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Predicting Robotics Pedagogical Content Knowledge: The Role of Computational and Design Thinking Dispositions via Teaching Beliefs

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Journal of educational Computing Research 2024年第5期62卷 1159-1181页

作者： Hsu, Chung-Yuan Tsai, Meng-Jung Department of Child Care National Pingtung University of Science and Technology Pingtung Taiwan Program of Learning Sciences Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan

This research aimed to investigate the structural relationships among teachers’ computational thinking (CT), design thinking (DT), robotics teaching beliefs, and robotics pedagogical content knowledge (RPCK). A total of 98 in-service and pre-service teachers who participated in a robotics teaching professional development workshop served as the sample of the study. A survey including the Computational Thinking Scale, the Design Thinking Disposition Scale, the Robotics Teaching Beliefs Scale and the Technological Pedagogical Content Knowledge–Robotics Scale was conducted after the workshop. A confirmatory factor analysis was employed to validate the measurement constructs, and Partial Least Squares - Structural equation Modeling (PLS-SeM) analysis was utilized to examine the relationships among the factors. The results revealed that both CT and DT dispositions could positively predict teachers’ robotics teaching beliefs, which subsequently predicted their RPCK. Moreover, a direct positive relationship between CT and RPCK was identified, while such a relationship was not evident for DT. The model demonstrates the critical role of CT in shaping teachers' beliefs and pedagogical strategies of robotics teaching, and provides insights into the indirect influence of DT. Finally, the Model of Robotics Teaching Professional Development (MRTPD) was proposed to profile how to promote teachers’ pedagogical content knowledge of robotics teaching from their CT and DT dispositions. © The Author(s) 2024.

关键词： computational thinking design thinking robot teaching belief technological pedagogical content knowledge (TPACK)

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Using video dubbing to foster college students’ english-speaking ability

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Computer Assisted Language learning 2024年第4期37卷 585-607页

作者： Jao, Cheng-Yueh Yeh, Hui-Chin Huang, Wan-Rou Chen, Nian-Shing Department of Applied Foreign Languages National Yunlin University of Science & Technology Douliu Taiwan Institute for Research Excellence in Learning Sciences Program of Learning Sciences National Taiwan Normal University Taipei Taiwan

While previous studies have focused on the outcomes of using dubbing apps to foster learner’s development of english-speaking ability, this study, grounded in cognitive apprenticeship (CA), is an investigation of the learning processes, which included modeling, coaching, scaffolding, articulation, reflection, and exploration, involved in the use of a dubbing app, Mofunshow. Participants included 26 college students at a science and technology university in taiwan. Data included GePT speaking pre-and post-test scores, initial and final dubbing videos, learning logs, and reflective essays. The results showed that after engaging in video dubbing the students improved their english-speaking ability, in terms of accuracy and fluency. Coaching and modeling were ranked as the two most useful processes which supported students as they improved their english-speaking ability through repeatedly listening, echoing, and imitating. Implications and limitations of the study are discussed. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

关键词： cognitive apprenticeship english-speaking ability Video dubbing

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Human–robot interface design–the ‘Robot with a Tablet’ or ‘Robot only’, which one is better?

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Behaviour and Information technology 2023年第10期42卷 1590-1603页

作者： Hu, Chih-Chien Yang, Yu-Fen 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 and Program of Learning Sciences National Taiwan Normal University Taipei City Taiwan

The new era of integrating robots with artificial intelligence and the Internet of Things has provided huge potential for service robots to play important roles in our daily lives. Therefore, it is interesting to investigate whether a robot should have a separate device to incorporate digital content or use its face to toggle between facial expressions and digital content. From the human–robot interface (HRI) design perspective, a robot with a tablet obviously is closer to a real human teacher using a tablet while teaching students in a classroom. However, limited research has been done to explore such HRI design and its impacts on human behaviours. A robot-facilitated storytelling learning system was developed in this study to evaluate the impact of HRI design on college students’ learning behaviours in two different conditions: ‘Robot with Tablet’ or ‘Robot only’. The results revealed that both learning conditions of HRI design benefited college students from knowledge acquisition of vocabulary and comprehension of story content. Furthermore, ‘Robot only’ which is more cost-effective was found to be as good as that of ‘Robot with Tablet’ for the students in terms of knowledge acquisition, cognitive load and learning fatigue. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

