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Emotion, cognitive load and learning achievement of students using e-textbooks with/without emotional design and paper textbooks

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Interactive Learning Environments 2024年第2期32卷 674-692页

作者： Chang, Chi-Cheng Chen, Tseng-Chuan Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan Department of Information Management National Taipei University of Business Taipei Taiwan

This study aims to explore how e-textbooks with emotional design affect students' emotion, cognitive load and learning achievement. There were 147 freshman students in total: the experimental group I, II and control group consisted of 49, 47 and 51 students, using e-textbooks with emotional design, without emotional design and traditional paper textbooks. The results reveal the following: Students' emotion after using e-textbooks with emotional design is more positive than those using e-textbooks without emotional design and paper textbooks. Students' cognitive load after using e-textbooks with emotional design is significantly lower than those using etextbooks without emotional design. Students' learning achievement after using two types of e-textbooks is better than after using paper textbooks. Comparing all types of textbooks altogether, emotion has a significantly positive correlation with learning achievement, and both emotion and learnng achievement are significantly and negatively correlated with cognitive load. For the three types of textbooks, the relationship between emotion and learning achievement all becomes not significantly correlated. For two types of e-textbooks, cognitive load and learning achievement become not significantly correlated, disturbed by the digitalization of textbooks. Instructors are suggested to firstly adopt e-textbooks with emotional design, those without emotional design secondly, and paper textbooks rank last. © 2022 Informa UK Limited, trading as Taylor & Francis Group.

关键词： cognitive load E-textbook emotion emotional design learning achievement

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Using mobile technology acceptance model to explore the satisfaction and continuous use of live streaming for training

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Interactive Learning Environments 2025年第2期33卷 1298-1321页

作者： Hsiao, Hsien-Sheng Lu, Shao-Yu Chang, Tze-Ling Lee, Chen-Shun Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan Institule for Research Excellence in Learning Sciences National Taiwan Normal University Taipei Taiwan

During the digital era and especially the COVID-19 pandemic, live streaming emerged as a vital component of mobile learning and training. This study sought to determine whether the social presence and interactivity experienced by learners using live digital platforms could enhance their learning outcomes, satisfaction, and propensity for ongoing *** the mobile technology acceptance model as its research framework, this study integrated interactivity and social presence as external variables. The aim was to uncover how these variables impact user satisfaction and continued use, while also exploring the mediating role of learning effectiveness in driving continued use. A live streaming system designed for mobile training was tested among 67 employees in a pilot study. The results demonstrated that:(1)Ease of use positively impacted perceptions of mobile usefulness.(2)Mobile usefulness, interactivity, and social presence had a positive effect on satisfaction, yet ease of use didn't significantly influence satisfaction.(3)Interactivity enhanced social presence.(4)Satisfaction was a key driver of continued use, with learning effectiveness acting as a partial mediator between them. The findings from this research can guide businesses looking to utilize live streaming for training purposes and serve as a reference for academic research in similar areas. © 2024 Informa UK Limited, trading as Taylor & Francis Group.

关键词： interactivity mobile learning mobile technology acceptance model social presence Transformation of learning

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Empowering young learners to explore blockchain with user-friendly tools: a method using Google Blockly and NFTs

IET Blockchain

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IET Blockchain 2024年第4期4卷 324-334页

作者： Tsai, Yun-Cheng Huang, Jiun-Yu Chiou, Da-Ru Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan Small Town Intelligence Co. Ltd Nantou Taiwan Taitung Tung Hai Junior High School Taitung Taiwan

This paper presents a novel architecture utilizing blockchain technology to enhance educational systems. A method is proposed that empowers non-fungible tokens by updating their metadata through an API layer, making blockchain technology more accessible to K-12 students. Leveraging Google Blockly, a visual programming language, the aim is to engage students in computational thinking and foster their understanding of blockchain concepts. The approach promotes student engagement, facilitates the comprehension of digital ownership and value, and develops essential skills for the digital age. Through the method, the contribution is in the advancing of blockchain in education. The demo video can be seen using the following link, https://***/ZPVKgWtSb6U. © 2023 The Author(s). IET Blockchain published by John Wiley & Sons Ltd on behalf of The Institution of Engineering and technology.

关键词： Blockchain

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The Artificial Intelligence Learning Anxiety and Self-Efficacy of In-Service Teachers Taking AI Training Courses

The Artificial Intelligence Learning Anxiety and Self-Effica...

