrichment (CITrA) University of Malaya Kuala Lumpur Malaysia Program of Learning Sciences National Taiwan Normal University Taipei Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan

research evidence indicated that a specific type of augmented reality–assisted (AR-assisted) science learning design or support might not suit or be effective for all students because students’ cognitive load might differ according to their experiences and individual characteristics. Thus, this study aimed to identify undergraduate students’ profiles of cognitive load in AR-assisted science learning and to examine the role of their distinct profiles in self-efficacy together with associated behavior patterns in science learning. After ensuring the validity and reliability of each measure, a latent profile analysis confirmed that 365 Chinese undergraduates carried diverse dimensions of cognitive load simultaneously. The latent profile analysis findings revealed four fundamental profiles: Low Engagement, Immersive, Dabbling, and Organized, characterized as carrying various respective cognitive loads. The multivariate analysis of variance findings revealed different levels of the six AR science learning self-efficacy dimensions across profiles. Low Engagement students displayed the lowest self-efficacy among all dimensions. Organized students recorded better conceptual understanding and higher-order cognitive skills than Dabbling ones. Students with the Immersive profile had the highest science learning self-efficacy. The lag sequential analysis results showed significant differences in behavior patterns among profiles. Among them, profiles with social interaction, test, and reviewing feedback behavior had a significantly higher score for self-efficacy than those patterns mainly based on test learning and resource visits. This finding provides a unified consideration of students’ diverse profiles and can inform interventions for effective design of AR-assisted science learning to match appropriate strategies to facilitate the science learning effect. © 2023, National Science and Technology Council, Taiwan.

关键词： Augmented reality Behavior Cognitive load Science learning Self-efficacy

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Generating Visual and Semantic Explanations with Multi-task Network 16th

Generating Visual and Semantic Explanations with Multi-task ...

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Workshops held at the 16th European Conference on Computer Vision, ECCV 2020

作者： Xu, Wenjia Wang, Jiuniu Wang, Yang Wu, Yirong Akata, Zeynep Department of Electrical Engineering University of Chinese Academy of Sciences Beijing China Aerospace Information Research Institute Chinese Academy of Sciences Beijing China Cluster of Excellence Machine Learning University of Tübingen Tübingen Germany

ISBN: (纸本)9783030664145

Explaining deep models is desirable especially for improving the user trust and experience. Much progress has been done recently towards visually and semantically explaining deep models. However, establishing the most effective explanation is often human-dependent, which suffers from the bias of the annotators. To address this issue, we propose a multitask learning network (MTL-Net) that generates saliency-based visual explanation as well as attribute-based semantic explanation. Via an integrated evaluation mechanism, our model quantitatively evaluates the quality of the generated explanations. First, we introduce attributes to the image classification process and rank the attribute contribution with gradient weighted mapping, then generate semantic explanations with those attributes. Second, we propose a fusion classification mechanism (FCM) to evaluate three recent saliency-based visual explanation methods by their influence on the classification. Third, we conduct user studies, quantitative and qualitative evaluations. According to our results on three benchmark datasets with varying size and granularity, our attribute-based semantic explanations are not only helpful to the user but they also improve the classification accuracy of the model, and our ranking framework detects the best performing visual explanation method in agreement with the users. © 2020, Springer Nature Switzerland AG.

关键词： Semantics

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Master’s Study Duration: The Effects of Active learning Based on the Belief-Action-Outcome Model^*

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Bulletin of Educational Psychology 2022年第4期53卷 879-900页

作者： Hong, Jon-Chao Ye, Jian-Hong Wu, Yu-Feng He, Zhen Department of Industrial Education and Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taiwan Faculty of Education Beijing Normal University China Office of Physical Education Ming Chi University of Technology Taiwan

Influenced by Confucianism, the social role is postponed from school to work in Taiwan, most young adults enter the job market after completing a higher education degree. However, in recent years, delayed graduation by postgraduate students has become a problem. To understand this phenomenon, this study recruited a mix of participants who had already graduated and participants who were about to graduate (individuals who had completed their courses and thesis). The aim of the study was to explore (1) how individuals’ academic self-efficacy affects their active learning strategies and academic self-confidence and (2) how this is reflected in the duration of their studies. A total of 245 valid questionnaires were collected, comprising the responses of 91 men and 154 women. Among the participants, 34.3% graduated on time, whereas 51% did not graduate on time because of incomplete theses. A confirmatory factor analysis approach was adopted in this study. The results demonstrated that academic self-efficacy was positively related to active learning strategies (higher-order, integrative, and reflective strategies) and active learning strategies were positively related to academic self-confidence, whereas academic self-confidence was negatively related to an extended duration for completing a master’s degree. © 2022, National Taiwan Normal University. All rights reserved.

关键词： academic self-confidence academic self-efficacy active learning strategies belief-action-outcome model study duration

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A Learner Behavioral Anslysis on the Effectiveness of Scaffoldings for Language learning with Educational Robots and IoT-Based Tangible Objects

A Learner Behavioral Anslysis on the Effectiveness of Scaffo...

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International Conference on Advanced learning Technologies (ICALT)

作者： Yueh-hui Vanessa Chiang Nian-Shing Chen Department of Computer Science National Chengchi University Taipei Taiwan Institute for Research Excellence in Learning Sciences Program of Learning Sciences National Taiwan Normal University Taipei Taiwan

The integration of educational robots and IoT-based tangible objects (R&T system) holds great potential for enhancing the learning outcome and providing scaffoldings for language learners. This study was focused on examining the learners' behaviors during language learning activities, to analyze the effectiveness of the scaffoldings provided by the R&T system. The aim was to assess the task completion and responsiveness to learners' learning states. A method called Lag sequential analysis was employed to identify significant sequential behavioral patterns. The results showed that, in addition to confirming the effectiveness of the scaffoldings, the sequential pattern analysis was useful in capturing the dynamics of interaction among learners, robots, teachers, and peers in real-life learning scenarios.

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