关键词： Cost effectiveness

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Research trends in science education from 2018 to 2022: a systematic content analysis of publications in selected journals

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International Journal of science education 2025年第4期47卷 510-538页

作者： Lin, Tzung-Jin Lin, Tzu-Chiang Potvin, Patrice Tsai, Chin-Chung Program of Learning Sciences School of Learning Informatics National Taiwan Normal University Taipei Taiwan Institute for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan Center for Liberal Arts National Kaohsiung University of Science and Technology Kaohsiung Taiwan Center for Teacher Education National Kaohsiung University of Science and Technology Kaohsiung Taiwan Département de didactique Université du Québec à Montréal Montréal Canada

This study uncovers research trends by analysing 1,142 papers published in science education, Journal of Research in science Teaching, and International Journal of science education: Part A between 2018 and 2022, followed by a series of systematic reviews dating back to 1998. The main findings indicate that, during the period of 2018–2022, the three most studied research topics were associated with learner characteristics and classroom contexts (learning-Context), teacher thinking/cognition and pedagogical issues (Teaching), and preservice education/in-service professional development (Teacher education). An emerging interest in investigating the influence of cultural, social, and gender factors on science education (Culture, Social, and Gender) was observed. The analysis of the top 10 most-cited papers unveiled a notable focus on pertinent theoretical discussions and empirical research within the context of STeM/STeAM education. Besides, issues regarding engagement in and out of school settings, learners’ epistemologies, or sensemaking and science as practice were also highly cited. It is worth noting that there has been a rapid surge and new trend in research concerning science identity, garnering substantial attention by researchers as a meaningful lens for exploring relevant issues associated with participation and pipeline/career paths in STeM-related fields. © 2024 Informa UK Limited, trading as Taylor & Francis Group.

关键词： Literature review Research trend science education Systematic content analysis

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Parent-Child Interaction in Game-Based learning 16

Parent-Child Interaction in Game-Based Learning

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16th IIAI International Congress on Advanced Applied Informatics, IIAI-AAI 2024

作者： Li, Ming-Chaun Tsai, Chin-Chung Hou, Huei-Tse Graduate Institute of Library Information and Archival Studies National Chengchi University Taipei City Taiwan Program of Learning Sciences and Institutions for Research Excellence in Learning Sciences National Taiwan Normal University Taipei City Taiwan Graduate Institute of Applied Science and Technology National Taiwan University of Science and Technology Taipei City Taiwan

ISBN: (纸本)9798350377903

This study is aimed to explore parent-child interaction in a game-based learning activity. The participants were 10 parent-child dyads. The children were 10.4 years old in average and the parents were 45.4 years old. Parent-child interaction behaviors and discourses during gameplay were recorded by both digital video recorders and screen recording software. To explore the patterns of parent-child interactions, a quantitative content analysis was conducted. The parent-child interaction of the game success group and the game fail group were compared. According to the results of quantitative content analysis, the parents of the success group showed more observation and teaching behaviors, and the parents of the fail group mainly observed and gave feedbacks to their children. © 2024 Ieee.

关键词： Federated learning

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Improve learning retention, self-efficacy, learning attitude and problem-solving skills through e-books based on sequential multi-level prompting strategies

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education and Information Technologies 2024年第3期29卷 3663-3680页

作者： Lee, Yen-Fen Chen, Pei-Ying Cheng, Shu-Chen Graduate Institute of Applied Science and Technology National Taiwan University of Science and Technology Taipei Taiwan Department of Business Administration Chihlee University of Technology New Taipei Taiwan Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology Taipei Taiwan Center for General Education Chung Yuan Christian University Taoyuan Taiwan Bachelor Degree Program of Digital Marketing National Taipei University New Taipei Taiwan

