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Diverse approaches to learning with immersive Virtual Reality identified from a systematic review

Computers and Education 2023年 195卷

作者： Won, Mihye Ungu, Dewi Ayu Kencana Matovu, Henry Treagust, David F. Tsai, Chin-Chung Park, Jungho Mocerino, Mauro Tasker, Roy School of Education Curtin University Australia Program of Learning Sciences & Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taiwan Lincoln Agritech New Zealand School of Molecular and Life Sciences Curtin University Australia School of Science Western Sydney University Australia

To investigate how learning in immersive Virtual Reality was designed in contemporary educational studies, this systematic literature review identified nine design features and analysed 219 empirical studies on the designs of learning activities with immersive Virtual Reality. Overall, the technological features for physical presence were more readily implemented and investigated than pedagogical features for learning engagement. Further analysis with k-means clustering revealed five approaches with varying levels of interactivity and openness in learning tasks, from watching virtual worlds passively to responding to personalised prompts. Such differences in the design appeared to stem from different practical and educational priorities, such as accessibility, interactivity, and engagement. This review highlights the diversity in the learning task designs in immersive Virtual Reality and illustrates how researchers are navigating practical and educational concerns. We recommend future empirical studies recognise the different approaches and priorities when designing and evaluating learning with immersive Virtual Reality. We also recommend that future systematic reviews investigate immersive Virtual Reality-based learning not only by learning topics or learner demographics, but also by task designs and learning experiences. © 2023 The Authors

关键词： Cluster analysis

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Attribute prototype network for zero-shot learning 34

Attribute prototype network for zero-shot learning

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34th Conference on Neural Information Processing Systems, NeurIPS 2020

作者： Xu, Wenjia Xian, Yongqin Wang, Jiuniu Schiele, Bernt Akata, Zeynep Max Planck Institute for Informatics Saarland Informatics Campus Saarbrücken Germany Cluster of Excellence Machine Learning University of Tübingen Germany School of Electronic University of Chinese Academy of Science Beijing China Aerospace Information Research Institute Chinese Academy of Sciences Beijing China

From the beginning of zero-shot learning research, visual attributes have been shown to play an important role. In order to better transfer attribute-based knowledge from known to unknown classes, we argue that an image representation with integrated attribute localization ability would be beneficial for zero-shot learning. To this end, we propose a novel zero-shot representation learning framework that jointly learns discriminative global and local features using only class-level attributes. While a visual-semantic embedding layer learns global features, local features are learned through an attribute prototype network that simultaneously regresses and decorrelates attributes from intermediate features. We show that our locality augmented image representations achieve a new state-of-the-art on three zero-shot learning benchmarks. As an additional benefit, our model points to the visual evidence of the attributes in an image, e.g. for the CUB dataset, confirming the improved attribute localization ability of our image representation. © 2020 Neural information processing systems foundation. All rights reserved.

关键词： Zero-shot learning

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The relationship between teacher support and bullying in schools: the mediating role of emotional self-efficacy

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Current Psychology 2023年第36期42卷 31853-31862页

作者： Zeng, Li-Hong Hao, Yungwei Hong, Jon-Chao Ye, Jhen-Ni School of Humanities and Teacher Education Wuyi University Nanping China Department of Education National Taiwan Normal University Taipei City Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei City Taiwan The Graduate Institute of Technological & Vocational Education National Taipei University of Technology Taipei City Taiwan

Based on micro-ecology theory,teachers’ support or caregiving which provides students with optimal strategies is the most important factor in decreasing instances of bullying. To address the effect of teacher support on the reduction of campus bullying, this study considered the emotional self-efficacy (ESE) of students as a mediator in relation to teachers’ support and being bullied from students’ perspectives. Data were collected from 447 elementary school students located in Northern Fujian, China. Confirmatory factor analysis was first applied, and then structural equation modeling (SEM) was performed in order to verify the research hypotheses. The SEM results confirmed the mediational model in which ESE acted as a mediator in the relationships between teacher support (instrumental and emotional support) and three types of perceived bullying (physical, verbal, and relational bullying). © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

关键词： Campus bullying Emotional self-efficacy Rural elementary school Teacher support

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What type of humor style do older adults tend to prefer? A comparative study of humor style tendencies among individuals of different ages and genders

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Current Psychology 2023年第3期42卷 2186-2197页

作者： Tsai, Ping-Hsun Chen, Hsueh-Chih Hung, Yi-Chun Chang, Jen-Ho Huang, Shih-Yuan Department of Educational Psychology and Counseling National Taiwan Normal University Taipei Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan Chinese Language and Technology Center National Taiwan Normal University Taipei Taiwan MOST AI Biomedical Research Center Taipei Taiwan Academia Sinica Institute of Ethnology Taipei Taiwan

