DSpace collection: 期刊論文

Interaction Statistical Analysis of Instrumental and Sensory Data for Ethiopian Yirgacheffe Coffee: Unveiling Quality Control Metrics and Optimal Storage Conditions

title: Interaction Statistical Analysis of Instrumental and Sensory Data for Ethiopian Yirgacheffe Coffee: Unveiling Quality Control Metrics and Optimal Storage Conditions abstract: This study aims to determine the quality control indices and proper storage conditions for Ethiopian Yirgacheffe (EY) coffee. An instrumental analysis by SPME-GC-MS and a consumer sensory evaluation using a CATA questionnaire with a 9-point hedonic scale were conducted. The most abundant eleven aroma compounds of EY coffee were identified through SPME-GC-MS analysis. Among the three variables examined—coffee form (beans vs. powder), storage temperature, and storage duration—storage temperature (p < 0.0001) was identified as the most influential factor affecting the sensory quality of EY coffee products. Interaction statistical analysis of instrumental and sensory data identified 2,4-bis(1,1-dimethylethyl)-phenol as the key compound negatively affecting EY coffee's aroma, while N-furfuryl pyrrole was the most positive contributor to flavor quality. These findings were strongly supported by Pearson correlation coefficients and partial least squares (PLS) regression analysis (r = 0.75). Monitoring the levels of compounds like N-furfuryl pyrrole and 2,4-bis(1,1-dimethylethyl)-phenol can help predict the aroma profile of EY coffee products, supporting quality control during processing and storage. Although the mechanisms behind the formation and degradation of these compounds are still under investigation, understanding their variations can guide better storage practices. Avoiding improper storage temperatures is recommended to maintain optimal quality, as this helps preserve flavor and extend shelf life.

Blended Learning Effectiveness and College Students’ Deep Learning Perceptions: The Community of Inquiry Perspective

title: Blended Learning Effectiveness and College Students’ Deep Learning Perceptions: The Community of Inquiry Perspective abstract: Emerging technologies and innovative instructional methods have revolutionized education, making blended learning the new standard in the artificial intelligence era. However, poor integration of online and face-to-face learning has led to challenges such as superficial student engagement. This study developed a Community of Inquiry-based blended learning model and evaluated its effectiveness with 92 college students using a quasi-experimental approach. Over 16 weeks, the experimental group (n = 48) adopted the blended learning model, while the control group (n = 44) used traditional learning conditions. Learning effectiveness and deep learning perceptions were evaluated, revealing the blended learning group demonstrated superior learning effectiveness (d = 0.83) and reported higher deep learning perceptions (η2 = .05–.072) compared to the traditional learning group. These results provide valuable insights for educators aiming to design blended learning models that foster deep learning and improve overall learning effectiveness.

Design and Evaluation of a Traffic Accident Risk Simulation System Based on Virtual Reality and Artificial Intelligence Technologies

title: Design and Evaluation of a Traffic Accident Risk Simulation System Based on Virtual Reality and Artificial Intelligence Technologies abstract: This study aims to develop a driving simulation system that addresses the six primary risks of car accidents involving passenger vehicles, integrating virtual reality (VR) and artificial intelligence (AI) technologies. Initially, the paper examines the application of VR in education and presents traffic accident statistics for passenger vehicles in Taiwan, which inform the selection of hazardous scenarios incorporated into the system. It then details the creation of virtual urban traffic environments and the development of virtual vehicle operations, highlighting the use of AI in detecting driver head movements. Additionally, the paper discusses the construction of traffic scenario simulations, including the integration of random and event-specific vehicles, and showcases the system’s features. Finally, it presents the evaluation results, summarizes the contributions of this research in applying VR and AI to driving simulation, and offers recommendations for future research directions.

Blended Learning Effectiveness and College Students’ Deep Learning Perceptions: The Community of Inquiry Perspective

Factors influence secondary teachers' adoption of online professional development in Taiwan: an extension of the technology acceptance model

title: Factors influence secondary teachers' adoption of online professional development in Taiwan: an extension of the technology acceptance model abstract: The global shift to online learning, accelerated by the COVID-19 pandemic, has significantly transformed teachers’ approaches to professional development. This study extends the Technology Acceptance Model (TAM) to examine secondary school teachers’ intentions to use OPD programs certified by the Taiwan Ministry of Education. Using structural equation modeling (SEM), 196 valid survey responses from 250 distributed questionnaires were analyzed, yielding a 91% response rate. The findings indicate that TAM constructs— perceived usefulness (PU) and perceived ease of use (PEOU)—strongly influence teachers’ intentions to adopt OPD programs. Additionally, external factors such as e-learning content features and interaction with instructors/peers emerged as significant determinants. This study contributes to the TAM literature by integrating these external variables, particularly in a post-pandemic context, and offers practical insights for enhancing OPD design to improve teacher engagement.

