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The entity belief of concentration ability predicts cognitive load, failure-attribution, and flow experience when using a virtual reality device

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Interactive learning Environments 2024年第1期32卷 34-51页

作者： Hong, Jon-Chao Ye, Jhen-Ni Ye, Jian-Hong Kung, Ling-Wen Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan Department of Industrial Education National Taiwan Normal University Taipei Taiwan Graduate Institute of Technological & Vocational Education National Taipei University of Technology Taipei Taiwan Faculty of Education Beijing Normal University Beijing China

Attentional control theory indicates that concentration is considered an important variable that contributes to learning. There are some devices for players to practice their concentration, but there are few virtual reality (VR) designs which can increase the level of difficulty for students to discipline their mental concentration with incongruent hands-on movement. To address this gap, a VR system named Tracking Fun was designed, which requires hand-eye coordination to move a ball to a target hole. To explore the effect of playing Tracking-fun on players’ concentration performance, the study explored the relationship among entity beliefs of concentration ability (EBCA), intrinsic cognitive load (ICL), failure attribution of VR operation (FAVRO), flow experience, and gameplay performance. Students from a skills-based senior high school took part in this experimental research, and 259 valid questionnaires were returned. The research results showed that: EBCA can positively predict cognitive load;EBCA can positively predict FAVRO;ICL and flow have a negative correlation;FAVRO can negatively predict flow experience when interacting with VR;and flow can negatively predict gameplay performance. Based on the results, enriching the opportunity and difficulty level of Tracking-fun can enhance players’ concentration. Follow-up research suggestions are proposed. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

关键词： Concentration concentration ability entity beliefs flow experience learning effectiveness virtual reality

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Developing a design thinking engagement scale for early childhood teachers

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International Journal of Technology and Design Education 2023年第5期33卷 2045-2069页

作者： Chen, Nanxi Wu, Dandan Hong, Huang-Yao Chai, Ching Sing Liang, Jyh-Chong Center for Educational Science and Technology Beijing Normal University No.18 Jinfeng Road Tangjiawan Guangdong Province Zhuhai City519087 China Department of Early Childhood Education The Education University of Hong Kong Tai Po Hong Kong Department of Education National Cheng-Chi University Taipei City Taiwan Department of Curriculum and Instruction The Chinese University of Hong Kong Shatin Hong Kong Program of Learning Sciences and Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei City Taiwan

Engaging in design thinking activities has been increasingly viewed as important for the craft of teaching for early childhood practitioners. However, reliable and valid measurements for this are lacking. As such, this research aims to develop and validate a design thinking engagement scale (DTES) to assess teachers’ engagement in design thinking. A sample of 370 Chinese kindergarten teachers completed a questionnaire to test its reliability, validity and generality empirically. First, principal component analysis (PCA) and confirmatory factor analysis (CFA) both supported a five-factor structure of the DTES, indicating satisfactory construct validity. The total variance explained in PCA was 85.48%. Second, the reliability analyses within each sub-dimension and for the total DTES also showed an adequate internal consistency for the scale, ranging from.89 to.92 in PCA, and.84 to.94 in CFA. Besides, at CFA, the composite reliability (ρ) (.84 to.94) also indicated a good reliability. Moreover, both good convergent validity and discriminant validity were obtained through the method of average variance extracted (AVE) for each dimension (.64 to.80) and constraining the correlations between each pair of constructs respectively. Thus, the DTES can be a promising tool for measuring design thinking engagement among early childhood teachers. © 2023, The Author(s), under exclusive licence to Springer Nature B.V.

关键词： Principal component analysis

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Developing a Course-Specific Chatbot Powered by Generative AI for Assisting Students’ learning in a programming Course

Developing a Course-Specific Chatbot Powered by Generative A...

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International Conference on Advanced learning Technologies (ICALT)

作者： Yueh-Hui Vanessa Chiang Yu-Chen Lin Nian-Shing Chen Life Education M.A. Program Dharma Drum Institute of Liberal Arts New Taipei City Taiwan Department of Computer Science National Chengchi University Taipei Taiwan Institute for Research Excellence in Learning Sciences and Program of Learning Sciences National Taiwan Normal University Taipei Taiwan

ISBN: (数字)9798350362053

ISBN: (纸本)9798350362060

This paper details the development of an educational chatbot designed to assist non-IT undergraduate students in a computer programming course. The chatbot, accessible through a LINE Bot interface, focuses conversations on course materials and activities, providing students with relevant learning support. Utilizing OpenAI’s API, the chatbot generates human-like conversational content. The paper includes preliminary evaluation results, emphasizing the chatbot’s ability to respond accurately to course-related student queries. This study highlights the potential of chatbots in enhancing educational experiences in specialized subjects.