Individual humor tendencies or behaviors may change with age, but most studies have focused on school-aged children to college students and have rarely explored differences in humor style tendencies from adulthood to older age. The present study examines humor style differences among participants of different ages. This study hypothesizes that older adults are more likely to prefer positive and self-focused humor styles (self-enhancing humor style). A total of 407 participants of different ages and genders were recruited to investigate their humor style tendencies. The results show that men tend to prefer aggressive humor, while women tend to prefer affiliative humor. Interactions between age and humor styles were found. Further analyses show that adolescent to college-aged participants tend to use affiliative humor, adult participants tend to prefer both affiliative and self-enhancing humor, and older adults tend to use self-enhancing humor. In addition, individuals increasingly tend to prefer self-enhancing humor with age, and this tendency was strongest among the older adults, supporting our hypothesis. This study reveals not only significant gender differences but also age differences in humor style tendencies. Our findings clarify the relationship between humor and age and can serve as a basis for future research. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

关键词： Age difference Humor style Positivity bias in older adults

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The Effects of Implicit Belief of Intelligence on Metacognitive Skills and Project Design Engagement in an invention practice

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International Journal of Technology and Design Education 2023年第3期33卷 921-936页

作者： Hong, Jon-Chao Gu, Jianjun Tsai, Chi-Ruei Institute for Research Excellence in Learning Sciences National Taiwan Normal University 162 Heping East Road Section 1 Taipei Taiwan School of Education Science Nanjing Normal University No.1 Wenyuan Road Qixia District Nanjing China International Master Program in STEM Education National Pingtung University No. 1 Linsen Rd. Pingtung County Pingtung City900393 Taiwan P. O. Box 7-513 Taipei Taiwan

Drawing on Dweck and Leggett’s (1988) implicit beliefs of intelligence framework, the present study explored the incremental belief of intelligence (IBI) and how it correlated to metacognitive skills that reflected vocational students’ project design engagement. Data were collected from students from 2 vocational high schools involved in project design for a national invention exhibition. In all, 196 useful returns were subjected to confirmatory factor analysis with structural equation modeling. Study results indicated that there was a positive relationship between IBI and the three types of metacognitive skills: planning and thinking strategies, being aware and monitoring, and evaluating and revising. Moreover, planning and thinking strategies as well as being aware and monitoring were positively related to project design engagement, but no significant relationship could be found between evaluating and revising and project design engagement. Vocational school teachers may refer to this study to encourage their students to practice metacognitive skills in device design so as to reach a high level of behavioral engagement in finding and solving problems during the invention process. © 2022, The Author(s), under exclusive licence to Springer Nature B.V.

关键词： Patents and inventions

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Effects of exercise intensity and duration at a predetermined exercise volume on executive function among Apolipoprotein E (APOE)-ɛ4 carriers

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Current Psychology 2023年第25期42卷 22050-22061页

作者： Chang, Yu-Kai Karageorghis, Costas I. Wang, Chun-Chin Li, Ruei-Hong Chen, Feng-Tzu Fang, Ren-Yu Hung, Tsung-Min Department of Physical Education and Sport Sciences National Taiwan Normal University Taipei Taiwan Institute for Research Excellence in Learning Science National Taiwan Normal University Taipei Taiwan Department of Life Sciences Brunel University London Middlesex United Kingdom Office of Physical Education Soochow University Taipei Taiwan Department of Sports Medicine China Medical University Taichung Taiwan

Emerging evidence indicates that acute exercise improves executive function, but its effects on higher-order executive functioning skills among people with a risk of Alzheimer’s disease are not well understood. This study addressed the effects of acute exercise on the planning dimension of executive function among late middle-age adults who carried Apolipoprotein (APOE)-ɛ4. Exercise volume was kept constant, but exercise intensity and duration were manipulated. Eighteen adults in the age range 55–70 years who carried APOE-ɛ4 were recruited for a laboratory-based study set in a within-subjects, counterbalanced design. There was a reading control condition along with three exercise conditions: Acute cycle exercise at a moderate intensity for 30 min (MI-30);higher intensity exercise of a shorter duration (16 min);and lower intensity exercise of a longer duration (40 min). Exercise volume was set with reference to energy expenditure in MI-30. The Tower of London Test was administered at the end of each condition. Acute aerobic exercise improved cognitive performance in regard to move-related scores and time-related scores, but not violation-related scores, when compared to the control condition. There was no difference in terms of the facilitation effect among the three exercise conditions. The present findings indicate that acute aerobic exercise, regardless of intensity/duration manipulation, facilitates higher-order executive function in late middle-aged APOE-ɛ4 carriers. Practitioners should, accordingly, consider exercise as a suitable intervention for those at risk of Alzheimer’s disease. © 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

关键词： Aerobic exercise APOE genotype Executive function Exercise prescription Planning

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Applying Content-Based Instruction in Seventh-Grade Food-and-Agriculture English learning with a Robot-Facilitated Board Game

Applying Content-Based Instruction in Seventh-Grade Food-and...