中小學教室遠距進修之學習參與度及學習成效之相關研究

title: 中小學教室遠距進修之學習參與度及學習成效之相關研究

建構虛擬實境教材品質確保之評估指標

title: 建構虛擬實境教材品質確保之評估指標 abstract: 虛擬實境（virtual reality, VR）技術在教育應用之相關研究自1990年至2019年Scopus資料庫文獻數量逐年遽增，顯示VR融入教育漸趨普及被重視。然而，VR教材的品質缺乏一致性標準。本研究藉由分析目前已發表的VR教材相關文獻，據此為初稿後，再以「層級分析法」（analytic hierarchy process, AHP）進行調查研究，探討所有相關指標並以簡單層次架構呈現，用以獲取整體脈絡後加以綜合評估，進而以數值顯示出各層面、項目及指標之優先次序與權重，歸納成4大面向、8向度、31個檢核項目，找出影響問題決策的評估指標及權重值。研究對象為9位具有VR教材開發、設計或使用之專家，結果顯示：「教學設計」面向重要性最高，總權重達40.4%。在所有的檢核項目中，重要性最高的前5項依序為「內容主題具正確性」、「學習任務能幫助學習者熟悉學習目標的內容」、「學習任務有提供適當的探索機會」、「學習任務有提供適當的挑戰機會」及「學習者能有效控制學習任務的進行」，這些應視之為優質VR教材的必要項目。文末，本文提供各項檢核項目的重要性排序及權重，作為開發VR教材者之參考依據，亦可提供教育工作者採用VR教材時的指引。

Development Trends and Analysis of Collaborative Learning in e-Learning Environments 1988-2019

title: Development Trends and Analysis of Collaborative Learning in e-Learning Environments 1988-2019 abstract: This study applies the bibliometric method to review research in collaborative learning in e-learning and analyzes the trends of research on this topic. Using quantitative tools of science mapping, 8,575 papers in the Scopus database, prior to and including 2019, were reviewed, tracing back to 1988. Retrospective analysis uncovers continuing trends in research by way of topic-related sequence and geographic differences in sub-topics by space; moreover, further analysis is undertaken on the structure of knowledge bases. This reveals that the journals of highest impact include Computers in Human Behavior, Computers & Education, and Journal of Computer Assisted Learning, while the most impactful authors are Barolli, Caballé, Chen, Daradoumis, Dimitriadis, Li, Li, Sterbini, Temperini, Tsiatsos, and Xhafa. This paper concludes that the bibliometric method can target a broad range of research; topics related to applied science and emerging technologies are still to be studied. Research topics are cross-border, not limited to geographically close nations.

數位學習在技職教育的發展現況及趨勢分析

title: 數位學習在技職教育的發展現況及趨勢分析 abstract: 本研究分析全球技職教育應用數位學習的研究現況與議題。採用書目計量法並透過VOS科學製圖工具，分析1980~2020年10月間的期刊、研討會論文、書本及書本章節等4類文獻，共3,584筆資料，進行4種層次篩選出關鍵文獻進行分析。結果顯示：一、全球數位學習在技職教育的研究趨勢自1997年起明顯呈3倍成長；二、全球關注數位學習在技職教育議題之國家可分為7個研究叢集；三、6個叢集中，各國研究議題的類別在教學部分多於科技；四、在技職教育領域中，6個叢集中的各國均重視高等教育之應用及混成學習；教學議題的共同關鍵字為課程發展、教學法、合作學習及終身學習；五、臺灣研究議題多集中在「支持科技」與「學習科技」；教學設計偏重遊戲式學習、學習風格及學習鷹架，內容多屬於STEM領域。文末提出臺灣技職教育推動數位學習之建議，以作為後續發展與應用之參考。

數位教材品質檢核指標之建立-以沉浸式虛擬實境教材為例

title: 數位教材品質檢核指標之建立-以沉浸式虛擬實境教材為例 abstract: 沉浸式虛擬實境（immersive virtual reality, IVR）對教學有正面助益，在教育應用越趨廣泛。然IVR教材品質則因缺乏標準而落差甚鉅。本研究以模糊德菲法（Fuzzy Delphi Method, FDM）及層級分析法（Analytic Hierarchy Process, AHP）探討IVR之特質，並發展出IVR教材品質檢核之4個構面與15項指標，且明確列出各指標之重要性相對權重。研究結果顯示「教材內容」為最重要的構面，權重占37.5%。指標當中最重要者為「教材內容正確性」，權重占所有指標的21.8%。本研究發現IVR教材品質指標異於虛擬實境（virtual reality, VR）教材的標準與沉浸感及互動有關，有「虛擬環境的畫面具擬真性」、「虛擬環境能提供具沉浸感的畫面品質」、「虛擬環境呈現之訊息量適宜」及「學習者能與素材進行互動」等4項。本研究提出IVR教材品質指標及重要性權重，可作為未來教師選擇教材、研發團隊開發教材、及主管單位進行評鑑或認證教材時的重要參考依據。