关键词： Generative AI Oral communication Chatbots programming profession

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Gestalt perception: A game designed to explore players’ gameplay self-efficacy and anxiety reflected in their learning effects

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Journal of research on Technology in Education 2023年第3期55卷 441-458页

作者： Hong, Jon-Chao Hwang, Ming-Yueh Hsu, Hui-Ting Tai, Kai-Hsin Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan Department of Industrial Education National Taiwan Normal University Taipei Taiwan Department of Adult and Continuing Education National Taiwan Normal University Taipei Taiwan

Gestalt perception relates to inferring a holistic scene from separate elements. Using this theory, an application game named Gestalt Puzzle was designed for students to play by recognizing a few parts of an image to reason the whole image of a particular object. Cognitive style can be divided into field independence (FI) and field dependence (FD) depending on individuals’ ability to identify minor components of a whole image. To understand the gameplay learning effect, this study explored how players’ field-independent cognitive style (FI-CS) interacted with their gameplay performance as the two types of cognitive styles were mediated by their self-efficacy and gameplay anxiety in a competition setting. Data from 112 sixth-grade students were collected for confirmatory factor analysis with structural equation modeling. First, participants completed a trial to familiarize themselves with the functions and mechanism of the game;second, all of the participants were divided into teams to compete against each other for 15 minutes by identifying Chinese paintings;they then completed a questionnaire. The results of this study indicated that FI-CS was positively related to gameplay self-efficacy, but negatively related to gameplay anxiety;perceived utility value could be positively predicted by gameplay self-efficacy, but negatively predicted by gameplay anxiety;and perceived value was positively related to game performance. Moreover, FI-CS was positively related to perceived value mediated by gameplay self-efficacy and gameplay anxiety. The implication of this study is that the Gestalt perception game may engage FI-CS learners with higher levels of gameplay self-efficacy, perceived value, and performance, but a lower level of gameplay anxiety. The present study findings imply that teachers can use Gestalt perception games to promote students’ learning of Taiwanese culture. © 2021 ISTE.

关键词： Elementary education human-computer interface improving classroom teaching interactive learning environments teaching/learning strategies

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The moderating effect of the DMN connectivity on the correlation between online creativity performances in single- and paired-player modes

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Intelligence 2023年第1期100卷

作者： Wu, Ching-Lin Program of Learning Sciences National Taiwan Normal University Taipei Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan

This study examined how brain structure influences creative performance during cooperation with others. This study employed graph theory to analyze the moderating effect of connectivity efficiency of a default mode network (DMN) on individuals' creative performance in interactive situations. The results showed that the global efficiencies of the DMN moderated the relationship between individuals' divergent thinking performance in the single- and paired-player modes. When the global efficiency in the DMN is high, an individual's originality performance in the single-player mode has high predictive power for performance in the paired-player mode. In addition, the global efficiency of the DMN can moderate the relationship between the flexibility scores in the single- and paired-player modes. In the case of high global efficiency, the flexibility performance in single-player mode has a higher predictive power in interactive situations. Furthermore, the nodal efficiency of the parahippocampal cortex can moderate the correlation between fluency (an index of divergent thinking) scores in the single- and paired-player modes, whereas the nodal efficiency of the anterior medial prefrontal cortex can moderate the relationship between the Chinese Radical Remote Associates Test performance in the single- and paired-player modes. © 2023 Elsevier Inc.

关键词： Co-creativity Default mode network (DMN) Divergent thinking Graph theory Remote associates test (RAT)

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Scaffolding online peer critiquing to develop students’ epistemic criteria of data visualization

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Computers and Education 2023年 203卷

作者： Chang, Hsin-Yi Program of Learning Sciences and Institute for Research Excellence in Learning Sciences National Taiwan Normal University Postal address: #162 Sec.1 Heping E. Rd. Taipei106 Taiwan

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Interdisciplinary training on instructional design using robots and IoT objects: A case study on undergraduates from different disciplines

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Computer Applications in Engineering Education 2023年第3期31卷 583-601页

作者： Lin, Vivien Chen, Nian-Shing Graduate Institute of Children's English College of Liberal Arts National Changhua University of Education Changhua City Taiwan Program of Learning Sciences Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei City Taiwan

