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Decision-guided chatbots and cognitive styles in interdisciplinary learning

Computers and education 2023年 201卷

作者： Iku-Silan, Aciang Hwang, Gwo-Jen Chen, Chih-Hung Graduate Institute of Applied Science and Technology National Taiwan University of Science and Technology Taiwan Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology Taiwan Yuan Ze University Taiwan Master Program of Professional Teacher National Taichung University of Education Taiwan

Research on chatbots has distinct interdisciplinary features and can be generalized to learning in various fields. However, related research is still fragmented across disciplines and applications. This study aimed to develop a decision-guided chatbot for interdisciplinary learning. To investigate the effects of this learning model on learning achievements, learning motivation, collective efficacy, classroom engagement, satisfaction with the learning approach, and cognitive load of learners with different cognitive styles, this study was conducted in an environment education course in a junior high school in northern Taiwan. A total of 71 learners from two classes were recruited in this study;the experimental group, a class of 35 learners, adopted a decision-guided chatbot for learning, while the control group, a class of 36 learners, adopted conventional technology-assisted learning. The results showed that the experimental group significantly outperformed the control group on learning achievements, extrinsic motivation, collective efficacy, cognitive engagement, emotional engagement, and satisfaction with the learning approach. Moreover, the experimental group perceived lower mental efforts. In terms of cognitive styles, analytical learners had significantly higher learning achievements than intuitive learners. In the control group, the analytical learners had higher cognitive engagement than intuitive learners. In the experimental group, analytical learners had significantly lower mental load than intuitive learners. In addition, the analytical learners and intuitive learners in the experimental group respectively perceived higher mental load than those in the control group. © 2023 elsevier Ltd

关键词： Motivation

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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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VS: Reconstructing Clothed 3D Human from Single Image via Vertex Shift

VS: Reconstructing Clothed 3D Human from Single Image via Ve...

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Conference on Computer Vision and Pattern Recognition (CVPR)

作者： Leyuan Liu Yuhan Li Yunqi Gao Changxin Gao Yuanyuan Liu Jingying Chen National Engineering Research Center for E-Learning Central China Normal University School of Artificial Intelligence and Automation Huazhong University of Science and Technology School of Computer Science China University of Geosciences (Wuhan)

ISBN: (数字)9798350353006

ISBN: (纸本)9798350353013

Various applications require high-fidelity and artifact free 3D human reconstructions. However, current implicit function-based methods inevitably produce artifacts while existing deformation methods are difficult to reconstruct high-fidelity humans wearing loose clothing. In this paper, we propose a two-stage deformation method named Vertex Shift (VS) for reconstructing clothed 3D humans from single images. Specifically, VS first stretches the estimated SMPL-X mesh into a coarse 3D human model using shift fields inferred from normal maps, then refines the coarse 3D human model into a detailed 3D human model via a graph convolutional network embedded with implicit-function-learned features. This “stretch-refine” strategy addresses large deformations required for reconstructing loose clothing and delicate deformations for recovering intricate and detailed surfaces, achieving high-fidelity reconstructions that faithfully convey the pose, clothing, and surface details from the input images. The graph convolutional network's ability to exploit neighborhood vertices coupled with the advantages inherited from the deformation methods ensure VS rarely produces artifacts like distortions and non-human shapes and never produces artifacts like holes, broken parts, and dismembered limbs. As a result, VS can reconstruct highfidelity and artifact-less clothed 3D humans from single images, even under scenarios of challenging poses and loose clothing. experimental results on three benchmarks and two in-the-wild datasets demonstrate that VS significantly outperforms current state-of-the-art methods. The code and models of VS are available for research purposes at https://***/starVisionTeam/VS.

关键词： Solid modeling Surface reconstruction Three-dimensional displays Deformation Shape Graph convolutional networks Clothing

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effects of a graphic organizer-based two-tier test approach on students’ learning achievement and behaviors in spherical video-based virtual learning contexts

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Computers and education 2023年 198卷

作者： Hwang, Gwo-Jen Chen, Hui-Chueh Hsu, Chung-Yuan Hwang, Gwo-Haur Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology Taiwan Department of Child Care National Pingtung University of Science and Technology Taiwan Bachelor Program in Industrial Technology National Yunlin University of Science and Technology Taiwan Graduate Institute of Educational Information and Measurement National Taichung University of Education Taiwan Graduate School of Intelligent Data Science National Yunlin University of Science and Technology Taiwan