紙本教科書的下一步？國民中小學數位教科書研發現況與分享

title: 紙本教科書的下一步？國民中小學數位教科書研發現況與分享

Implementation of the flipped classroom approach for promoting college students’ deeper learning

title: Implementation of the flipped classroom approach for promoting college students’ deeper learning abstract: The emergence of advanced information technology has revolutionized education and accentuated the demand for high-quality learning. However, many teachers fall short of using technology effectively and optimizing instructional design to promote deeper learning. To address this issue, this study proposes a four-element flipped learning model, which employs the Rain Classroom platform to facilitate a deeper learning environment for the development of students’ deeper learning competencies. A total of 102 college students enrolled in the Introductory Educational Technology course participated in this study. Over 16 weeks, the experimental group students (n = 52) were exposed to the flipped learning approach for deeper learning while the control group students (n = 50) studied under the traditional teaching model. At the end of the course, the effects of the flipped classroom on deeper learning were examined. The results revealed that the flipped classroom students exhibited higher levels of deeper learning (d = .64) and perceived deeper learning competencies (d = .50–0.62) than their traditional classroom counterparts. In addition, the four elements were found to be predictive of students’ deeper learning competencies in the cognitive (R2 = .63), interpersonal (R2 = .51), and intrapersonal (R2 = .58) domains. Implications and recommendations for promoting college students’ deeper learning are provided.

Implementation of the flipped classroom approach for promoting college students' deeper learning

title: Implementation of the flipped classroom approach for promoting college students' deeper learning abstract: The emergence of advanced information technology has revolutionized education and accentuated the demand for high-quality learning. However, many teachers fall short of using technology effectively and optimizing instructional design to promote deeper learning. To address this issue, this study proposes a four-element flipped learning model, which employs the Rain Classroom platform to facilitate a deeper learning environment for the development of students’ deeper learning competencies. A total of 102 college students enrolled in the Introductory Educational Technology course participated in this study. Over 16 weeks, the experimental group students (n = 52) were exposed to the flipped learning approach for deeper learning while the control group students (n = 50) studied under the traditional teaching model. At the end of the course, the effects of the flipped classroom on deeper learning were examined. The results revealed that the flipped classroom students exhibited higher levels of deeper learning (d = .64) and perceived deeper learning competencies (d = .50–0.62) than their traditional classroom counterparts. In addition, the four elements were found to be predictive of students’ deeper learning competencies in the cognitive (R2 = .63), interpersonal (R2 = .51), and intrapersonal (R2 = .58) domains. Implications and recommendations for promoting college students’ deeper learning are provided.

Development of Immersive VR Car Driving Simulation Learning System. EDULEARN24 Proceedings: 16th International Conference on Education and New Learning Technologies.

title: Development of Immersive VR Car Driving Simulation Learning System. EDULEARN24 Proceedings: 16th International Conference on Education and New Learning Technologies. abstract: The purpose of this study was to develop an immersive virtual reality (VR) car driving simulation learning system and evaluate its effectiveness, thereby proposing a pioneering approach to driver education and training. This system was specifically designed for individuals aged 20 and above who aimed to obtain a small car driver's license. Leveraging VR technology, the system provided users with an interactive and realistic environment to hone their driving skills and adequately prepare for license examinations. This paper detailed the main components and features of the VR system, including its meticulously designed VR on-site test simulation aimed at replicating real-world driving scenarios. Additionally, it expounded upon the adoption of scoring criteria aligned with regulatory standards established by the Taiwan’s Ministry of Transportation, ensuring accuracy and relevance in assessment. The system comprised three versions: one with a large screen, another with three monitors, and the third equipped with a VR helmet. Furthermore, this study conducted usability testing for the system, focusing on its primary target audience—individuals preparing for their driving license examination. Five content experts were invited to review the system during the testing period, providing feedback and suggestions. Subsequently, these experts completed the IVR Quality Assessment Form developed by Shyu and Kuo (2020). Semi-structured interviews were also conducted. Statistical data revealed unanimous approval of the system, with all experts surpassing the passing threshold. During the testing phase and subsequent interviews, many experts proposed directions for system optimization. Across the three versions, experts overwhelmingly favored the VR version, citing its immersive nature akin to real vehicles. Challenges such as prevailing hardware limitations, disparities with actual vehicles, and addressing VR-induced dizziness were highlighted as areas requiring improvement to elevate the system into an exemplary training tool. Moreover, 11 individuals aged 20 and above, possessing driver's license qualifications, were recruited to participate in the evaluation. Participants alternated between utilizing the system, including the big-screen, triple-screen versions, and the Oculus Quest 2 headset for immersive VR car license simulation learning tasks, with each session lasting approximately 90 minutes. Based on the results, it was evident that the VR version received more favorable feedback compared to the other two versions. Furthermore, lower scores on the question regarding learning speed across all three versions, juxtaposed with the highest scores on the question regarding the material's engagement, suggested that the educational material was more captivating compared to actual driving. One of the significant contributions lies in its endeavor to address the pervasive issue of frequent traffic accidents, particularly concerning driving behavior practice. By integrating VR technology, a simulated testing system tailored for the Taiwanese small car driver's license examination was developed. Furthermore, through usability testing and comparative analysis, the study underscored the system's efficacy and advantages. This represented an innovative application poised to serve as a valuable reference for stakeholders involved in driver training initiatives.

