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Effects of design thinking on artificial intelligence learning and creativity

Educational Studies 2024年第5期50卷 763页

作者： Yu-Shan Chang Meng-Chen Tsai Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan

ABSTRACTThis study explored the effects of design thinking on the conceptual cognition of artificial intelligence (AI) learning, attitudes toward AI, idea creativity, and the product creativity of AI applications. The concept map indicated that design thinking had a significant effect on the conceptual cognition of AI learning, particularly the relational conjunctions and classes of AI concepts. However, effects of cross-linking and examples were nonsignificant. In addition, it had a significant and positive effect on learning attitudes toward AI, in particular AI input and AI processing. Moreover, design thinking significantly and positively affected the idea creativity of AI applications, particularly the effects of novelty and value. It also had a significant and positive effect on the product creativity of AI applications, particularly functionality and elaboration. However, material novelty, style, idea structure, and product creativity had no significant difference.

关键词： Design thinking artificial intelligence learning creativity

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Factors driving volunteers’ interest in science careers: self-efficacy, social support and satisfaction

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Current Psychology 2024年第1期43卷 223-233页

作者： Chang, Yu-Yu Kao, Chia-Pin Lin, Kuen-Yi Osborne, Michael Institute of International Management Cross College Elite Program National Cheng Kung University National Cheng Kung University No.1 University Road Tainan City 701 Taiwan Department of Child Care and Education Southern Taiwan University of Science and Technology No. 1 Nan-Tai Street Yungkang Dist Tainan City 710 Taiwan Dept. of Technology Application & Human Resource Development National Taiwan Normal University 162 Section 1 Heping E. Rd. 106 Taipei City Taiwan School of Education University of Glasgow 11 Eldon St GB Glasgow G3 6NH United Kingdom

Citizen science initiatives offer an informal way to encourage the general public to engage in science learning, and contributes to the development of a more stable supply of science professionals by arousing volunteers’ enthusiasm for a science career. This study aimed to identify the contribution that science service makes to volunteers’ experience and the influence it has on the relationship between their experience and beliefs, and on their eventual career orientation. This study tested the effect of social cognitive variables on volunteers’ career interests in science using Social Cognitive Career Theory (SCCT). The sample consisted of 241 volunteers taking part in a science volunteer project which is administered by the Ministry of Science and technology in Taiwan. We used structural equation modeling (SEM) and PROCESS Macro 4.1 to test the structural relationships and mediating hypotheses proposed in this study. Building on the SCCT, our findings indicated that self-efficacy in science service, satisfaction with science service, and social support are contributing factors to the science volunteers’ career interest in a scientific profession. This study adds to the SCCT literature by clarifying how a volunteer-based citizen science initiative as an informal science learning platform may affect the participants’ career decisions. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s);author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

关键词： Self-efficacy Social cognitive career theory Social support Volunteerism

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Corrigendum to “revealing the influence of AI and its interfaces on job candidates' honest and deceptive impression management in asynchronous video interviews” [Technol. Forecast. Soc. change, 198 (2024), 123,011]

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Technological Forecasting and Social Change 2025年 216卷

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

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Impacts of interactions between peer assessment and learning styles on students’ mobile learning achievements and motivations in vocational design certification courses

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Interactive Learning Environments 2023年第3期31卷 1351-1363页

作者： Ting-Chia Hsu Wen-Li Chen Gwo-Jen Hwang a Department of Technology Application and Human Resource Development National Taiwan Normal University Taiwan b Learning Sciences and Assessment Academic Group National Institute of Education Nanyang Technological University Singapore c Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology Taiwand Department of Medical Humanities and Education School of Medicine Kaohsiung Medical University Kaohsiung Taiwan

ABSTRACTABSTRACTIn this study, a peer assessment-based mobile learning approach was implemented and evaluated in a vocational design certification course. A quasi-experiment was conducted to explore the impact of the proposed approach on the learning achievements and motivations of the students with active and reflective styles. It was found that the students using the peer assessment-based mobile learning approach generally learned better than those using the conventional mobile learning approach. It was also found that there were interactive effects between learning approaches and learning styles on intrinsic motivation. The students with an active learning style outperformed those with a reflective style in intrinsic motivation when conducting the peer assessment-based mobile learning. Active learning style students also had higher extrinsic motivation than those with a reflective learning style when conducting mobile learning.

关键词： Mobile learning peer assessment intrinsic motivation extrinsic motivation learning effectiveness

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Mobile Charger Planning for Wireless Rechargeable Sensor Network Based on Ant Colony Optimization 11th

Mobile Charger Planning for Wireless Rechargeable Sensor Net...