Situating learners in a context relevant to scientific phenomena enables them to acquire knowledge through experience, reflection, conceptualization, and practice, which is an important learning mode in science education. However, learners generally do not have opportunities to experience many scientific phenomena in the real world. Therefore, virtual learning environments (VLe) are becoming a frequently adopted technology to provide authentic learning contexts. In particular, spherical video-based learning environments (SVLe), which are a low-tech form of VLe, have attracted the attention of school teachers and educational technology researchers. Additionally, effective assessment methods, such as the two-tier-test, have been adopted to examine learners' performance during the virtual learning process. On the other hand, researchers have pointed out that lack of effective learning strategies may decrease the learning effects in a virtual learning context. Hence, this study integrated a graphic organizer into a two-tier test-based learning mode, in which the first-tier questions were declarative items with a short answer (e.g., the questions of where, what, and when), whereas the second-tier questions were more in-depth, deeper causal-type questions (e.g., the questions of why and how), in the contexts of SVLe. To verify the effectiveness of this learning approach, a graphic organizer-based two-tier test SVLe was developed;moreover, a quasi-experimental design was conducted in the "Mysteries of the earth" unit of the sixth graders' natural science course. A total of 41 sixth graders from two classes, with an average age of 12, were recruited in this experiment. One class was assigned to be the experimental group adopting the graphic organizer-based two-tier test SVLe (GT-SVLe), while the other was the control group adopting the conventional two-tier test-based SVLe (CT-SVLe). All of the students learned with the SVLe using tablet computers. Based on the results, the

关键词： Students

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Supporting dyadic learning of english for tourism purposes with scenery-based virtual reality

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Computer Assisted Language learning 2023年第5-6期36卷 906-942页

作者： Vivien Lin Neil e. Barrett Gi-Zen Liu Nian-Shing Chen Morris Siu-Yung Jong a Graduate Institute of Children’s English National Changhua University of Education Changhua City Taiwan b English Language Center Southern Taiwan University of Science & Technology Tainan City Taiwan c Department of Foreign Languages & Literature National Cheng Kung University Tainan City Taiwan d Program of Learning Sciences Institute for Research Excellence in Learning Science National Taiwan Normal University Taipei City Taiwan e Centre for Learning Sciences and Technologies Department of Curriculum and Instruction Chinese University of Hong Kong Shatin Hong Kong

The field of language education has experienced a rise in using virtual reality (VR) to support interactive, contextualized, and collaborative language learning in recent years. The current study investigates the effects of auditory, visual, and textual input on speaking and writing in english for Tourism Purposes (eTP) through immersive, scenery-based virtual reality (SBVR) dyadic learning. Adopting a framework on eTP sociocultural, linguistic, and formulaic competence, the researchers designed relevant learning content using audios, images, and verbatim onscreen text oneduVenture VRto create an interactive, simulated tour. Thirty-eight english as a foreign language undergraduates participated in this single-group quasi-experiment. Various data sources included speaking and writing pre-, post- and delayed post-tests, a post-intervention survey, and reflections about the VR learning experience. The study reported significant speaking gains in language accuracy, destination promotion, knowledge retention, and replication of eTP language, as well as significant writing improvement in using sophisticated vocabulary, knowledge retention, and replication of eTP language. The study concludes that SBVR warrants positive impact on improving productive eTP skills. Possible factors, limitations, and pedagogical implications for using scenery-based VR in dyadic learning for eTP are discussed. Finally, the study suggests future research directions to combine technology-enhanced language learning theories with multimodal input and material design supported by immersive VR to enhance language production for specific purposes.

关键词： english for tourism purposes virtual reality multimodal input dyadic learning speaking and writing

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Incorporating teacher intelligence into digital games: An expert system-guided self-regulated learning approach to promoting eFL students' performance in digital gaming contexts

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British Journal of educational technology 2023年第2期54卷 534-553页

作者： Chu, Shih-Ting Hwang, Gwo-Jen Chien, Shu-Yun Chang, Shao-Chen Graduate Institute of Applied Science and Technology National Taiwan University of Science and Technology Taipei Taiwan Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology Taipei Taiwan International Bachelor Program in Informatics Department of Information Communication Yuan Ze University Taoyuan Taiwan

In recent years, several studies have reported the potential of employing digital games in eFL (english as Foreign Language) courses to promote students' learning motivation. However, scholars have pointed out that students generally lack self-learning ability, which is the key to the success of learning a foreign language. Therefore, it is crucial to foster students' self-learning ability during the game-based learning process. In this study, an expert system was developed to facilitate self-regulated learning in digital game-based learning contexts. To evaluate the effectiveness of the proposed approach, a quasi-experimental design was employed in a university english course. The experimental group students learned with the self-regulated english vocabulary game (SR-eVG) approach, while the control group students learned with the conventional english vocabulary game (C-eVG) approach. The experimental results indicated that the use of the SR-eVG approach could improve learners' english vocabulary achievement and self-regulation compared with the C-eVG approach without increasing students' english learning anxiety. Moreover, through qualitative interviews, it was found that students who used the SR-eVG approach would focus on their learning due to goal-setting in the game and would pay more attention to the learning strategies they used. Practitioner notes: What is already known about this topic Digital game-based learning situates students in a realistic situational environment, enabling students to learn by experiencing and interacting with the situations. Without appropriate scaffolding during digital game-based learning, students may become overly focused on the game, or perform many non-learning behaviors Self-regulated learning refers to students’ ability to learn on their own via goal setting, strategic planning, self-monitoring, and self-adjustment. What this paper adds An expert system-guided self-regulated learning approach was proposed to facilitate eFL s