Using augmented reality to support a software editing course for college students

title: Using augmented reality to support a software editing course for college students abstract: This study aimed to explore whether integrating augmented reality (AR) techniques could support a software editing course and to examine the different learning effects for students using online-based and AR-based blended learning strategies. The researcher adopted a comparative research approach with a total of 103 college students participating in the study. The experimental group (E.G.) learned with the AR-based contents, while the control group (C.G.) learned with the online-based support. The findings demonstrated the potential of AR techniques for supporting students' learning motivation and peer learning interaction, and the AR-based contents could be used as scaffolding to better support blended learning strategies. The AR-based learning interaction could also be a trigger arousing learners' interest in becoming active learners and the students presented great learning involvement after the AR-based supports were removed, while the learners in the C.G. were passive once the supports had been removed. Moreover, it was found that (1) their lack of experience with AR interaction and applications, (2) the slow speed of the Internet in the school, (3) the affordances of each learner's mobile learning devices, (4) the screen size of the learning interface and (5) the overloading of the learning information from the AR contents and teacher lectures might be the reasons why the learners were still more used to the online-based support. It was therefore concluded that when integrating AR applications into a course, technology educational researchers should take into careful consideration the target learning content design, the amount of information displayed on the mobile screen and the affordances of the learning equipment and classroom environment so as to achieve a suitable learning scenario.

Interactive effects of dispositional mindfulness and PETTLEP imagery training on basketball shooting performance: A randomized controlled trial

title: Interactive effects of dispositional mindfulness and PETTLEP imagery training on basketball shooting performance: A randomized controlled trial abstract: The purpose of this study was to examine the interactive effects of dispositional mindfulness and visualized PETTLEP imagery training on basketball mid-range shooting performance and retention. Seventy-three participants (M age = 20.32 ± 1.09) with high/low dispositional mindfulness (high n = 35; low n = 38) selected out of 302 college students were randomly assigned into the following six groups: (a) high mindfulness internal imagery (H-II, n = 13); (b) high mindfulness external imagery (H-EI, n = 11); (c) high mindfulness control (H–CO, n = 11); (d) low mindfulness internal imagery (L-II, n = 13); (e) low mindfulness external imagery (L-EI, n = 12); and (f) low mindfulness control (L-CO, n = 13). Participants engaged in a pretest to measure their basketball shooting performance, then participated in a 6-week (3 times/per-week) intervention, plus a posttest and retention test. A three-way 2 (high/low mindfulness) X 3 (treatments: internal-, external imagery, and control) X 3 (measurement time: pretest, posttest, and retention) mixed ANOVA statistical analysis found dispositional mindfulness interacted with treatments and measurement time. The main effects showed high dispositional mindfulness performed better than low dispositional mindfulness, and internal imagery training performed better than external imagery training on mid-range basketball performance at retention. The 3–way interaction indicated that when using either internal or external imagery, high dispositional mindfulness performed better than low mindfulness on retention but not posttest. For 2-way interaction, high dispositional mindfulness performed better than low dispositional mindfulness on retention but not posttest. Our results extended current knowledge on sport imagery and dispositional mindfulness and gained several theoretical implications for researchers. The limitations, future research directions, and practical implications were also discussed.

Design-based research on integrating learning technology tools into higher education classes to achieve active learning

title: Design-based research on integrating learning technology tools into higher education classes to achieve active learning abstract: This study adopted the design-based research (DBR) method to explore whether the integrated technology-enhanced learning mode could help college teachers design more interactive classes, and to assist undergraduate students in achieving active learning. The study lasted for 4 semesters and consisted of 3 research phases, in which the issues of how to use learning technology tools to promote active learning of course participation and peer assessment were explored. The participants of the whole study included about 458 2nd and 3rd year undergraduate students. After 3 iterative DBR phases, it is concluded that the individual use of IRS tools plays a role in assisting students in improving their learning retention, whereas students with the cooperative IRS activities were able to produce and reach meaningful learning conclusions through course interaction. Peer assessment with guiding assessment descriptions and evaluation rubrics using the Google suite was evaluated positively by most students. It facilitated advanced level cognitive knowledge acquisition and helped the students to produce constructive peer feedback. The future work for the next phases of DBR study is also discussed.

Exploring the effects of using various designs of game-based materials on music learning

title: Exploring the effects of using various designs of game-based materials on music learning abstract: This paper explores and sheds light on how various designs of game-based learning materials benefit music education. The developed games followed Gordon’s music skill learning sequence of discrimination, and aimed to teach listening and visual skills for the middle C octave. Two genres of game-based learning materials were proposed, one with most game design features and the other which excluded most game mechanisms but retained simple gamification features. A total of 34 elementary school students participated in the experiment and were separated into three groups to learn music with the game-based learning materials. The pros and cons of using various music game-based learning materials for learning performance and learning motivation are summarized. The findings suggest that teachers could adopt the simple version game as a course assisting tool to enable immediate game interaction with students in formal music classes, and the full version game could be provided to learners for after-class informal learning. Besides, the full version could be a trigger for advanced learners to challenge themselves, whereas the simple version would be good for novice learners to acquire the targeted music content more smoothly.

