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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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development and preliminary validation of the middle school students’ attitudes toward STEM learning scale

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Research in Science and Technological Education 2023年第1期43卷 86-106页

作者： Tsai, Shin-Ping Ting, Yu-Liang Chu, Lin Department of Special Education National Taipei University of Education Taipei Taiwan Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan Department of Instructional Systems Technology Indiana University Bloomington Bloomington IN United States

The purpose of this study was to develop and validate an instrument to measure attitudes of middle school students toward STEM learning, including integrative STEM learning. The participants were 274 middle school students (grades 7–9) in Taiwan. Results from the expert review, exploratory factor analysis, correlational analysis, and group difference analysis provided different sources of validity evidence. Five factors were identified, including students’ interest/expectancies in math, perceptions of importance/utility of math, attitudes toward science, attitudes toward technology/engineering, and attitudes toward integrative STEM learning. Moderate correlations among the factors and STEM career interests and statistically significant group differences in terms of gender and participation in math remedial instruction were found. Multiple regression analysis results also showed that the five factors statistically significantly predicted STEM career interests. Internal consistency indicated an appropriate to excellent level. These results provided preliminary support for the psychometric properties to measure middle school students’ attitudes toward STEM learning. Finally, this study points out the critical role of integrative STEM learning in the construct and suggests further research on the mechanisms among expectancies for success, subjective task value, and persistence in learning STEM. © 2023 Informa UK Limited, trading as Taylor & Francis Group.

关键词： Attitudes toward STEM expectancy-value model instrument development integrative STEM learning

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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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Interactive effects of scaffolding digital game-based learning and cognitive style on adult learners’ emotion, cognitive load and learning performance

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International Journal of Educational technology in Higher Education 2023年第1期20卷 1-25页

作者： Chang, Chi-Cheng Yang, Szu-Ting Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan ROC

There has been a little research on emotion, cognitive load, or learning performance for digital game-based learning (DGBL). However, there is still a dearth of research on investigating the interactive effects of scaffolding DGBL and cognitive style on the above three outcomes. Participants were 97 middle-aged and elder adults from a community college and randomly assigned into three groups. Taking prior knowledge as the covariate, 3 × 2 two-way MANCOVA was adopted to verify the interactive effects of scaffolding DGBL (hard scaffolding DGBL, soft scaffolding DGBL, and non-scaffolding DGBL) and cognitive style (Serialist and Holist). The findings presented that there exited significantly interactive effects of scaffolding DGBL and cognitive style on learning emotion, cognitive load, and learning performance. In hard scaffolding DGBL, learning emotion, cognitive load, and learning performance of Serialist learners were significantly better than those of Holist learners. Conversely, in soft scaffolding DGBL, learning emotion, cognitive load, and learning performance of Holist learners were significantly better than those of Serialist learners. Learning emotion, cognitive load, and learning performance of Serialist learners using hard scaffolding DGBL and Holist learners using soft scaffolding DGBL were significantly better than those of learners using non-scaffolding DGBL. The findings demonstrated concrete contributions and implications on practical promotion and theoretical development. This study ensures sufficiency of applying the cognitive-affective theory of learning with media (CATLM), cognitive load theory and cognitive style theory on DGBL, suggesting to extend the application of these theories to scaffolding.

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Explainable AI for Trustworthy Clinical Decision Support: A Case-Based Reasoning System for Nursing Assistants

Explainable AI for Trustworthy Clinical Decision Support: A ...

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IEEE International Conference on Big Data

作者： Yen-Ku Liu Yun-Cheng Tsai Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei Taiwan