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International Conference on Advanced learning Technologies (ICALT)

作者： Yu-Jie Li Cheng-Ji Lai Vivien Lin Nian-Shing Chen Graduate Institute of Children's English National Changhua University of Education Changhua Taiwan ROC Department of English National Taichung University of Education Taichung Taiwan ROC Program of Learning Sciences Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan ROC

This study integrated robots and tangible objects (R&T) to realize content-based instruction, game-based learning, and embodied cognition in language education. The researchers developed a robot-facilitated board game (RFBG) to facilitate seventh-graders with learning chickens-and-eggs vocabulary and knowledge in English. The purpose was (a) to investigate target seventh-graders' knowledge acquisition, word acquisition, and word recognition, and (b) to examine their learning experience with the game play. This paper adopted mixed-methods research design through a single-group experiment at a private junior high school. By immersing in a game narrative with elements such as digital dice-rolling, answering leveled questions, using playing cards, and oral practice, the participants improved significantly in terms of word acquisition and recognition, and their overall feedback via RFBG was positive. The results inform EFL practitioners about how to better integrate educational robots and tangible objects into content-based language learning.

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The attentional bias of gelotophobes towards emotion words containing the Chinese character for ‘laugh’: An eye-tracking approach

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Current Psychology 2023年第19期42卷 16330-16343页

作者： Lee, Yen-Lin Chen, Hsueh-Chih Chan, Yu-Chen Institute of Learning Sciences and Technologies National Tsing Hua University Hsinchu Taiwan Department of Educational Psychology and Counseling National Taiwan Normal University Taipei Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan Chinese Language and Technology Center National Taiwan Normal University Taipei Taiwan MOST AI Biomedical Research Center Taipei Taiwan Department of Educational Psychology and Counseling National Tsing Hua University 101 Sec. 2 Kuang Fu Road Hsinchu 30013 Taiwan Cognitive and Human Affective Neuroscience Laboratory CHAN Lab NTHU Hsinchu Taiwan Research Center for Education and Mind Sciences NTHU Hsinchu Taiwan

Gelotophobes are typically characterized by the fear of laughter, social withdrawal, and humorlessness, possibly related to negative experiences of being laughed at in the past. The present study seeks to expand our understanding of gelotophobia through a relatively novel approach: using eye-tracking to investigate the attentional bias of gelotophobes and non-gelotophobes towards negative emotion words that do and do not contain the Chinese character for “laugh,” by comparing responses to negative ridicule words (RID), negative contempt words (CONT), positive pleasure words (PLE) and neutral words (NEU). Results of the start time of the first run of fixations showed that gelotophobes and non-gelotophobes both focused on negative words before other words. Gelotophobes’ attentional bias towards RID and CONT was greater than that of non-gelotophobes in first gaze duration, percentage of total viewing duration, total fixation count, and run count, suggesting that gelotophobes had greater difficulty in disengaging their attention from negative to neutral words. Non-gelotophobes’ attentional bias, however, towards negative ridicule neutral words (RID-NEU) and negative contempt neutral words (CONT-NEU) was greater than that of gelotophobes, suggesting that non-gelotophobes were more able to shift attention from negative to neutral words. Moreover, gelotophobes paid significantly more attention to RID than CONT, suggesting that gelotophobes displayed a longer and stronger attentional bias towards RID (containing the “laugh” character). Interestingly, there was no difference for PLE between gelotophobes and non-gelotophobes. The present study contributes to our understanding of the attentional bias of gelotophobes and non-gelotophobes towards emotion words. © 2019, Springer Science+Business Media, LLC, part of Springer Nature.

关键词： Contempt words Emotion Eye movement Humor Laughter Negative attentional bias Ridicule words

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Determination of Suitable Bioactive Glass-Polymer Film Conditioned Medium Extracts for Potential Applications in Tissue Regeneration: A Preliminary Study 6th

Determination of Suitable Bioactive Glass-Polymer Film Condi...