荒野獨處經驗對山野活動課程參與者體驗價值之影響

title: 荒野獨處經驗對山野活動課程參與者體驗價值之影響 abstract: 緒論：本研究運用方法－目的鏈解析選修山野活動課程學生的內在動機與價值脈絡，並於課程中導入荒野獨處體驗，以探究獨處經驗對體驗價值的影響。方法：以26名修習山野活動與環境探索課程之學生為研究對象，於校內接受13週的山野知能課程後，展開3天2夜之場域實作及12小時荒野獨處體驗，研究採用階梯式訪談進行資料收集，訪談內容經編碼後建構蘊含矩陣及繪製階層價值圖以進行分析與討論。結果：一、山野活動課程參與者認知的終極價值為自我實現、自我成長、身心健康、社會支持與環境倫理。二、荒野獨處經驗會改變價值鏈結的脈絡，有助於參與者自我察省和個人成長，反思過程能引導以正向積極態度面對生活。三、荒野獨處經驗能觸發深刻的環境倫理感受，強化對待環境的態度和行為，對環境保護具有正向影響。結論：荒野獨處經驗對於山野活動課程參與者具有提升個人成長、拓展社會關係及強化環境意識的效果；運用方法目的鏈有助於瞭解參與動機的階層脈絡，研究所得結果可提供戶外課程設計和推廣行銷的參考。

Games Applied to Vocabulary Learning: A Bibliometric Analysis on Two Decades of Research

title: Games Applied to Vocabulary Learning: A Bibliometric Analysis on Two Decades of Research abstract: In recent years, the emergence of digital games has had an impact on various educational fields, especially on the motivation and engagement in language learning. This study aims to analyze the latest research trends in game-based learning and gamification applied to vocabulary learning in terms of geographical production, intellectual, social and conceptual structures of the research in this field. A bibliometric analysis was conducted on 125 selected documents published between years 2000 and 2020. The main research findings show that one-quarter of the studies related to gamification and vocabulary learning were conducted in Taiwan, followed closely by the United States. However, collaboration between research institutions and countries is relatively limited. The results also identify influential researchers in the field and the collaborations. Additionally, the themes of "gamification", "game-based learning", "language learning", "vocabulary", "vocabulary learning", and "collaborative learning" have attracted significant attention from researchers during these 20 years. Finally, based on publication trends and underdeveloped themes, this study provides suggestions for future research in the field.

Dynamically improving students' learning performance with the awareness of their engagement and performance based on PE chat

title: Dynamically improving students' learning performance with the awareness of their engagement and performance based on PE chat abstract: On average, students exhibit low motivation and confidence in mathematics, a trend that prevails even in engineering schools. Teachers often struggle to comprehend each student's learning status and find it challenging to monitor their progress consistently. To address this issue, our study introduced a blended teaching approach, documented students' weekly online engagement and learning accomplishments, and developed a weekly performance-engagement (PE) chart (learning dashboard). Utilising principal component analysis, virtual analysis, and qualitative interviews, we established the PE chart to identify the correlation between learning engagement and achievement. Furthermore, the study conducted a t-test comparing pre-and post-test scores to determine if the PE chart-guided instruction significantly enhanced students' learning achievement. Our findings revealed substantial improvements in learning outcomes, offering valuable insights for instructional designers and educators to evaluate the effectiveness of blended learning approaches in mathematics, assess students' learning status, and refine teaching methodologies.

A Crop Harvest Time Prediction Model for Better Sustainability, Integrating Feature Selection and Artificial Intelligence Methods

title: A Crop Harvest Time Prediction Model for Better Sustainability, Integrating Feature Selection and Artificial Intelligence Methods abstract: Making an accurate crop harvest time prediction is a challenge for agricultural management. Previous studies of crop harvest time prediction were mainly based on statistical methods, and the features (variables) affecting it were determined by experience, resulting in its inaccuracy. To overcome these drawbacks, the objective of this paper is to develop a novel crop harvest time prediction model integrating feature selection and artificial intelligence (long short-term memory) methods based on real production and climate-related data in order to accurately predict harvest time and reduce resource waste for better sustainability. The model integrates a hybrid search for feature selection to identify features (variables) that can effectively represent input features (variables) first. Then, a long short-term memory model taking the selected features (variables) as input is used for harvest time prediction. A practical case (a large fruit and vegetable cooperative) is used to validate the proposed method. The results show that the proposed method (root mean square error (RMSE) = 0.199, mean absolute percentage error (MAPE) = 4.84%) is better than long short-term memory (RMSE = 0.565; MAPE = 15.92%) and recurrent neural networks (RMSE = 1.327; MAPE = 28.89%). Moreover, the nearer the harvest time, the better the prediction accuracy. The RMSE values for the prediction times of one week to harvesting period, two weeks to harvesting period, three weeks to harvesting period, and four weeks to harvesting period are 0.165, 0.185, 0.205, and 0.222, respectively. Compared with other existing studies, the proposed crop harvest time prediction model, LSTMFS, proves to be an effective method.