关键词： Students

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Confidentially Computing DNA Matching Against Malicious Adversaries 1

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7th International Conference on Smart Computing and Communication, SmartCom 2022

作者： Tu, Xiaofen Liu, Xin Hu, Xiangyu Li, Baoshan Xiong, Neal N. School of Information Engineering Inner Mongolia University of Science and Technology Inner Mongolia Baotou014010 China School of Computer Science Shanxi Normal University Xi’an710062 China National Engineering Research Center for E-Learning Central China Normal University Wuhan430079 China Department of Computer Science and Mathematics Sul Ross State University AlpineTX79830 United States

ISBN: (数字)9783031281242

ISBN: (纸本)9783031281235

DNA is one of the most important information in every living thing. The DNA matching experiment is helpful for the study of paternity testing, species identification, gene mutation, suspect determination, and so on. How to study the DNA matching in the case of privacy protection has become the inevitable problems in the research of information security. The Hamming distance can reflect the similarity degree of two DNA sequences. The smaller the Hamming distance is, the more similar the two DNA sequences are. In this paper, the DNA sequence with l length is encoded with a 0–1 string with 3 l length, and the protocol of confidentially computing Hamming distance is designed, which calculated the matching degree of two DNA under the premise of protecting DNA privacy. In addition, in view of the criminal suspect DNA matching problem, we design a secure computation protocol against malicious adversaries using the zero-knowledge proof and the cut-choose method to prevent or find malicious behaviors, which can resist malicious attacks. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

关键词： DNA

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effects of a mobile-based progressive peer-feedback scaffolding strategy on students’ creative thinking performance, metacognitive awareness, and learning attitude

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Interactive learning environments 2023年第5期31卷 2986-3002页

作者： Yen-Fen Lee Chi-Jen Lin Gwo-Jen Hwang Qing-Ke Fu Weu-Hui Tseng a Graduate Institute of Applied Science and Technology National Taiwan University of Science and Technology Taipei Taiwan b College of Liberal Arts and Social Sciences National Taiwan University of Science and Technology Taipei Taiwan c Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology Taipei Taiwan d School of Teacher Education Huzhou University Huzhou People’s Republic of China e Taipei Municipal Jian-Kang Elementary School Taipei Taiwan

ABSTRACTOne main objective of art education is to foster students’ art evaluation as well as their creative thinking ability. engaging students in artwork sharing and peer feedback is a frequently adopted approach in school settings. However, most students have difficulties providing constructive comments during the peer-feedback process. To address this issue, a mobile-based progressive peer feedback approach was proposed to facilitate primary school students’ creative thinking performance, metacognitive awareness, and learning attitude. A quasi-experiment was implemented with two intact classes in a primary school in northern Taiwan to investigate the effect of the proposed approach. One class was assigned to be the experimental group (n= 20) which learned with the proposed progressive peer-feedback scaffolding approach, and the other was the control group (n= 20) which learned with the conventional feedback approach. The findings indicated that the proposed progressive peer feedback approach had a positive effect on the primary school students’ creative art thinking. The experimental group students’ metacognitive awareness was also significantly enhanced. Besides, the students from the experimental group considered that the proposed progressive peer feedback approach was beneficial to helping them critically reflect on their drawings, and facilitated their understanding of how to improve the integrity of their drawings.

关键词： Progressive peer feedback digital art creative thinking metacognitive awareness mobile learning

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Improving iPSC Differentiation Using a Nanodot Platform

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ACS Applied Materials and Interfaces 2024年第28期16卷 36030-36046页

