As e-learning platforms gain traction globally, understanding students’ perceptions and intentions towards these platforms is paramount, especially within the context of Saudi universities, where e-learning is rapidly emerging as a transformative educational tool for sustainable development. This study examined the influence of different AI-based social learning networks, personal learning portfolios, and personal learning environments on Saudi university students’ perceived usefulness and ease of use regarding AI-driven platforms (Blackboard, Moodle, Edmodo, Coursera and edX). Furthermore, the study explored the direct effects of these perceptions on students’ satisfaction and intentions to use e-learning. The study also delved into the moderating effects of individual characteristics like readiness for self-directed e-learning, self-efficacy, and personal innovativeness on students’ e-learning intentions. A cross-sectional design was employed, collecting self-reported data from a strong sample of Saudi university students using stratified random sampling. The study targeted 500 students from different universities in Saudi Arabia. Results underscored the significant influence of AI-based social learning networks, personal learning portfolios, and personal learning environments on perceived usefulness and ease of use. Both perceived usefulness and ease of use also significantly and positively influenced satisfaction, influencing students’ attitudes toward e-learning but not their intention to use it. Student characteristics, especially self-efficacy, showed notable impacts on e-learning intentions. However, their interaction with satisfaction yielded insignificant effects on intentions.

The paper unfolds the intricate tapestry of sustainable design, weaving in the pivotal role of renewable energy systems and astutely tying it to the eco-conscious blueprint of modern museums. The introduction sheds light on the potent impact of sustainable design in mitigating environmental hurdles and fostering a greener, more sustainable future, with a nuanced nod towards sustainability in museum management and design. Motivated by an aspiration to traverse diverse viewpoints and methodologies in sustainable design, the research stretches across numerous sectors—encompassing construction, architecture, engineering, manufacturing, software development, and notably, museum design, intending to carve out energy-sparing and ecologically mindful solutions. This paper underscores the imperative of astute design practices that optimize structures, such as museums, to maximize the utilization of renewable energy resources like solar arrays, wind turbines, and geothermal systems. It advocates for a burgeoning need to escalate the horizon of sustainable design beyond singular buildings, intertwining standalone energy systems at multiple tiers—from community power grids to expansive urban networks—ensuring a streamlined energy distribution and curbing waste. Wading through the literature review, an exploration of varied sustainable design strategies unfolds, encompassing facets like supply chain management, product safety, architectural design, manufacturing, food packaging, transportation, and pedagogy, with a specific lens on embedding sustainability in museum infrastructure and operations. The culmination of the paper discerns ten cardinal trends in sustainable design, spanning from the integration of renewable energy systems to the infusion of sustainable education and positive psychological interventions in educational institutions, thereby spotlighting the metamorphosing terrain of sustainable design across an array of disciplines.

Amid the rise of the post-pandemic era, online examinations have gained traction across educational levels, assessing students’ learning outcomes similarly to paper-based methods. While offering opportunities for repeated practice, online testing presents the challenge of proxy testing. This study constructs a question bank and examination management system for teachers, providing students with a platform for self-reflection and post-exam analysis. Additionally, an AI algorithm suite records facial expressions as raw data for in-depth exploration and big data analysis. Employing SAS Enterprise Miner Tools and decision tree algorithms for supervised learning, the research conducts data mining with three objectives: facial expressions, response outcomes, and unanswered questions, establishing an innovative application environment for online testing systems in the post-pandemic era.

Students’ progression relies on teachers' commitment to understanding and acknowledging different ways of learning. Learning technologies have the potential to enhance learning and affective computing, which is a type of artificial intelligence (AI) that uses emotion to enhance interactions between humans and robots, is one way to do so. Dr Hao-Chiang Koong Lin, Head of the Department of Information and Learning Technology, National University of Tainan, Taiwan, is seeking to improve the effectiveness of learning technology and he and his team are exploring interrelated topics such as AI chatbot-based affective tutoring system and incorporating alternative reality into learning, collaborating with artists and engineers and Professor Yu-Chuang Tseng. In one project, the team sought to integrate somatosensory interactive visual music creation with maker teaching strategy, which involved the creation of interactive artworks and explored visitors’ interactions with the artworks. They discovered that the artworks created with kinect were most popular and witnessed enhanced playfulness and positive emotions while learning. In another project, Lin and the team are designing an interdisciplinary creative course combining technology and art. This involves creating an emotional learning system based on an AI chatbot and applying affective computing techniques to better understand the emotional responses of learners.