BI-OBJECTIVE DIFFERENTIATED SUPPLY CHAIN SERVICE MODEL FOR PIZZA DELIVERY TAKING CUSTOMER PREFERENCE ON PRICE, DUE TIME, AND OVERDUE FINE INTO CONSIDERATION

title: BI-OBJECTIVE DIFFERENTIATED SUPPLY CHAIN SERVICE MODEL FOR PIZZA DELIVERY TAKING CUSTOMER PREFERENCE ON PRICE, DUE TIME, AND OVERDUE FINE INTO CONSIDERATION abstract: Because of the increasingly varied customer requirements for the price, due time, and overdue fine setting in a pizza delivery supply chain, including production and transportation, a differentiated service model based on the maximal profit and customer satisfaction criteria has become popular in the field of supply chain management. In this study, a bi-objective differentiated supply chain service model for the price, due time, and overdue fine settings for pizza delivery, taking the customer preference into consideration was developed. As the optimization of the differentiated service model was an NP problem, we developed a bi-objective hybrid heuristic method. A simulation program for pizza delivery was used to obtain the bi-objective values for each solution searched by the proposed method. The results revealed that the proposed method was better than the existing heuristic methods in terms of both the profit and customer satisfaction criteria. A sensitivity analysis for different location service ranges and different mean arrival rates was also conducted.

Could a mobile-assisted learning system support a flipped classroom for classical Chinese learning

title: Could a mobile-assisted learning system support a flipped classroom for classical Chinese learning abstract: In this study, the researcher aimed to develop a mobile-assisted learning system and to investigate whether it could promote teenage learners' classical Chinese learning through the flipped classroom approach. The researcher first proposed the structure of the Cross-device Mobile-Assisted Classical Chinese (CMACC) system according to the pilot survey and reviewed literature, and then adopted a quasi-experimental design to understand whether the developed system could promote and support flipped classroom learning for classical Chinese. A total of 56 eleventh graders from two classes participated in the experiment. The learners in the experimental group learned classical Chinese with the flipped classroom learning strategy with the assistance of the CMACC system, while the control group adopted the flipped classroom learning strategy without using the CMACC system. The results reveal that all of the students improved their Chinese performance, but it was noticeable that the learners who used the CMACC system showed better motivation in terms of self-directed preview learning, while those who only learned with the traditional textbooks tended to be more passive. In sum, the mobile-assisted learning system added value in providing learners with opportunities to achieve anytime and anywhere flipped classroom learning. The integration of ubiquitous mobile learning technology and the flipped classroom strategy can be viewed as a critical factor leading to students achieving self-regulated learning. It is also suggested that instructors should carefully take the targeted learners' cultural background and the availability of supporting learning devices into consideration so as to prevent the flipped classroom from exacerbating the digital divide. Other suggestions for educators and instructional designers are also proposed.

數位教材品質檢核指標之建立──以沉浸式虛擬實境教材為例

title: 數位教材品質檢核指標之建立──以沉浸式虛擬實境教材為例 abstract: 沉浸式虛擬實境（immersive virtual reality, IVR）對教學有正面助益，在教育應用越趨廣泛。然IVR教材品質則因缺乏標準而落差甚鉅。本研究以模糊德菲法（Fuzzy Delphi Method, FDM）及層級分析法（Analytic Hierarchy Process, AHP）探討IVR之特質，並發展出IVR教材品質檢核之4個構面與15項指標，且明確列出各指標之重要性相對權重。研究結果顯示「教材內容」為最重要的構面，權重占37.5%。指標當中最重要者為「教材內容正確性」，權重占所有指標的21.8%。本研究發現IVR教材品質指標異於虛擬實境（virtual reality, VR）教材的標準與沉浸感及互動有關，有「虛擬環境的畫面具擬真性」、「虛擬環境能提供具沉浸感的畫面品質」、「虛擬環境呈現之訊息量適宜」及「學習者能與素材進行互動」等4項。本研究提出IVR教材品質指標及重要性權重，可作為未來教師選擇教材、研發團隊開發教材、及主管單位進行評鑑或認證教材時的重要參考依據。

Exploring College Students' Deeper Learning Perceptions in the Blended Learning Environment: Scale Development, Validation, and Experimental Comparison

title: Exploring College Students' Deeper Learning Perceptions in the Blended Learning Environment: Scale Development, Validation, and Experimental Comparison abstract: With the rapid development of information communication technology (ICT) in teaching, deeper learning has become an essential competency for success in the 21st-century classroom. College students' deeper learning assessments can indicate the degree of technology-enhanced learning effectiveness and inform further instructional design optimization. However, comprehensive measures for assessing college students' deeper learning and the impact of background variables on deeper learning in the low-, medium-, and high-blend learning environments are scarcely mentioned in the literature. This paper proposes a deeper learning self-assessment scale (DLSS) comprising higher-order cognitive, interactive, and reflective learning dimensions, validated through exploratory and confirmatory factor analyses. This paper also examines deeper learning perceptions in three types of blended learning environments with various proportions of online and face-to-face learning and explores perception differences among the students of different genders, school years, and fields of study. Findings indicated positive deeper learning perceptions were higher in the medium-blend courses.