作者： Chiew, Men Yee Wang, erick Lan, Kuan-Chun Lin, Yan-Ren Hsueh, Yu-Huan Tu, Yuan-Kun Liu, Chu-Feng Chen, Po-Chun Lu, Huai-en Chen, Wen Liang Center for Regenerative Medicine and Cellular Therapy National Yang Ming Chiao Tung University Hsinchu300 Taiwan Department of Biological Science and Technology National Yang Ming Chiao Tung University Hsinchu300 Taiwan College of Biological Science and Technology Industrial Ph. D. Program National Yang Ming Chiao Tung University Hsinchu300 Taiwan Kyoto University Kyoto606-8397 Japan Department of Emergency and Critical Care Medicine Changhua Christian Hospital Changhua500 Taiwan Department of Post Baccalaureate Medicine College of Medicine National Chung Hsing University Taichung402 Taiwan School of Medicine Kaohsiung Medical University Kaohsiung807 Taiwan School of Medicine Chung Shan Medical University Taichung402 Taiwan College of Biological Science and Technology National Yang Ming Chiao Tung University Hsinchu300 Taiwan Department of Orthopedic Surgery E-Da Hospital I-Shou University Kaohsiung824 Taiwan Emergency Medicine Department Kaohsiung Chang Gung Memorial Hospital Kaohsiung833 Taiwan Ph. D. Degree Program of Biomedical Science and Engineering National Yang Ming Chiao Tung University Hsinchu300 Taiwan Institute of Materials Science and Engineering National Taipei University of Technology Taipei106 Taiwan Institute of Biochemistry and Molecular Biology National Yang Ming Chiao Tung University Hsinchu300 Taiwan Bioresource Collection and Research Center Food Industry Research and Development Institute Hsinchu City300 Taiwan

Differentiation of induced pluripotent stem cells (iPSCs) is an extremely complex process that has proven difficult to study. In this research, we utilized nanotopography to elucidate details regarding iPSC differentiation by developing a nanodot platform consisting of nanodot arrays of increasing diameter. Subjecting iPSCs cultured on the nanodot platform to a cardiomyocyte (CM) differentiation protocol revealed several significant gene expression profiles that were associated with poor differentiation. The observed expression trends were used to select existing small-molecule drugs capable of modulating differentiation efficiency. BRD K98 was repurposed to inhibit CM differentiation, while iPSCs treated with NSC-663284, carmofur, and KPT-330 all exhibited significant increases in not only CM marker expression but also spontaneous beating, suggesting improved CM differentiation. In addition, quantitative polymerase chain reaction was performed to determine the gene regulation responsible for modulating differentiation efficiency. Multiple genes involved in extracellular matrix remodeling were correlated with a CM differentiation efficiency, while genes involved in the cell cycle exhibited contrasting expression trends that warrant further studies. The results suggest that expression profiles determined via short time-series expression miner analysis of nanodot-cultured iPSC differentiation can not only reveal drugs capable of enhancing differentiation efficiency but also highlight crucial sets of genes related to processes such as extracellular matrix remodeling and the cell cycle that can be targeted for further investigation. Our findings confirm that the nanodot platform can be used to reveal complex mechanisms behind iPSC differentiation and could be an indispensable tool for optimizing iPSC technology for clinical applications. © 2024 The Authors. Published by American Chemical Society.

关键词： efficiency

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Integrating educational robot and low-cost self-made toys to enhance STeM learning performance for primary school students

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Behaviour and Information technology 2024年第8期43卷 1614-1635页

作者： Hu, Chih-Chien Yang, Yu-Fen Cheng, Ya-Wen Chen, Nian-Shing Department of Information Management Tatung University Taipei Taiwan Department of Applied Foreign Languages National Yunlin University of Science and Technology Douliou Taiwan Department of Early Childhood Education Asia University Taichung Taiwan Institute for Research Excellence in Learning Sciences and Program of Learning Sciences National Taiwan Normal University Taipei Taiwan

The application of STeM (science, technology, engineering, and Math) education in solving real-world problems is challenging. To tackle this challenge, a project-based learning approach that integrates robots with cost-effective self-made toys to problem-solving was adopted to assist rural primary school students to apply STeM skills. The purpose of this study was to evaluate the effects of the project-based learning approach which includes lecturing and hands-on activities on primary school students’ STeM learning outcomes and attitudes. An experiment was conducted with 25 primary school students who voluntarily participated in a STeM summer-camp programme. Students were asked to assemble a paper house equipped with an IoT control module and LeD light switches, and write and edit robot scripts to produce a robot-based storytelling narrative using the paper house they made as a context. The results show that the project-based learning approach was an effective approach for cultivating primary school students’ STeM knowledge and skills as evidenced from the post-written test. The relationships between the students’ STeM learning outcomes and attitudes were also confirmed by a clustering analysis. Students who had higher learning attitudes also achieved higher STeM learning outcomes;the findings are also supported by the feedback from the open-ended questionnaire items. This study suggests that integrating low-cost self-made toys and robots in project-based learning activities is an effective and practical approach to enhance primary school students’ learning outcomes and learning attitudes in STeM education. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

关键词： Toys

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