Health education aims to change unhealthy behaviors and promote population health. However, limited teaching time and standardized materials pose challenges, prompting elementary school teachers to explore technology-enhanced teaching strategies. To cultivate proper health attitudes and behaviors among elementary school students, many researchers have widely used e-books to teach health education-related courses. Many studies have proven interactive e-books to be effective in aiding both teaching and learning. However, despite the continuous innovation of e-books in educational applications, the long-term effects of e-books have yet to be investigated, since learning memory only responds to short-term memory effects. Therefore, this study attempts to develop a sequential multi-level prompting strategy for e-book learning in a mobile learning environment for tablet computers. Students from two primary school classes were recruited for the empirical study. The experimental group used a sequential multi-level, prompting-based e-book to learn, while the control group used a conventional e-book learning approach. According to the study’s results, the proposed learning strategies were found to improve the learning achievement of primary school students for cardiovascular disease, guide students in building knowledge, develop thinking and problem-solving skills, and help students transform their learning from short-term to long-term memory through post-testing of problem-solving delays. It is certain that sequential multi-level prompting strategies can help younger learners better understand and remember learning content and apply the knowledge they have gained to develop correct health attitudes. © 2023, The Author(s), under exclusive licence to Springer science+Business Media, LLC, part of Springer Nature.

关键词： e-book learning attitude learning retention Problem-solving skills Self-efficacy Sequential multi-level promoting strategy

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How to "Unboxing" Gamer Competencies: Via Systematic Literature Reviews to get Analytical Framework is workable? 31

How to "Unboxing" Gamer Competencies: Via Systematic Literat...

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31st International Conference on Computers in education, ICCe 2023

作者： Chang, Tieh-Huai Mingfong, J.A.N. Cross College Elite Tech Program National Kaohsiung University of Science and Technology Taiwan Graduate Institute of Learning and Instruction National Central University Taiwan

ISBN: (纸本)9786269689026

The long-term lack of structural resources in game studies has been a constant obstacle preventing researchers from academicizing video game community knowledge and gamer competence (Lin, 2011). The difficulty lies in the fact that one cannot make bricks without straw. each paper on game research is like a piece of brick, without a sufficient amount of bricks, it is naturally difficult to produce a relatively large-scale structure. Such a predicament is interrelated and affect one another. Nowadays, a certain number of studies on gamer competence has accumulated in various fields such as neuroscience, communications, psychology, sociology, and pedagogy, however, a coordinate system for gamer competence in the academic circle of game studies has yet to be established. Based on this, this paper uses the document analysis method to propose a two-dimensional analytical framework for classifying current gamers’ competencies. The results are presented according to a systematic review, which specifically points out the literature gaps and research method breakthroughs in each quadrant, providing a reference for relevant studies when choosing a research topic or focusing on a research path. To conclude, this paper uses a graphical framework to compile the current state of player competence at this stage, so that subsequent researchers can locate their own point of focus and relative position, making it easier for discussion and focus in their respective area of exploration. © 2023 Asia-Pacific Society for Computers in education.

关键词： Brick

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ARTIFICIAL INTeLLIGeNCe-eNABLeD KNOWLeDGe MANAGeMeNT USING A MULTIDIMeNSIONAL ANALYTICAL FRAMeWORK OF VISUALIZATIONS

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International Journal of Cognitive Computing in engineering 2023年第1期4卷 240-247页

作者： Bhupathi, Priyadharshini Prabu, S. Goh, Alexis P.I. VIT School of Agricultural Innovations and Advanced Learning Vellore Institute of Technology Vellore632014 India Puducherry605 014 India Executive Master Program in Business Administration College of Management National Yunlin University of Science and Technology Taiwan Taiwan