國中老師實施緊急同步遠距教學教育訓練之現況與需求調查

title: 國中老師實施緊急同步遠距教學教育訓練之現況與需求調查 abstract: 在2019年底12月爆發的新型冠狀病毒疫情帶給全世界的教育巨大的轉變，在疫情肆虐下，各國紛紛開始進入了緊急遠距教學的狀態。本研究的目的便是為了透過瞭解台灣國中老師對於緊急同步遠距教學的需求，進而協助設計相對應的教育訓練課程，以幫助台灣老師能夠在緊急的情況下順利進行遠距教學。本研究採利用問卷調查及半結構式訪談探討目前緊急同步遠距教學的現況並收集老師對於緊急同步遠距教學教育訓練課程的需求。研究對象為國中老師，而研究對象分別在台灣不同縣市的31所國中255位國中老師。這些國中都曾接受遠距教育的宣導、研習或是實施。另有7位訪談對象為有嘗試模擬或實際操作遠距教學的老師。研究結果歸納如下：一、在2020年全世界新型冠狀病毒疫情爆發，台灣因為疫情控制得當，至2021年5月之前都沒有大範圍停課的情況，僅有少數15%的老師緊急遠距教學的實施。但是在5月過後，疫情開始爆發，台灣進行全國式的停課，於是有88%的老師都在進行緊急遠距教學。二、大部分的老師對於緊急遠距教學實施是非常認同的。另外，在停課後或是有實施過緊急遠距教學後，老師對於緊急遠距教學中利用同步方式授課的需求更是有大大的提升，因此多數老師對於培養自己進行緊急同步遠距教學的能力有很大的需求。三、老師最需要的遠距教學技能為如何與學生互動、如何協助學生評量、如何設計及呈現同步課程教材、及如何維持學生的學習動機。四、老師需要的是能夠滿足全方位需求的同步教學工具，包括螢幕共享、同步錄影或拍照、電子白板、分組、遠段控制、圖示互動、及時討論、投票、及檔案控制。雖然在停課前後，或是對有無實施過緊急遠距教學的老師來說，需求上都有些不同，但其中還是以螢幕分享、即時討論、及檔案分享最為重要。

國小學童使用水資源 VR 遊戲之研發與推廣

title: 國小學童使用水資源 VR 遊戲之研發與推廣

Using augmented reality to support a software editing course for college students

Exploring the Predictors of Teacher Well-Being: An Analysis of Teacher Training Preparedness, Autonomy, and Workload

title: Exploring the Predictors of Teacher Well-Being: An Analysis of Teacher Training Preparedness, Autonomy, and Workload abstract: Utilizing the job demand-resource theoretical framework, this study expands on previous research by examining the role of teacher workloads in the relationship between teachers’ resources and teacher well-being. The study used data from Taiwanese lower secondary school teachers in the TALIS 2018 survey and conducted a structural equation modeling analysis. The results showed that teacher training preparedness had a direct positive effect on well-being and an indirect effect that was mediated by teaching and student behavior workloads. On the other hand, teachers’ perceived autonomy did not have a direct impact on well-being but was indirectly related to well-being through the teaching workload. Additionally, the study found that teaching and student behavior workloads were negatively associated with well-being. By incorporating workload as a mediator, this study offers new insights into the complex relationship between job demands, resources, and well-being in the teaching profession.

The Antecedents of University Students’E-Learning Outcome under the COVID-19 Pandemic: Multiple Mediation Structural Path Comparison

title: The Antecedents of University Students’E-Learning Outcome under the COVID-19 Pandemic: Multiple Mediation Structural Path Comparison abstract: The COVID-19 pandemic in late 2019 has severely affected the education sector. In order to avoid clustering, higher education has begun to implement a large number of e-learning courses. Alt-hough modern technologies are relatively mature, learning outcomes do not entirely depend on advanced technologies. The purpose of this study is to explore how self-directed learning and the information literacy of university students affect their e-learning attitude, and to understand the variables that mediate their effects on the learning effectiveness. This is a survey research and a survey questionnaire was used to collect data. A total of 714 valid samples were retrieved. A confirmatory factor analysis was used to determine the reliability and validity of each varia-ble, and the latent variable modeling was utilized to test the research hypotheses. The results showed that self-directed learning and information literacy had a significant positive impact on e-learning attitudes and learning effectiveness, and e-learning attitudes had a significant positive influence on the learning effectiveness. Through the structural model verification analysis, it was found that e-learning attitudes are the main intermediary mechanism among all of the variables. By comparing multiple intermediary variables, it was found that self-directed learning, as an independent variable, exerted indirect effects on the learning effectiveness through e-learning.