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2023 International Conference on Artificial Intelligence and Education, ICAIE 2023

作者： Hsu, Ting-Chia Hsu, Tai-Ping Lin, Yi-Ting National Taiwan Normal University Application and Human Resource Development Department of Technology Taipei Taiwan

ISBN: (纸本)9781665472906

This research explored the degree of learning self-efficacy of machine learning experience (MLSE) and artificial intelligence learning anxiety (AILA) of elementary and junior high school teachers. The participants were in-service teachers in the technology domain. This research applied the AI2 Robot City, which is a computational thinking board game, to in-service teacher education. The learning content was image classification for AI application. Elementary and junior high school teachers operated the MIT App Inventor(MAI) and Personal Image Classifier(PIC) platform, and trained the model for practicing AI to implement supervised machine learning on the PIC platform. The learners then inserted the model they had trained into the block-based programming environment of MAI. They completed the smart phone app and used the app to recognize the board game cards so as to control the movement of the smart cars on the table map to meet the requirements of the task in the AI2 Robot City board game. In order to understand affective factors such as the self-efficacy and learning anxiety of the elementary and middle school teachers participating in the AI teacher training workshop, the MLSE and AILA scales were administered before and after the classes. A total of 28 samples were collected. The results showed that there was no significant difference between the MLSE of the elementary and junior high school teachers. However, the average AILA degree of the junior high school teachers was significantly higher than that of the elementary school teachers. It was found that AILA was significantly negatively correlated with MLSE. The elementary and junior high school teachers were confident that they could study AI-related courses. However, the AILA of the junior high school teachers was higher than that of the elementary school teachers. Therefore, more teacher training workshops on AI application can be conducted for junior high school teachers to generally improve their familiari

关键词： Personnel training

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Empowering students through active learning in educational big data analytics

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Smart Learning Environments 2024年第1期11卷 14页

作者： Tsai, Yun-Cheng Department of Technology Application and Human Resource Development National Taiwan Normal University No. 162 He-Ping East Road Sec1 Taipei 10610 Taiwan

Purpose: This paper explores how Educational Big Data Analytics can enhance student learning. It investigates the role of active learning in improving students’ data analysis skills and critical thinking. By actively engaging students in data analysis assessments, the aim is to equip them with the skills to navigate the data-rich educational landscape. Methods: The study uses a teaching strategy that combines structured and unstructured data analysis using Python tools and ChatGPT APIs. It presents five assignments, each highlighting data analysis skills and encouraging critical thinking. Results: The paper offers insights into how the teaching strategy effectively enhances students’ data analysis and critical thinking skills. It investigates the specific impact of active learning on students’ engagement with educational data. The study reveals that all students can complete a comprehensive project, integrating the skills they have learned in the five assignments related to educational big data while incorporating the educational implications from their respective disciplines. Conclusion: The key lies in instructors being able to design individual assignments that link practical experiences, enabling each teaching session’s effectiveness to accumulate in students’ personal experiences and practical skills, ultimately empowering them with the abilities necessary to work effectively with Educational Big Data Analytics. The findings of this study make a valuable contribution to the ongoing conversation about enhancing the educational experience for students in this data-rich era. © The Author(s) 2024.

关键词： Active learning ChatGPT Python APIs Co-occurrence network Exploratory Data Analysis (EDA) Inquiry-based learning Latent Dirichlet Allocation (LDA) Minimum Viable Product (MVP) Principal Component Analysis (PCA) Text mining

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Interaction of visual interface and academic levels with young students’ anxiety, playfulness, and enjoyment in programming for robot control

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Universal Access in the Information Society 2023年第1期22卷 213-225页

作者： Hsu, Ting-Chia Hwang, Gwo-Jen Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology Taipei Taiwan

Young students’ engagement in computer programming has been recognized as a crucial issue in educational settings nowadays. In this study, a block-based programming approach was employed to investigate its impacts on the learning anxiety, playfulness, and enjoyment of young students with different academic levels. A total of 175 10th graders participated in the study. The participants were asked to use block-based programming to control a robot. The experimental results show that the block-based programming, which engages students in programming tasks using a building block-like visual interface, significantly reduced the students’ learning anxiety while also promoting their playfulness and enjoyment in the perspectives of computational thinking. It was also found that the block-based programming benefited the low- and medium-achievement more than the high-achievement students did. Therefore, it was inferred that block-based programming would be useful for those people who have worse learning performance in conventional programming learning so they need further remedial instruction. Moreover, male students had lower learning anxiety and higher playfulness than the female students. The findings could be a good reference for researchers and school teachers who intend to conduct programming activities for young children. © 2021, The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.

关键词： Students

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Effects of digitization/mobilization and emotional design of textbooks on emotion, various cognitive load and cognitive performance

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Education and Information Technologies 2023年第11期28卷 14827-14855页

作者： Chang, Chi-Cheng Chen, Tseng-Chuan Department of Technology Application & Human Resource Development National Taiwan Normal University Taipei Taiwan Department of Informational Management National Taipei University of Business Taipei Taiwan