Distance learning becomes the new trend of development. When learners conduct distance learning, the features and the free status of distance learning make it easy for students to become distracted or unfocused in their learning. Therefore, design a material with cues based on “Central Cue” and “Peripheral Cue” from “Attentional Cuing Paradigm” to explore two cues that represent “endogenous” and “exogenous” attentional cueing by using multimedia video learning, to check whether it can effectively enhance the focus on the target area of interest (AOI) and the impact of the learning achievements and varieties. Detect learners’ eye movements and patterns by an eye tracker to analyze the relationship between learners’ watching patterns and learning achievements. In addition, we use two-tier testing combined with self-explanation prompts for design, including the menu-based self-explanation strategy on the first level and the open-ended self-explanation strategy on the second level. Explore whether the two-tier self-explanation strategy will have better self-explanation learning achievements than the single-tier self-explanation strategy or not. The results show that learners using the central cue representing endogenous attentional cueing can effectively focus on the target AOI. The two-tier self-explanation strategy can help learners improve their learning achievement, learning motivation, and reflection.

In human civilization, religious belief is the accumulation of spirit and even the attribution of spirit. At the same time, temples are an important cultural property inherited from ancient Taiwan, with rich beliefs, history, and values. To improve students' learning effectiveness and understanding of temple culture, this study designs a set of augmented reality table games to integrate temple culture and use table games as the media to enable students to understand temple culture knowledge in game learning. The participants were 39 students from a university in Tainan. The results show that the AR board games developed in this study can improve students' learning effectiveness. Through the analysis of the interview results, we know that this board game has a good usability and teaching significance so that learning is no longer boring.

This research aims to solve the problem of students’ learning difficulties in learning programming courses without a suitable learning strategy. This usually results in poor learning results. Existing research showed that there is a relationship between personality traits and suitable learning methods. According to Duff, learners with strong extraversion and openness tend to favor the deep learning approach. Those with strong neuroticism and agreeableness tend to favor the surface learning approach, while those with strong extraversion and conscientiousness tend to have a lower degree of neuroticism. In this research, the goal is to use physiological signals to measure personality traits. For the goal, random forest training models are adopted. The research results are summarized as follows. High skewness of voice frequencies indicates high Openness to Experience and vice versa. Low standard deviation of voice frequencies indicates high Extraversion and vice versa. Low skewness of voice frequencies and low standard deviation of GSR indicates low Emotion Stability. Low skewness of voice frequencies and high standard deviation of GSR indicates high Emotion Stability. High skewness of voice frequencies and low standard deviation of GSR indicates low Emotion Stability. High skewness of voice frequencies and high standard deviation of GSR indicates low Emotion Stability. Low skewness of voice frequencies and low variance of GSR indicates low Conscientiousness. Low skewness of voice frequencies and high variance of GSR indicates high Conscientiousness. High skewness of voice frequencies indicates high Conscientiousness. Low skewness of GSR and low skewness of voice frequencies indicate low Agreeableness. Low skewness of GSR and high skewness of voice frequencies and low standard deviation of voice frequencies indicate high Agreeableness. Low skewness of GSR and high skewness of voice frequencies and high standard deviation of voice frequencies indicate low Agreeableness. High skewness of GSR and low skewness of voice frequencies indicates high Agreeableness; high skewness of GSR and high skewness of voice frequencies indicates low Agreeableness. Based on the measured personality traits, it is then possible to choose the appropriate learning strategies for better learning performance.