ISBN: (数字)9798350362480

ISBN: (纸本)9798350362497

The increasing complexity of patient data and the need for reliable, transparent decision-making in healthcare drive the demand for advanced AI systems. This paper introduces a Clinical Decision Support System (CDSS) integrating Explainable AI (XAI) with Retrieval-Augmented Generation (RAG), designed to offer transparent, real-time, and evidence-based recommendations. HIPAA-compliant and grounded in historical case studies, the system facilitates trustworthy decision-making in high-pressure environments for nursing assistants. Although preliminary, simulations indicate the system’s potential to reduce cognitive load and enhance decision accuracy, with future clinical trials planned for comprehensive validation. It ensures HIPAA compliance while utilizing real-time patient data and historical case studies to support transparent and reliable clinical decisions. The system provides real-time, mobile-friendly recommendations based on predictive analytics and case-based reasoning, ensuring that nursing assistants can make informed, transparent decisions even in high-pressure scenarios. Future work will validate the system through simulations and clinical trials to assess its impact on decision accuracy and cognitive load reduction. Designed specifically for nursing assistants, the system provides real-time, explainable recommendations and retrieves relevant historical cases and clinical guidelines to support decision-making. While this work is preliminary and has not been deployed in clinical settings, theoretical analysis suggests that the system has the potential to improve decision accuracy and reduce cognitive load. A roadmap for future validation and clinical trials is outlined to demonstrate how the proposed system can be integrated into healthcare workflows.

关键词： Decision support systems Accuracy Explainable AI Scalability Retrieval augmented generation Medical services Clinical trials Cognitive load Real-time systems Load modeling

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A Study on the Effects of Using the 6E Model and a Robot Teaching Assistant on Junior High School Students’ STEM Knowledge, Learning Motivation, and Hands-on Performance

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Journal of Science Education and technology 2024年第5期33卷 759-778页

作者： Hsiao, Hsien-Sheng Chen, Jhen-Han Chang, Tze-ling Li, Po-Hsun Chung, Guang-Han Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei City Taiwan (R.O.C.)

The integration of education and robotics has emerged as a crucial development in the technological landscape. This study focuses on the use of a robot teaching assistant to enhance the learning efficiency of 8th-grade students in hands-on STEM activities centered around the theme of “Smart City.” It explores the impact of educational robots on students' learning outcomes and their development of hands-on skills through diverse learning methods. Conducted over 12 weeks with 103 participants, the study employed a quasi-experimental design. Students were split into two groups: The Experimental Group (EG), using the 6E model with robot teaching assistants, and the Control Group (CG), using only the 6E model. The analysis of covariance revealed that the EG exhibited superior performance in STEM knowledge, motivation, and hands-on skills compared to the CG. Further analysis indicated that learning motivation significantly influenced hands-on performance in the EG, particularly in high-scoring subgroups. The findings suggest that combining the 6E model with educational robots effectively enhances STEM learning and student engagement. Educational robots as teaching assistants not only aid in knowledge acquisition but also significantly boost students' motivation and hands-on skill development. This implies a promising direction for integrating advanced technology in educational practices to foster more effective learning environments.

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Work intensity, burnout and quality of work life in the hotel industry: The moderating role of psychological detachment

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Journal of human resources in Hospitality and Tourism 2023年第1期22卷 26-48页

作者： Osei, Hannah Vivian Asiedu-Appiah, Felicity Ansah, Rhoda Owusu Department of Human Resource and Organisational Development KNUST School of Business Kwame Nkrumah University of Science and Technology Kumasi Ghana

As work intensity continues to become one of the challenging issues at work, the need to understand the consequences and the pathways as well as the boundary conditions, become very important. Drawing on the Job Demand-resource (JD-R) theory, this study examines how work intensity affects the quality of work life (QWL) through burnout and examines the moderating role of psychological detachment in the relationship between burnout and QWL. Data was collected from 400 frontline workers and supervisors from 30 hotels and analyzed using the Hayes Process Macros and AMOS. The study found that work intensity negatively affects QWL and this relationship was mediated by burnout. Psychological detachment did not moderate the relationship between burnout and QWL. © 2022 Taylor & Francis Group, LLC.

关键词： Burnout hotel job demand-resource (JD-R) psychological detachment quality of work life (QWL) work intensity

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Do attitudes matter? An investigation into students’ attitudes toward engineering and learning performances through engineering-focused STEM curricula

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International Journal of technology and Design Education 2025年第1期35卷 123-150页

作者： Tzeng, Sy-Yi Yu, Kuang-Chao Wu, Pai-Hsing Fan, Szu-Chun Department of Graphic Communications and Digital Publishing Shih-Hsin University Taipei City Taiwan Department of Technology Application and Human Resource Development National Taiwan Normal University Taipei City Taiwan Center for Textbook Research National Academy for Educational Research New Taipei City Taiwan Department of Industrial Technology Education National Kaohsiung Normal University No. 62 Shenzhong Rd. Yanchao Dist Kaohsiung City824 Taiwan