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11th International Conference on Computer Science and its applications, CSA 2019 and 14th KIPS International Conference on Ubiquitous Information Technologies and applications, CUTE 2019

作者： Tseng, Fan-Hsun Cho, Hsin-Hung Lai, Chin-Feng Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei16010 Taiwan Department of Computer Science and Information Engineering National Ilan University Yilan26047 Taiwan Department of Engineering Science National Cheng Kung University Tainan70101 Taiwan

ISBN: (纸本)9789811593420

In order to provide a more flexible wireless rechargeable sensor network, a charger and a self-propelled vehicle are integrated into one vehicle in recent years. The path selection problem of mobile chargers can be formulated as the well-known travelling salesman problem. Therefore, metaheuristic algorithms can be applied to solve the planning problem of mobile chargers. Some researches presented planning methods based on the Simulated Annealing (SA) and Tabu Search (TS) algorithms but the results are not satisfied. In this paper, we not only design a novel encoding approach but also the fitness function for proposing an efficient planning algorithm based on the Ant Colony Optimization (ACO) algorithm. Simulation results show that the proposed ACO-based algorithm achieves a shorter planning path for a longer network lifetime compared with that generated by the SA and TS algorithms. © 2021, Springer Nature Singapore Pte Ltd.

关键词： Wireless sensor networks

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Exploring the Mediator in Science Service Learning: Analysis of University Students’ Behavioural Intention to Use Digital Platforms

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The Asia-Pacific Education Researcher 2022年第6期32卷 841-854页

作者： Mou, Tsai-Yun Kao, Chia-Pin Lin, Kuen-Yi Osborne, Michael Department of Visual Arts National Pingtung University Pingtung Taiwan Department of Child Care and Education Southern Taiwan University of Science and Technology Tainan Taiwan Department of Technology Application & Human Resource Development National Taiwan Normal University Taipei Taiwan Adult and Lifelong Learning School of Education University of Glasgow Glasgow UK

This study examined two mediators of university students’ behavioural intention to use digital platforms in the context of science service learning in Taiwanese universities. Based on the technology acceptance model (TAM), we proposed two cognitive variables as antecedents, self-efficacy and science trust, to verify their influences on students’ behavioural intention. We further investigated two mediators, perceived usefulness and perceived ease of use, to examine to what extent they had effects on students’ intention. Questionnaire data were collected from 282 university students who participated in a science service project. A structural equation model (SEM) procedure was used to test the direct and indirect relationships between the variables. The results showed that both self-efficacy and science trust had direct influences on perceived usefulness and perceived ease of use. The two mediators also had direct effects on students’ behavioural intention. Nevertheless, as a mediating variable, only perceived ease of use effectively mediated the relationships between both self-efficacy and science trust and students’ behavioural intention. Findings of this research could provide some suggestions to enhance students’ behavioural intention for institutions where science service learning is a required project/programme.

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Behavioral-pattern exploration and development of an instructional tool for young children to learn AI

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Computers and Education: Artificial Intelligence 2021年 2卷

作者： Hsu, Ting-Chia Abelson, Hal Lao, Natalie Tseng, Yu-Han Lin, Yi-Ting Department of Technology Application and Human Resource Development National Taiwan Normal University Taiwan Department of Electrical Engineering and Computer Science Massachusetts Institute of Technology United States

This study aimed at developing an instructional tool for the artificial intelligence education of young students, and used learning analytics to identify the sequential learning behavioral patterns of students during the process of learning with the instructional tool. The instructional experiment took 9 weeks. The first stage of the course was 5 weeks spent on individual learning of MIT App Inventor and Personal Image Classifier. The second stage was 4 weeks spent on cooperative learning to make a robot car and play a computational thinking board game. In the second stage, the students worked in pairs to make the robot car. Finally, they played the computational thinking board game with the personal image classification application they developed in the first stage and the robot car they made in the second stage. The innovative studies found meaningful behavioral patterns when the young students learned the application of artificial intelligence with the instructional tool developed and proposed in the study. © 2021 The Author(s)

关键词： Students

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How Engineering Design Ability Improve via Project-Based Truss Tower STEM Course? 3rd

How Engineering Design Ability Improve via Project-Based Tru...