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6th Kuala Lumpur International Conference on Biomedical Engineering, BioMed 2021

作者： Samsurrijal, Siti Fatimah Noor, Siti Noor Fazliah Mohd Sujon, Mamun Khan Musa, Khirun Craniofacial and Biomaterial Sciences Cluster Advanced Medical and Dental Institute Universiti Sains Malaysia Pulau Pinang Kepala Batas13200 Malaysia Dental Stimulation and Virtual Learning Research Excellence Consortium Advanced Medical and Dental Institute Universiti Sains Malaysia Pulau Pinang Kepala Batas13200 Malaysia

ISBN: (纸本)9783030907235

Composite film combining bioactive particles with natural and synthetic polymer has received greater attention for enhanced cytocompatibility properties. The current study aimed to determine human mesenchymal stem cells (HMSC) responses towards different concentration of bioactive glass/poly-Ɛ-caprolactone/chitosan (BG/PCL/CS) films conditioned medium extract using Alamar Blue assay. The samples were incubated in simulated body fluid (SBF) and the pH was assessed during the 21 days of incubation. Briefly, BG/PCL/CS at optimize weight percentages in acetic acid solution were prepared using solvent casting method and left to dry under fume hood for 48 h. The BG/PCL/CS films were incubated in culture medium at 200 mg/ml for 24 h at 37 ℃ and was serially diluted until 0.78 mg/ml with culture medium and supplemented before exposure to HMSC. The effects of the conditioned mediums are not consistent and not in dose dependent order towards HMSC cell’s viability and proliferation. Higher conditioned medium extracts concentration tends to reduce cell proliferation. The pH of the samples tends to approach equilibrium at pH 7 for 21 days duration when incubated in SBF that may be contributed by the sample’s compositions. Thus, suitable concentration or dose ratio of the samples is important to reduce cytotoxicity before further biocompatibility assessment is conducted. © 2022, Springer Nature Switzerland AG.

关键词： Polymer films

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Underrepresentation of Participants From Marginalized Racial and Ethnic Groups: A Secondary Analysis of the Cognitive Rehabilitation Literature

Archives of Rehabilitation Research and Clinical Translation

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Archives of Rehabilitation research and Clinical Translation 2025年

作者： Kersey, Jessica Garcia, Patricia Evans, Emily Ahonle, Zaccheus J. Jethani, Pooja Arango-Lasprilla, Juan Carlos Kumar, Devina Lequerica, Anthony H. Morel Valdes, Gloria M. Salinas, Paige Parrott, Devan Program in Occupational Therapy Washington University School of Medicine St. Louis MO United States Department of Physical Medicine and Rehabilitation Indiana University School of Medicine Indianapolis IN United States Department of Physical Therapy Boston University Sargent College of Health & Rehabilitation Sciences Boston MA United States Department of Counseling Higher Education Leadership Educational Psychology and Foundations Mississippi State University MS United States Program in Occupational Therapy MGH Institute of Health Professions Boston MA United States Department of Psychology Virginia Commonwealth University Richmond VA United States Physical Therapy Department University of Rhode Island Kingston RI United States Center for Traumatic Brain Injury Research Kessler Foundation East Hanover NJ United States Department of Physical Medicine and Rehabilitation Rutgers-New Jersey Medical School Newark NJ United States Neuropsychology Brooks Rehabilitation Jacksonville FL United States Learning Services a Collage Rehab Partner Lakewood CO United States

Objective: To examine the inclusion of people with brain injury from racially and ethnically marginalized groups in cognitive rehabilitation clinical trials. Data Sources: We conducted a secondary analysis of the Cicerone et al (2019) cognitive rehabilitation review. Study Selection: Of the originally included studies, we excluded those not conducted in the United States, along with case studies and case series studies. Data Extraction: We extracted data on the racial and ethnic demographics of the study samples, along with eligibility criteria and recruitment and sampling strategies. We examined demographic data descriptively (frequencies and percentages) and examined other study methods thematically. Data Synthesis: Sixty-five studies met criteria for inclusion in this secondary analysis. Of these, only 27 reported on the racial and ethnic demographics of the study samples. In all but 8, White non-Hispanic participants were overrepresented. We identified several frequently employed recruitment strategies and eligibility criteria that may disproportionately exclude participants from minoritized racial and ethnic groups, including English language, literacy, and baseline education requirements, exclusion based on comorbid conditions, and recruitment of participants from existing clinic patient pools. Conclusions: We found notable underrepresentation of people with traumatic brain injury (TBI) from racially and ethnically marginalized groups in cognitive rehabilitation clinical trials, which have been used to guide practice and research. This underrepresentation likely exacerbates disparities in rehabilitation access and outcomes among marginalized groups. Further research should seek to comprehensively understand current recruitment and sampling strategies that contribute to this problem and identify opportunities to improve inclusivity in TBI rehabilitation research. © 2025 The Authors

关键词： Brain injuries Clinical trials Cognitive training Diversity, equity, inclusion Rehabilitation Rehabilitation research

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