The rise of robotics and the internet of things (IoT) has led to more interdisciplinary computing opportunities. With the real-life application of these new technological affordances across disciplines, more universities are engaging students in practical, hands-on interdisciplinary design. This case study aims to train two undergraduates from different disciplines to apply robots and IoT in instructional design to benefit young language learners. The two undergraduates, one majoring in engineering and the other majoring in applied foreign languages, voluntarily participated in this interdisciplinary project-based learning (iPjBL). By creating an emulated environment that connects educational robots and tangible objects, the two designers achieved a theme-based instructional game design. The researchers assessed the quality of their instructional design, compared their design processes, and identified three factors that led to differing designer perspectives—(a) disciplinary training, (b) prior experience, and (c) design beliefs. These different perspectives can be used to help design training for instructional designers from various disciplines on how to apply robots and IoT-based tangible objects in language education. Challenges faced by the two designers included insufficient cross-disciplinary expertise, existing knowledge and skill gaps, and the need to redefine design beliefs to achieve better design outcomes. Issues and needs related to interdisciplinary learning were addressed and synthesized into essential steps to guide future instructional design that incorporates robots and IoT-based tangible objects. Overall evaluation of the interdisciplinary learning outcome using the First Principles of Instruction model demonstrated that iPjBL can provide valuable learning for instructional designers from different disciplines. © 2023 Wiley Periodicals LLC.

关键词： Internet of things

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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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Immersive virtual reality for science learning: Design, implementation, and evaluation

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Studies in Science Education 2023年第2期59卷 205-244页

作者： Henry Matovu Dewi Ayu Kencana Ungu Mihye Won Chin-Chung Tsai David F. Treagust Mauro Mocerino Roy Tasker a School of Education Curtin University Perth Australia b Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwanc Program of Learning Sciences National Taiwan Normal University Taipei Taiwan d School of Molecular and Life Sciences Curtin University Perth Australia e Department of Chemistry Western Sydney University Penrith Australia

ABSTRACTThe advanced visualisation and interactive capabilities make immersive virtual reality (IVR) attractive for educators to investigate its educational benefits. This research reviewed 64 studies published in 2016–2020 to understand how science educators designed, implemented, and evaluated IVR-based learning. The immersive design features (sensory, actional, narrative, and social) originally suggested by Dede provided the framework for the analysis of IVR designs. Educators commonly adopted IVR to better aid visualisation of abstract concepts and enhance learning experience. IVR applications tended to have sensory and actional features, leaving out narrative and social features. learning theories did not appear to play a strong role in the design, implementation, and evaluation of IVR-based learning. Participants generally reported their IVR experiences as positive on engagement and motivation but the learning outcomes were mixed. No particular immersive design features were identified to result in better learning outcomes. Careful consideration of the immersive design features in alignment with the rationales for adopting IVR and evaluation methods may contribute to more productive investigations of the educational benefits of IVR to improve science teaching and learning.

关键词： Immersive virtual reality science education technology-enhanced learning human-computer interaction Chemistry education

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Impact of a robot and tangible object (R&T) integrated learning system on elementary EFL learners’ English pronunciation and willingness to communicate

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Computer Assisted Language learning 2023年

作者： Hsieh, Wen-Min Yeh, Hui-Chin Chen, Nian-Shing Department of Applied Foreign Languages National Yunlin University of Science and Technology Douliu Taiwan Program of Learning Sciences & Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan

research on how the use of social robots helps improve English as Foreign Language (EFL) young learners’ pronunciation and willingness to communicate (WTC) is understudied. This study developed a robot and tangible objects (R&T) learning system and examined its impact on elementary EFL learner’s English pronunciation and WTC. The R&T system consists of a robot, a tablet, a cellphone, and sets of tangible objects that enable students to physically interact with the system. A total of 29 elementary students were engaged in location-specific tasks with the R&T system 40 min a day for five days. Data were collected through pronunciation tests, willingness to communicate questionnaires, and video recordings of students’ interaction with the R&T system. Paired-samples t test showed students improved in both pronunciation and willingness to communicate after interacting with the R&T system. Video recordings found active engagement in the form of multiple tries and active help-seeking. Finally, a missed learning opportunity captured in the video data provided directions for future refinement in robot and task design. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

关键词： EFL pronunciation Robot-assisted language learning (RALL) tangible objects willingness to communicate (WTC)

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