Sequential research exploring the effects of ways, timings and modes of using an IRS to facilitate learning in higher education

title: Sequential research exploring the effects of ways, timings and modes of using an IRS to facilitate learning in higher education

Assessing the Effects of Flow, Social Interaction, and Engagement on Students’ Gamified Learning: A Mediation Analysis

title: Assessing the Effects of Flow, Social Interaction, and Engagement on Students’ Gamified Learning: A Mediation Analysis abstract: The positive impact of gamification on student learning has been empirically asserted, and previous studies have identified engagement as crucial for the effects. However, what causal mechanisms render the gamification effects still needs further exploration. We incorporated psychological and social factors to examine how they affect students’ perceived learning through engagement in a mediation model. The flow antecedents (perceived challenge of gamification and skill) and social interaction (peer interaction and social influence) were indicators of psychological and social factors, respectively. A survey was conducted to collect data from 250 college students in Taiwan. The PLC-SEM results indicate that the effects of perceived challenge and peer interaction on student learning were mediated by engagement. In addition, the impact of students’ perceptions of their skills was partially mediated by engagement. Both engagement and social influence exerted a direct effect on student learning. Among the predictors, engagement was the most influential factor for students’ gamified learning and had the highest performance volume. Based on the results, we suggest advancing flow antecedents and social interaction to sustain students’ gamified learning.

Exploring the effects of using various designs of game-based materials on music learning

學習支援與學生學業表現之關聯性分析：以淡江大學為例

title: 學習支援與學生學業表現之關聯性分析：以淡江大學為例 abstract: 本研究採用資料探勘分析103∼107學年度案例學校所提供之學習支援與學生學業成績表現之關聯，以橫斷性資料為分析主軸，即同一學生不同學期參與相同或不同活動，視為獨立資料，研究樣本為案例學校103∼107學年度所有大學部在學學生（含進學班）。研究結果顯示，學習支援皆可正向預測參與活動學生的當學期學業成績，其中，學習策略工作坊、學生學習社群及進步獎更可正向預測參與活動學生的下一學期學業成績。若以活動細分，學生參與個人課業輔導與學業成績表現無顯著差異，但參與系所團體課業輔導則有顯著正相關；參與學習策略工作坊之當學期及後一學期學業成績表現佳；參與學生學習社群之學業成績表現則視社群性質而定；學業成績進步獎機制有效激勵學生主動學習。

後設認知策略對學習障礙學生數學解題成效及歷程表現之初探

title: 後設認知策略對學習障礙學生數學解題成效及歷程表現之初探

A Preliminary Study on Scientometrics Analysis Using Information Visualization in Recommender System Field

title: A Preliminary Study on Scientometrics Analysis Using Information Visualization in Recommender System Field

A Preliminary Study on the Online Maker Course of Interactive Technology Lighting Artcraft Design during the COVID-19 Pandemic: Observation of Course Activity Approach.

title: A Preliminary Study on the Online Maker Course of Interactive Technology Lighting Artcraft Design during the COVID-19 Pandemic: Observation of Course Activity Approach.

Leisure Satisfaction Influences Learning Performance Among Community College Students

title: Leisure Satisfaction Influences Learning Performance Among Community College Students abstract: Many adults choose community college courses for continued learning to enrich themselves and satisfy their leisure needs, despite having completed formal education. We explored the relationship between learning motivation, learning satisfaction, leisure satisfaction, and learning performance among community college students attending classes in Taipei City. A total of 1,011 participants were recruited. Structural equation modeling was used to examine the validity of the questionnaires and test our hypotheses. Furthermore, we determined whether the two types of satisfaction acted as mediators by testing a dual mediation paths model. Learning motivation, learning satisfaction, leisure satisfaction, and learning performance were significantly and positively correlated. Additionally, learning and leisure satisfaction had complete mediating effects, with the indirect effect of learning satisfaction being relatively stronger than that of leisure satisfaction.

Integrating modified WebQuest activities for programming learning

title: Integrating modified WebQuest activities for programming learning abstract: The study designed WebQuest activities and explored the learning performance of learners to understand the suitability of using WebQuest in a college programming course. The study modified the processes of WebQuest based on social constructivism and scaffolding learning, and included programming tasks such as debugging practice to encourage learners to develop their problem-solving abilities. The WebQuest learning sheets include the following four parts, introduction, task, resources and evaluation, and the learners had to complete the tasks without the detailed processes. After they had tried to solve the problem for approximately two weeks, the detailed WebQuest processes were provided. A total of 109 learners (third year of college) participated in the study and were separated into two groups. The experimental group underwent WebQuest teaching, while the control group received the traditional IT-integrated teaching. The study duration was 18 weeks (3 hr/week). The results indicated that the modified WebQuest activity gave learners scaffolding to do try-and-revise practice, and the processes of using provided possible information to test and debug the resulting codes encouraged them to associate and analyze learning information before programming and then to generalize the programming steps on their own instead of following the instructor's step-by-step instructions. The learners thus have a deep understanding of the programming concept rather than surface learning. The findings revealed that the modified WebQuest activity is a helpful form of scaffolding for promoting learners' positive learning experiences regarding organizing information and problem solving and reasoning skills. Besides, integrating debugging practice in the WebQuest activity could promote learners' intermediate and advance level programming ability. Subsequent research could further explore the effects of adding after-practice WebQuest activities to assist and trigger learners' self-reflection for refining their problem-solving processes after the in-class WebQuest activities.