Stimulated Recall (SR) has long been used in educational settings as an approach of retrospection. However, with the fast growing of digital learning and advanced technologies in educational settings over the past decade, the extent to which stimulated recall has been effectively implemented by researchers remains minimal. This systematic review reveals that SR has been primarily employed to probe the patterns of participants' thinking, to examine the effects of instructional strategies, and to promote metacognitive level. Notably, SR video stimuli have advanced, and the sources of stimuli have become more diverse, including the incorporation of physiological data. Additionally, researchers have applied various strategies, such as flexible intervals and questioning techniques, in SR interviews. Furthermore, this article discusses the relationships between different SR research items, including stimuli and learning contexts. The review and analysis also demonstrate that stimulated recall may be further enhanced by integrating multiple data sources, applying intelligent algorithms, and incorporating conversational agents enabled by generative artificial intelligence such as ChatGPT. This article provides a comprehensive analysis of SR studies in the realm of education and proposes a promising avenue for researchers to proactively apply stimulated recall in investigating educational issues in the digital era.

Knowledge-Building pedagogy emphasizes engaged learning, with students collaboratively working towards advancing shared ideas within a community. This study explored the relationship between students' perceptions of the knowledge-building learning environment and their learning engagement in Knowledge Forum activities. A total of 259 undergraduate students from courses that used Knowledge Forum participated in this study. The study employed partial least squares structural equation modeling (PLS-SEM) analysis to examine the relationship. The findings revealed that assuming agency positively influenced students' cognitive, emotional, and social engagement, indicating that students who exhibited a sense of autonomy and enjoyment demonstrated higher levels of engagement. Additionally, students' perceptions of fostering community positively predicted cognitive and social engagement, underscoring the importance of students' sense of identification with the community. These results provide potential insights for designing or refining knowledge-building learning environments and activities, highlighting the significance of promoting student agency and fostering a sense of community to facilitate learning engagement.

Engaging in design thinking activities has been increasingly viewed as important for the craft of teaching for early childhood practitioners. However, reliable and valid measurements for this are lacking. As such, this research aims to develop and validate a design thinking engagement scale (DTES) to assess teachers’ engagement in design thinking. A sample of 370 Chinese kindergarten teachers completed a questionnaire to test its reliability, validity and generality empirically. First, principal component analysis (PCA) and confirmatory factor analysis (CFA) both supported a five-factor structure of the DTES, indicating satisfactory construct validity. The total variance explained in PCA was 85.48%. Second, the reliability analyses within each sub-dimension and for the total DTES also showed an adequate internal consistency for the scale, ranging from .89 to .92 in PCA, and .84 to .94 in CFA. Besides, at CFA, the composite reliability (ρ) (.84 to .94) also indicated a good reliability. Moreover, both good convergent validity and discriminant validity were obtained through the method of average variance extracted (AVE) for each dimension (.64 to .80) and constraining the correlations between each pair of constructs respectively. Thus, the DTES can be a promising tool for measuring design thinking engagement among early childhood teachers.

Purpose: Safety climate plays a critical role in nurses' safety behaviors. However, few are aware of the safety climate sub-dimensions associated with safety behavior. This study aimed to investigate the relationship between nurses' perception of the workplace safety climate and their safety behavior regarding the handling of chemotherapy upon intravenous administration. Methods: This study included a cross-sectional survey of nurses recruited by purposive sampling at three hospitals in Taiwan. A total of 484 self-administered questionnaires were returned. Each participant had to complete the questionnaire that was developed by the authors, including the Taiwanese Safety Climate Instrument and Chemotherapy Safety Precautions Questionnaire. Exploratory factor analysis and Confirmatory factor analysis was conducted to verify the psychometric properties. We used the samples (N = 247) for confirmatory factor analysis to verify the model using partial least squares structural equation modeling.Results: We found that nurses' perceptions of workplace safety climate can explain and predict their safety behavior regarding administration chemotherapy, particularly the dimension of "perception of interaction with colleagues," "experience of clinical jobs hindering the use of personal protective equipment," "perception of comfort using personal protective equipment," and "easy usage of personal protective equipment." The study further revealed that the dimensions of the Taiwanese Safety Climate Instrument were moderate predictors of the Chemotherapy Safety Precautions.Conclusions: Nurses have a positive perception of the workplace safety climate and frequently implement behaviors regarding the safe handling of chemotherapy. Organizational managers should enable nurses to share their perceptions of workplace safety with their colleagues and purchase easy-to-use and comfortable personal protective equipment.