Idiom’s teaching has always been an important course in Chinese. But there are no specifically designed idioms teaching in current elementary school Chinese courses. Usually, the Idioms teaching is only part of supplementary materials in vocabularies teaching. Therefore, without full guidance from teachers, students can only learn idioms through repetition and memorization, causing their low interest in learning idioms. Therefore, how to enhance students’ motives and pique their interests to learn idioms, and how to help them memorize idioms better, is a very important topic. The purpose of this study is to understand the learning effects of students learning idioms through self-regulated learning combined with game-based learning. First, students are taught the strategy of self-regulated learning, so they can set their own learning goals, choose teaching materials they like and the way they’d like to learn, and arrange learning time. In the process teachers will guide students to learn idioms through the game-system or books, record students’ learning situation and process. Finally, students are allowed to sort out the learned materials so they can review them whenever they like. The result of this research shows that through the strategy of self-regulated learning combined with game-based learning, students’ grades have greatly improved, indicating that this learning model is better than traditional way, and can provide substantial enhancement in learning effect.

People's motions or behaviors often ensue from these positive or negative emotions. Set off either subconsciously or intentionally, these fragmentary responses also represent people's emotional vacillations at different times, albeit rarely noted or discovered. This system incorporates affective computing into an interactive installation: While a user is performing an operation, the system instantaneously and randomly generates corresponding musical instrument sound effects and special effects. The system is intended to enable users to interact with emotions through the interactive installation to yield a personalized digital artwork as well learning about how emotions affect the causative factors of consciousness and personal behaviors. At the end of the process, this project design renders three questionnaires for users to fill in as a means to enhance the integrity and richness of the system with a survey and to further increase the stability and precision of the system through progressive modifications aligned with user suggestions.

Knowledge payment is a new type of E-learning that has developed in the era of social media. With the influence of the COVID-19 epidemic, the knowledge payment market is developing rapidly. Exploring the influencing factors of users' continuance intention is beneficial for the sustainable development of knowledge payment platforms. Our study took "Himalayan FM" as an example and included two studies: Study 1 used latent dirichlet allocation (LDA) to explore the main factors affecting the users' willingness to continue use, through mining user comment data on the knowledge payment platform; Study 2 constructed the conceptual model by integrating the technology acceptance model (TAM) and IS success model (IS) and carried out empirical analysis by SPSS and AMOS using the data that were collected through the questionnaire. The results show that: (1) perceived usefulness, user satisfaction, and spokesperson identity have a direct positive impact on users' willingness to continuous use, while perceived cost has a direct negative impact on users' willingness to continue use; (2) perceived ease of use, content quality, and system quality of knowledge payment platforms impacted user satisfaction directly, then affected users' willingness to continue use indirectly; (3) users' perceived enjoyment, membership experience, auditory experience, and other factors also directly impacted user satisfaction, affecting users' willingness to continue use indirectly. This study effectively expands the factors influencing knowledge payment users' willingness to continue use and provides a useful reference for the sustainable development of knowledge payment platforms.

In the AI blueprint, allowing computers to have emotions is an important milestone in building emotional machines.In Picard's announcement, such an idea was framed.In this paper, we describe how to develop an emotion system and install it on smartphones to enable them to express emotions.This study also examines users' attitudes and emotions toward emotional information sent by machines, and the influence of emotional systems on user behavior.The purpose of this study is to explore the factors that developers should focus on when developing emotional machines.According to the results of this study, the level of attention paid to emotional information determines the quality of the emotional system, which triggers certain behaviors in users.The study recruited more than 100 people with smartphone experience.During the experiment, participants were free to operate the system and interact with system agents.Most of the participants were interested in, influenced by, and believed that the developed system enabled their smartphones to express emotion.A fairly high percentage of participants viewed emotional notifications provided by AI devices, enabling participants to address adverse smartphone conditions in a timely manner and for system agents to provide users with positive emotional feedback.The findings of this study provide an important contribution to affective computing, realizing the idea of allowing computers to have emotions.

