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This study employed drawing and co-word analysis techniques to explore students’ preferences for AI-assisted learning environments. A total of 64 teacher education students from a university in Taiwan participated in the study. The participants were asked to describe their perceptions of AI-assisted learning in the form of drawings and text descriptions. In order to analyze the content of the students’ drawings, a coding scheme was developed based on the activity theory framework. Based on the results of the analysis, it was found that students placed more importance on personalized guidance and appropriate learning content provision. In addition, students acknowledged that AI technology can be used flexibly in different fields and situations. Interestingly, more than half of the students agreed that robots play important roles in AI-assisted learning. This indicates that the students expected a social AI learning companion. However, it was found that students’ expectations of an AI learning environment were less connected to the real environment and did not reveal learning activities with higher order thinking. In addition to the need for accurate and fast AI computing, this result indicated that professional instructional guidance is also an expectation that students have of AI education.

Educators believe that STEM activities allow students to use multiple skills to solve real-world problems; therefore, it has been recognized as an effective way to apply academic knowledge to life’s problems. While many studies have examined the effectiveness and perceptions of students’ learning through STEM activities, little research has been conducted on teachers’ perceptions of STEM activities. In particular, there has been little research on teachers’ preferences for STEM learning. Therefore, in this study, two questionnaires were employed to investigate the teachers’ preferences for and perceptions of STEM learning and teaching. The questionnaire of teachers’ preferences for STEM learning consisted of four scales, namely, activity flexibility, technology support, classroom interaction and teaching assistance, while the questionnaire of perceptions of STEM learning included higher order thinking, collaboration, and attitude toward STEM learning. A total of 307 teachers from 25 high schools in Taiwan filled in the questionnaire after conducting STEM activities. From the result of structural equation modeling it was found that teachers’ perception of collaboration was the key element connecting the teachers’ preference for STEM activities and attitude toward STEM learning. In addition, the teachers’ preference for technical support and classroom interaction positively correlated with their perceptions of higher order thinking and collaboration, while activity flexibility and teaching assistance positively correlated with their attitude toward STEM learning. According to the results, it was found that teachers’ perceptions of STEM learning were pluralistic and differed according to their preferences.

This study explored the impact of interactive e-books on the viewing behaviors of children in science demonstrations at museums. To conduct this study, an interactive e-book on a pendulum experiment was developed and integrated into a physical science demonstration at a museum. Two scientific demonstrations were conducted in this study. The first demonstration was conducted using the conventional science demonstration method, without integrating the interactive e-book into the demonstration. The second was a science demonstration with an integrated interactive e-book. The study analyzed and compared the children's learning motivation, viewing behaviors, and knowledge gained in both demonstrations. The results showed that the different science demonstrations did not significantly affect the children's current knowledge gain or learning motivation. However, the sequence analysis revealed that in the conventional science demonstration without the interactive e-book, children were more engaged in observing the science demonstration, experiment, and instrument operation and interacting with neighboring viewers. In contrast, in the science demonstration with the integration of the interactive e-book, children had more physical involvement, including pointing at the answers in the e-book, swinging their arms with the pendulum animation, and nodding when confused about the expected results. In addition, the children who joined the demonstration with the interactive e-book made more attempts to learn about procedural knowledge. These results demonstrated that both learning modes have similar learning effects on children, indicating the feasibility of the two learning modes. Furthermore, the results revealed that children's needs might differ when engaged in different modes of science demonstrations; for example, conventional modes need more support from companions, whereas e-book modes need more children's physical participation.

Self-regulatory learning skills are recognized as an essential factor motivating students to learn. The lack of self-regulatory learning skills could reduce students' learning performance. Therefore, engaging students in making learning plans, executing the plans, and reflecting on their learning remains a challenge for teachers. To address this problem, this study proposes a gamified mobile self-regulated learning approach which provides multiple gamified rewards to motivate students' self-regulatory learning skills. Gamified elements were integrated into students' self-regulated learning stages to guide them in efficiently exploring how to achieve their goals and making deep learning reflections. To investigate the effect of this proposed approach on students' learning outcomes, two classes of students were recruited to conduct the experiment. The learning approach was used by the experimental group (N = 22) while the conventional mobile self-regulated learning approach was used by the control group (N = 22). Both groups of students' performance on the mathematics learning achievement test, SRL learning sheets, and goal-achieving intentions were collected and analyzed. The results showed that the gamification mechanism improved the students' learning achievement as well as their goal-setting and reflection performance. However, the students who used the proposed approach reached similar monitoring performance as those students who learned without gamification. This study confirmed the feasibility of introducing a gamification mechanism into self-regulated learning, and revealed how to apply multiple game elements in instructional activities to enhance students' learning intentions.

In recent years, smart healthcare technologies used to facilitate precision medicine in clinical practice have increasingly become a topic of discussion. Nurses and nurse preceptors are critical professionals in hospitals, and are also the frontline staff using smart healthcare. The purpose of this study was to investigate nurses' and nurse preceptors' perceptions of smart healthcare (including learning motivation, learning attitudes, and personal innovativeness) and the differences in their conceptions of learning in smart healthcare technology contexts. The research findings showed that nurse preceptors had higher mean scores than nurses for learning motivation, learning attitudes, and personal innovativeness in smart healthcare, especially for learning attitudes and personal innovativeness. The nurse preceptors' conceptions of learning in smart healthcare technology contexts were also more diverse than those of nurses. The main differences are that nurses' drawings showed a healthcare setting where learners (both patients and nurses) use computers to connect to cloud services for online visits, and where patients can engage in online health education learning activities via computers or mobile devices. The nurse preceptors' drawings focused on the delivery of nursing knowledge and skills to learners via VR technologies, helping diagnose patients, analyzing medical data, and predicting healthcare through smart healthcare technologies.

Flipped learning is a well-recognized learning mode that reverses the traditional in-class instruction arrangement by delivering learning content outside of the classroom and engaging students in more activities in class. However, it remains a challenge for students to comprehend the learning material by themselves, particularly when learning abstract concepts such as in mathematics. In this study, an interactive e-book approach is proposed to support flipped learning. It facilitates and bridges out-of-class and in-class learning by providing support for interactive learning contents presented on mobile devices. To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted in an elementary school math course. The experimental group students learned with the interactive e-book approach in the flipped learning activity, while the control group students learned with the conventional video-based flipped learning approach. The experimental results indicated that the proposed approach not only promoted the students'self-efficacy for learning mathematics, but also improved their learning achievement; moreover, it was found that the approach benefited the lower self-efficacy more than the higher self-efficacy students. The learning record analysis further confirmed that the lower self-efficacy students spent more time reading the e-books before and in class than the higher self-efficacy students did. [ABSTRACT FROM AUTHOR]