To better manage human resources (HR), companies are increasingly incorporating artificial intelligence (AI) and other AI-based tools into their HR management (HRM) strategies, at a universal scale. Companies on a global scale, highlight the employment prospects and use of resources, business judgment, and make predictions using machine learning approaches. This work aims at the situation that the human resource department faces high employee turnover in the company especially some experienced employees leave. The termination of an employee is predicted by using an enhanced ID3 decision tree with ABC rule miner. The best-classifying attributes are chosen by ID3 and association rules are mined to generate an enhanced decision tree to perform classification. It is then passed to the regressor model to make prediction. Gradient descent optimizer is used for optimizing the proposed machine learning model. Predictive analysis is done in HR dataset v-14 by visualizing and analyzing and exploiting the behavioral relationship among the attributes. The variables of employee termination are predicted by a data-driven predictive analysis from the performance measure metrics. © 2023

关键词： Human resource management

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Brainwave Analysis of the Correlation Between Listening to the Rain/Water Sounds and Reducing Human-Perceived Temperature 18th

Brainwave Analysis of the Correlation Between Listening to t...

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18th International Conference on Intelligent Information Hiding and Multimedia Signal Processing, IIH-MSP 2022

作者： Tey, Fu Jie Wu, Tin-Yu Liu, Mei-Yin Chen, Yi-Kai Department of Electrical Engineering National Taiwan University of Science and Technology Taipei City Taiwan Department of Management Information Systems National Pingtung University of Science and Technology Neipu Taiwan Master Program of E-Learning for Multimedia and Network Communications National Ilan University Yilan City Taiwan

ISBN: (纸本)9789819901043

This study focuses on the brainwave analysis of the correlation between listening to the rain and water sounds and reducing human-perceived temperature. Brainwave changes are monitored when experimental subjects listen to rain and water sounds at various frequencies. The experiment result shows that listening to the sounds of rain and water in an environment of high temperature and high humidity can boost α waves to induce feelings of calm and relaxed mental state. In order to investigate subjects’ psychological and physiological changes induced by brainwave changes while listening to rain and water sounds for different time durations in a high temperature and humidity environment, this study uses the Fourier transform to obtain the spectra of natural rain/water sounds and analyzes the sound frequencies. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

关键词： Fourier analysis

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Fostering students’ scientific literacy by reflective questioning: An identification, summarization, self-reflective questioning, and application (ISSA)-based flipped learning approach

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education and Information Technologies 2024年第6期29卷 7081-7104页

作者： Cheng, Shu-Chen Hwang, Gwo-Jen Chen, Chih-Hung Center for General Education Chung Yuan Christian University Taoyuan Taiwan Bachelor Degree Program of Digital Marketing National Taipei University New Taipei Taiwan Graduate Institute of Educational Information and Measurement National Taichung University of Education Taichung Taiwan Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology Taipei Taiwan Yuan Ze University Taoyuan Taiwan Master Program of Professional Teacher National Taichung University of Education Taichung Taiwan

Developing students’ scientific literacy is the most important educational goal and challenge of the 21st century. Many studies have confirmed that flipped learning has significantly impacted learning science. Researchers indicate that the lack of an appropriate learning guidance strategy in the pre-class stage for flipped learning will influence students’ understanding of learning content and affect in-class learning activities. In order to tackle this problem, the present study proposed a flipped learning approach based on identification, summarization, self-reflective questioning, and application (ISSA), further exploring the influences on students’ scientific literacy, communication tendency, problem-solving tendency, learning motivation, and cognitive load. In addition, the study used a true experimental design to assess the effectiveness of the proposed learning method, and 58 university students were recruited to participate in a natural science course. The experimental group (N = 29) adopted the proposed learning approach, while the control group adopted the conventional flipped learning approach. The results showed that the experimental group had higher scientific literacy, communication tendency, problem-solving tendency, and extrinsic motivation than the control group. The interviews showed that the ISSA flipped learning method could improve students’ understanding of the learning content. In particular, the process of peer interaction promoted their self-reflection and scientific literacy skills. © 2023, The Author(s), under exclusive licence to Springer science+Business Media, LLC, part of Springer Nature.

关键词： Flipped classroom Flipped learning Problem-solving Scientific literacy Self-reflective questioning

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