Online learning is gaining popularity, but users can easily find alternatives and switch between learning platforms. Reducing users switching behavior is a critical condition for the sustainable development of an online learning platform; therefore, it is necessary to investigate the influence factors of users switching behavior between different platforms to retain users and enhance the competitiveness of enterprises. Push-Pull-Mooring (PPM) theory is adopted to construct a structural equation model of customer switching behavior on online learning platforms and to explore the mechanism of user switching behavior between learning platforms. The model is tested with data collected from 313 online learning users. The results show that information overload and dissatisfaction, as push factors, significantly affect user switching behavior. Functional value and network externality as pull factors positively affect user switching behavior, switching cost, and affective commitment as mooring factors negatively correlate with switching behavior. Further, this study also revealed that there are obvious different influencing factors for different online learning platforms. Overall, this study provides some practical strategies for the online learning platform and can help them to gain a competitive advantage.

In order to solve the problems faced by students when employing traditional teaching. The study uses the STEAM 6E teaching methods for curriculum design, allowing students to create videos, and then analyzes the emotional changes of students at each stage. In this study, students are divided into 2 groups: the experimental groups and the control groups. The teaching strategy of the experimental group is to integrate the course content into the STEAM 6E teaching methods, while the teaching strategy of the control group is to use the general traditional teaching methods. The teaching experiment tool is video editing software. In the courses, students can create their own works through hands-on practice based on the Maker practical teaching philosophy and can continue to learn by sharing their works and creative ideas with other students afterwards. The emotional performance of each stage through AEQ is analyzed to explore the relevant research on the relationship between academic emotions when STEAM and Maker is combined with the STEAM 6E teaching methods. The results have shown that through STEAM 6E teaching methods, students, even with negative emotions in learning, can still feel hopeful and proud toward learning.

The Ministry of Education has also actively promoted STEM maker education in recent years. As a result, the maker teaching resources in secondary schools have flourished. STEM is composed of Science, Technology, Engineering and Mathematics. This research mainly introduces STEAM & Maker Education into the class and plans a “STEAM-6E Model” set to incorporate AR/VR Maker Education courses. Learn about theory, application, and implementation through courses. Integrate resources near the school and apply the knowledge learned to solve problems for the community practically. The subjects of the study are 60 high school third-year students in two classes. One class is the experimental group using STEAM-6E teaching and the control group uses traditional briefing teaching, conducting experiments. The MSLQ (Motivated Strategies for Learning Questionnaire) and the ASQ (Activity Satisfaction Questionnaire) are applied to acquire quantitative data for examination. The results showed that the experimental group had differences in learning motivation and satisfaction with learning activities.

In this study, the scientific puzzle film, “Story of the Comet”, is taken as a case to implement scientific teaching to guide students to find correct answers, through which it can train their learning and judging abilities. The students in the experimental group received the scientific teaching guiding system of the puzzle film “Story of the Comet” with a facial emotion recognition system to recognize the emotional reaction of the subjects at the moment. According to their facial expressions of “disgust”, “sadness”, or “joy” appearing in the moment, the system presented differently captioned positive encouragement cards particularly designed for four different levels, for when the subjects answered the questions incorrectly at different levels and their emotions were detected at the same time. Furthermore, the positive encouragement cards encouraged the subjects to complete the puzzle film learning process. The subjects were students in the higher grades of Grade 5 and Grade 6 in elementary school. A total of 130 students participated in this experiment and were randomly divided into two groups. Both the control group (i.e., the group without emotion recognition) and the experiment group (i.e., the group with emotion recognition) received a before-watching test of learning effectiveness. After implementing the scientific teaching of the puzzle film “Story of the Comet”, both the control group and the experimental group also received an after-watching test of learning effectiveness. Finally, the subjects filled out a “learning satisfaction” questionnaire, “system availability” questionnaire, and “system satisfaction” questionnaire. The analysis of the results of the two groups’ tests and questionnaires: a comparative analysis of learning effectiveness indicates that there is a statistically significant difference between the choice answers of the two groups after the interactive teaching; for the experimental group, the average correct answers in the after-watching test was 5.86, which is 2.48 more than the before-watching test; that of the control group was 4.74, which is 1.47 more than the before -watching test. For comparative analysis of questionnaires for “learning satisfaction” and “system satisfaction”, the statistical data analysis indicates that the experimental group was more satisfied than the control group.