The study aimed to examine how emotional design and digitalization/mobilization of textbooks influence students’ emotion, cognitive load, and cognitive performance. Research samples were 147 undergraduate students enrolling in the “Introduction to Internet” course at a university. They were randomly divided into three groups: 51 students in the control group using traditional paper textbooks;49 students in the experimental group I using e-textbooks with emotional design;47 students in the experimental group II consisted using e-textbooks without emotional design. The MANCOVA was adopted to analyze gathered data. The results revealed learners’ positive emotion was significantly higher when using e-textbooks with emotional design than when using paper textbooks. Three types of cognitive load was significantly better when using e-textbooks with emotional design than when using e-textbooks without emotional design and paper textbooks. Cognitive efficiency was significantly better when using two types of e-textbooks (with and without emotional design) than when using paper textbooks. In a word, “emotional design and digitalization/mobilization” of textbooks (i.e. e-textbooks with emotional design) would significantly improve positive emotion;emotional design would significantly decrease intrinsic and extraneous cognitive load when using e-textbooks, and significantly increase germane cognitive load;digitalization/mobilization of textbooks (i.e. e-textbooks) significantly improved cognitive efficiency. What the study learned was that learners might firstly adopt e-textbooks with emotional design, and those without emotional design secondly, and paper textbooks rank last;viz., digitalized/mobilized textbooks (namely e-textbooks) were better than paper textbooks. Practical and theoretical implications and suggestions were raised for practitioners and researchers to take as references. © 2023, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, pa

关键词： Cognitive efficiency Cognitive load e-Textbook Emotion Emotional design

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Effects of Virtual Reality on Mechanical Arm Learning 6

Effects of Virtual Reality on Mechanical Arm Learning

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6th Asia Conference on Cognitive Engineering and Intelligent Interaction, CEII 2023

作者： Chang, Yu-Shan Wang, Yen-Yin He, Jie-Yu National Taiwan Normal University Technology Application and Human Resource Development Taipei Taiwan Digital Education Institute Institute for Information Industry Taipei Taiwan

ISBN: (纸本)9798350306965

In this study, we aimed to explore the effects of virtual reality (VR) on the skill learning process and outcome of mechanical arms. We adopted the unequal groups for the experiment, and analyzed the process and outcome of skill learning based on behavior sequences. We invited 56 students from a university of science and technology as the participants to study the learning of mechanical arm technology. The main conclusions are as follows: 1) According to the evaluation results of skill learning, VR had a highly positive effect on skill learning from seven aspects, including perception, set, guided response, mechanism, complex overt response, adaptation, and origination;the results of the experimental group were superior to those of the control group. 2) During the learning of VR operations, the behavioral transfer from the autonomous phase to the autonomous phase was the most significant, followed by that from the correction phase to the fixation phase. © 2023 IEEE.

关键词： Virtual reality

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Revealing the influence of AI and its interfaces on job candidates' honest and deceptive impression management in asynchronous video interviews

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Technological Forecasting and Social Change 2024年 198卷

作者： Suen, Hung-Yue Hung, Kuo-En Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei City Taiwan

Automated video interviews powered by artificial intelligence (AI) are increasingly being adopted by employers to screen job candidates despite concerns regarding the humanity and transparency of AI. Accordingly, researchers and practitioners advocate overcoming these concerns by refining AI interfaces in terms of tangibility, immediacy, and transparency. However, AI video interviews featuring different interfaces may impact interviewees' tendencies to engage in impression management behaviors (IMs), which can either improve or impair personnel selection validity. This study addressed calls for research to investigate the issues mentioned above by conducting a field study to explore the ways in which AI and AI interfaces affect candidates' IMs in asynchronous video interviews (AVIs). We developed three AVI interfaces and measured real job applicants' self-reported IMs across four experimental treatments. We found that different AI interfaces could increase or decrease candidates' honest IMs and deceptive IMs in different ways. An exploratory analysis also found that candidates' interview anxiety could be mitigated by an AI interface. © 2023 Elsevier Inc.

关键词： Transparency

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The Impact of Hands-on Activities Integrating Design Thinking on the Creative Self-efficacy and Learning Performance of Junior High School Students: A Case of Producing Solar Battery Charger 6th

The Impact of Hands-on Activities Integrating Design Thinkin...

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Proceedings of the 6th International Conference on Innovative Technologies and Learning, ICITL 2023

作者： Tseng, Pin-Hsiang Xu, Chen-Yin Chang, Chi-Cheng Department of Technology Application and Human Resource Development National Taiwan Normal University No. 162 Section 1 Heping E. Road Taipei106 Taiwan

ISBN: (纸本)9783031401121

Design thinking can foster creativity in learners, and creative self-efficacy can be a measure of creativity. This study was to examine the impact of the solar charger hands-on activities integrating design thinking on the progress of the creative self-efficacy and learning performance of junior high school students. We integrated design thinking into the solar charger hands-on activities. Participants were 82 eighth grade junior high school students in Taipei. The instruments used in the study were the Design Thinking Scale, the Creative Self-Efficacy Scale, the Prior Knowledge Test, and the Learning Performance Test. A pretest of prior knowledge and a pretest of creative self-efficacy were administered before the teaching experiment, and a posttest of design thinking, creative self-efficacy, and learning performance were administered after the teaching experiment. Students’ creative self-efficacy and performance were enhanced by engaging in hands-on activities, but the design of the hands-on activities and delivery of activities needed to be improved. At the end of the paper, implications for theory and practice are presented. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

关键词： Charging (batteries)

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