Many studies have investigated students’ attitudes toward engineering (ATE), but few have examined the changes in attitudes after attending an engineering design curriculum. This study analyzes these attitudinal changes in students attending an engineering-focused science, technology, engineering, and mathematics (EF-STEM) curriculum and investigates the influence and correlation between attitudes and learning performance. The participants included 364 tenth-grade students (ages 16–18 years). An 18-week experimental intervention design (2 h per week) was adopted. The Attitudes Towards Engineering Scale—Taiwan was applied before and after attending the EF-STEM course;remaining assessments were conducted post-course. The results showed that the ATE statistically decreased after attending the course, shifting from a positive attitude to a neutral-leaning attitude. Although most students appreciated the importance of engineering design, they exhibited a high degree of anxiety toward it. Moreover, their pre-ATE was significantly correlated with their perception of engineering design and learning performance. These results indicate that engineering design curricula do not necessarily have a positive effect on student ATE. © The Author(s), under exclusive licence to Springer Nature B.V. 2024.

关键词： Curricula

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Engagement, Academic Emotions, and Artificial Intelligence application Creativity in the Metaverse: A Study of Facial Expressions

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Journal of Computer Assisted Learning 2025年第3期41卷

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

Background: Due to the rapid development of artificial intelligence (AI) and the widespread adoption of online learning post-COVID-19, the metaverse has become an important strategy for innovative teaching. Objectives: This study aimed to investigate the impact of the metaverse on learning engagement, learning emotions, and creative performance in AI applications by analysing academic emotions through facial expressions. Methods: The study was conducted as a non-equivalent group pretest–posttest quasi-experimental construct involving 97 students from a public high school. The experimental teaching theme focused on AI image recognition and speech recognition, with the experimental group receiving online metaverse instruction and the control group receiving instruction through Google Meet. Results and Conclusion: Key findings include the following: the metaverse significantly and positively influenced cognitive, emotional, and social dimensions of learning engagement, but no impact was observed on the behavioural dimension;the metaverse had a substantial impact on the creative performance of AI application design, particularly in the empathy, definition, ideation, and testing stages;and the metaverse significantly affected academic emotions, with increased expressions of anger and sadness observed, particularly during the empathy, definition, and ideation stages of design thinking. Thus, the results of this study provide a pedagogical foundation for the adoption of the metaverse and auxiliary tools in teaching. © 2025 John Wiley & Sons Ltd.

关键词： academic emotions AI creativity engagement facial expression metaverse steam

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Effects of voice assistant creation using different learning approaches on performance of computational thinking

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Computers and Education 2023年 192卷

作者： Hsu, Ting-Chia Chang, Ching Lin, Yi-Wei Department of Technology Application and Human Resource Development National Taiwan Normal University Taiwan

Designing artificial intelligence (AI) artefact learning has gone beyond command-line-based instruction, to include a low-barrier threshold with block-based programming. Such instructional design must not solely emphasise AI workings. Rather, it must offer students computational thinking (CT) practice to support their AI-related artefact creation while reducing their AI anxiety about future job replacement or sociotechnical blindness. In this study, this research explored an experiential learning approach to improve CT along with AI application capabilities when engaging undergraduate students in creating a voice assistant application (VA app). A total of 56 students participated in the study. The control group (CG) of 26 students used a conventional subject-based learning method, while the experimental group (EG) of 30 students adopted an experiential learning method. This study aimed to examine the differences in the learning achievement of CT and AI concept, as well as the perspectives of AI anxiety, and CT;in the meanwhile, this study analysed the students' learning behaviours using sequential behavioural analysis to discuss the learning process. Results showed that the CT ability of the EG was better than that of the CG, although no significant difference was found between the two groups’ AI concepts and anxiety. The behaviour analysis also revealed that the EG students were willing to ask more questions, and conducted their VA evaluation, whereas the CG students were inclined to focus on the input and output of knowledge, and replicated what the teacher presented. Suggestions and implications are given for future research. © 2022 Elsevier Ltd

关键词： Artificial intelligence

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