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3rd International Conference on Innovative Technologies and Learning, ICITL 2020

作者： Yen, Wan-Hsuan Chang, Chi-Cheng Department of Technology Application and Human Resource Development National Taiwan Normal University No. 162 Sec. 1 HePing E. Rd. 106 Taipei Taiwan

ISBN: (纸本)9783030638849

Engineering design ability is critical in today’s society due to the vast development of technology. However, the development of it is not easy. The introduction of STEM (Science-technology-Engineering-Math) and the utilization of PBL (Project-based Learning) seem to promise a bright future in the development of such ability. We adopted Atman’s Engineering Design Process to evaluate the progress that students made after learning from a project-based Truss Tower STEM course. Students were grouped in six to design and construct a light-weight water tower type truss structure that can withstand severe earthquake. 137 students participated in this course and took pre-test as well as post-test. Students demonstrated significant progress in Developing Alternative Solutions and Project Realization. However, students did not show significant progress in Problem Scoping. Our research result echoes earlier research that some of engineering abilities might be trainable in classroom while other abilities might need other development methods. © 2020, Springer Nature Switzerland AG.

关键词： Students

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Using an Automatic Identification System (AIS) to Develop Wearable Safety Devices 3rd

Using an Automatic Identification System (AIS) to Develop We...

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3rd EAI International Conference on 6G for Future Wireless Networks, 6GN 2020

作者： Wu, Hsin-Te Tseng, Fan-Hsun Department of Computer Science and Information Engineering National Ilan University Yilan26047 Taiwan Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei10610 Taiwan

ISBN: (纸本)9783030639402

The numbers of people who participate in outdoor activities are increasing;however, it has a certain risk of doing outdoor activities, such as wilderness rescue and losing the force while sailing. Therefore, people performing outdoor activities usually wear relevant safety devices. Currently, most users send emergency alarms through mobile phones;yet, the penetration rate of the fourth generation of broadband cellular network technology (4G Network) is not fully equipped in some rural areas, which causes victims failed to send emergency alarms. This study uses an Automatic Identification System (AIS) to develop a wearable safety device because the transmission range of AIS is wider than other types of systems, and it is easier to prepare essential functions in AIS wearable devices. When a victim presses the panic button, the system will send the alarm with a Global Positioning System (GPS) signal;the system will only detect the GPS location once when pressing the button to reduce power consumption, which avoids additional power consumption while repeating the detection. The research conducted practical experiments and discovered that the method is feasible in real-world applications. © 2020, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.

关键词： Electric power utilization

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Implementers, designers, and disseminators of integrated STEM activities: self-efficacy and commitment

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Research in Science & Technological Education 2023年第4期41卷 1433-1451页

作者： Kai-Lin Yang Hsin-Kai Wu Yi-Fen Yeh Kuen-Yi Lin Jen-Yi Wu Ying-Shao Hsu a Department of Mathematics National Taiwan Normal University Taipei Taiwan b Graduate Institute of Science Education National Taiwan Normal University Taipei Taiwanc Faculty of Education University of Johannesburg Johannesburg South Africa d College of Teacher Education National Taiwan Normal University Taipei Taiwan e Department of Technology Application & Human Resource Development National Taiwan Normal University Taipei Taiwan b Graduate Institute of Science Education National Taiwan Normal University Taipei Taiwan

ABSTRACTBackgroundPrevious research has revealed that teaching self-efficacy could play a critical role in engaging students in integrated STEM education; however, teachers’ multiple identities in STEM education (i.e. implementers, disseminators, and designers) and their commitment with respect to the different identities have not been considered and *** study aimed to investigate STEM teachers’ self-efficacy and commitment as implementers, disseminators, and designers, and to explore the relationships between teachers’ self-efficacy and commitment with respect to the three ***629 secondary STEM teachers completed a questionnaire that included the items of teachers’ background information and 46 items to measure their self-efficacy and commitment with respect to the three *** compare the differences in teacher self-efficacy and commitment with respect to the three identities, repeated measures analyses of variance were used. A mixed-model analysis was conducted to examine the effects of both identity and experience with self-efficacy as a covariate on teacher commitment. Also, the structural equation modelling (SEM) method was employed to investigate the structural relationships within and between teacher self-efficacy and commitment with respect to the three *** results indicated that STEM teachers’ self-efficacy and commitment were influenced by their identities as well as their STEM teaching experience. STEM teachers’ self-efficacy and commitment to being implementers and designers were significantly higher than their self-efficacy and commitment to being disseminators. Additionally, the results of structural equation modelling indicated that teachers’ self-efficacy for the three identities was highly related, as was their commitment to the three identities. Self-efficacy of being disseminators had the largest impact on teacher commitment to being disseminators, designers and ***

关键词： Teacher identity commitment self-efficacy STEM education teacher education

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