As a student-centered learning model, flipped classroom has been increasingly preferred among educators since it has changed the traditional teacher-centered learning model. This study conducted experiments and observations on the flipped classroom for digital logic courses for first-year students in the electrical engineering department of a junior college in Taiwan. Before each class, these students were required to watch the prescribed lecture video units. In class, students discussed with group members after thinking and completed the teacher’s requirements by collaboration. In addition to conducting the activities of thinking, discussion, collaboration and observation, these students also got to exercise their expression skills through interactive activities during class time. Analyzing the learning effectiveness with the Panel Data Method (PDM), this study, by comparing and statistically analyzing the data collected during the four years between 2016 and 2019, found that students reaped better learning performance with the flipped classroom model, as shown by a rise in both their average grade and the pass rate.

This study presents the design of a multimodal ubiquitous learning application (MULA) with different augmenting effects for enhancing English as a Foreign Language (EFL) academic writing instruction. In a pilot project, 17 undergraduates engaged in ubiquitous learning and writing at a green building and provided survey responses and interview feedback about their ubiquitous writing experience. The survey results were categorized into perceptions about (a) the ubiquitous learning mode, (b) effective writing facilitation, (c) motivation, self-efficacy, and attitude, (d) self-regulation, and (e) system usability. Interview results further illustrated how using MULA led to positive and negative experiences during ubiquitous writing. A final synthesis on the findings led to the identification of seven affordances that made MULA a potential tool for enhancing writing instruction in EFL settings. The seven affordances were considered effective design elements for multimodal context-aware ubiquitous learning that served the purpose of enriching English academic writing instruction. Implications about creating multimodal ubiquitous learning applications in higher education are also provided.

Peer assessment (PA) has transformed traditional teacher-only assessment into the student-centred assessment. While this pedagogical approach has been adopted online in recent years, incorporating PA into classrooms has proven to be challenging. In this study, mobile-supported PA (M-PA) activities using Instant Response System (IRS) mechanisms to enhance oral proficiency are proposed for English as a Foreign Language (EFL) students. A quasi-experiment was conducted to evaluate the effectiveness of this approach in the context of an English language course at a university. A total of 60 university students participated, 30 of whom were in the experimental group using the M-PA method and 30 of whom were in the control group using the conventional teacher-only assessment method. The results show that the M-PA method can effectively promote students' oral proficiency, facilitate personal reflection, and foster positive perceptions of learning.

Background: Recent years have witnessed wide applications of exergames to balance training among the older adults. However, research concerning balance training with the use of Kinect for Xbox has remained scarce. While previous studies have shown the positive effects of exergames on improving balance and preventing falling among the older adults, there has been a paucity of empirical evidence supporting the superiority of Kinect exercise to conventional exercise over balance training among the older adults. Therefore, this study aimed to compare the feasibility, safety, and effectiveness of Kinect exercise against conventional exercise over balance training among the community older adults. Method: A total of 20 participants were randomly assigned to the Kinect Exercise Group (N = 10) or the Conventional Exercise Group (N = 10) for a 5-week balance training (45 minutes a time, 2 times a week). Assessor blinding was employed to assess the participants' performance before and after the treatment, including 30-Second Chair Stand Test (30-sec CST), Timed Up and Go (TUG), Functional Reach Test (FRT), and One-Leg Stance Test (OLST) respectively with eyes open and closed.Subjective feelingof the intensity ofpain and side effectswererecordedthroughout the investigation period. Nonparametric statistics was used for data analysis. Results: Within-group comparison between the pre-test and post-test indicated that significant differences existed in all of the 5 tests (30-sec CST, TUG, FRT, OLST with eyes open, and OLST with eyes closed) in the Kinect exercise group. To the Conventional exercise group, however, significant differences were only observed in 30-sec CST, FRT and OLST with eyes open. With regard to between-group comparison, significant differences were only found in FRT. Conclusion: Such results indicated that both treatments were helpful in improving the participants' balance performance, that Kinect exercise was more effective in terms of overall balance ability, and that Kinect exercise was particularly beneficial to functional reach enhancement in comparison with traditional exercise. Kinect exercise could be a feasible, safe, and effective alternative for dynamic balance training among older adults.