AIM:To develop and test the psychometric properties of the Taiwanese safety climate instrument suitable for nurses handling chemotherapy drugs.DESIGN:This is an instrument development study.METHOD:All four stages, including questionnaire design, expert consultation, cognitive testing and psychometric validation, were used in this study. The data were collected between August and December 2018. Nurses with experience in handling chemotherapy drugs (N = 484) at one medical centre and two regional hospitals in Taiwan completed this instrument. Data were randomly split into two groups: one group (N = 237) for exploratory factor analysis and the other (N = 247) for confirmatory factor analysis.RESULTS:The instruments' items were based on qualitative research, and the content validity index levels exceeded the acceptable value. An exploratory factor analysis revealed 43 items remaining in six factors, which accounted for 74.4% of variance. The result of the confirmatory factor analysis verified the acceptability of a 43-item model. The composite reliability values, Cronbach's alpha values, convergent validity and discriminant validity for each factor exceeded the acceptable value.CONCLUSION:Most climate safety instruments used in the health care sector focus mainly on patient safety outcomes. Furthermore, there is no safety climate instrument for handling chemotherapy drugs, and there is a cultural difference. Through the development and validation process, we have developed a new instrument suitable for nurses handling chemotherapy drugs, which has good psychometric properties.IMPACT:This instrument is valuable as its development was based on the concept of a safety climate for health care perceptions and qualitative survey findings. Hospital managers can use this instrument regularly to evaluate nurses' perceptions of the safety climate to determine the strengths and weaknesses of their workplace, thereby assisting organizational managers in proposing concrete actions.

The purpose of this research is to explore using the online platform Knowledge Forum to construct knowledge in a general medical course of college students. Applying the resulting coding scheme, three independent judges coded 4,673 messages posted into Knowledge Forum by 131 students (56 men and 75 women) attending the General Medical course at an university to develop the coding scheme. This article adopts the online interaction model for collaborative learning and uses six dimensions to code all students' discussions in general education courses and find a new dimension "technical".

Cabin crews being first responders, passengers' health assurance is also one of their main responsibilities. This study explored the association among first aid affect, work-related hardiness and self-efficacy of first aid, as well as the mediation role of work-related hardiness in airline cabin crews. Three self-reporting instruments were applied in this study: one was the first aid affect questionnaire, the second was a work-related hardiness questionnaire, the third was self-efficacy of the first aid questionnaire. Data were collected from 525 cabin crew members across five airlines in Taiwan (480 females and 45 males). The results showed that both exploratory and confirmatory factor analyses indicated that three instruments had satisfactory validity and reliability. Positive significant relationships were found among cabin crews' first aid affect, work-related hardiness and self-efficacy of first aid. Cabin crews' commitment dimension of work-related hardiness turned out to be positively related to self-efficacy of first aid. In addition, the results of the study also revealed that cabin crews' work commitment plays a mediating role between their first aid affect and self-efficacy of first aid. To enhance the self-efficacy of first aid, it is necessary for the airlines to strengthen cabin crews' work commitment. Furthermore, fostering cabin crews' first aid affect is also one an important training goal.

This study aims to develop a scale to measure perceived teacher support in online literature reading (PTSOLR) and explore the relationship between PTSOLR and postgraduates' continuous reading intention (CRI). Two hundred and fifty-seven postgraduates from Chinese mainland were investigated. Exploratory factor analysis (EFA) was used to clarify the factor structure of PTSOLR, and multiple regression analysis was performed to illustrate the predictive effect of PTSOLR on CRI. Through EFA, four factors with 20 items were identified, which are emotional support (ES), methodological support (MS), autonomous support (AS) and instrumental support (IS). The results of multiple regression analysis showed that teachers' ES and AS can positively predict students' CRI. The pedagogical implications of this finding are discussed and suggestions for teachers are made.

Objective: Nowadays, technology plays an important role in learning; hence, it is important to explore the relationships between EFL learners' usage of technology and their approaches to learning English. Method: This study involved 186 English department undergraduates in Taiwan and utilized two questionnaires to respectively survey EFL learners' usage of technology and their approaches to learning English. In particular, the approaches to learning English survey used in this study is a newly designed questionnaire which includes eight factors: Intrinsic Interest, Commitment to Work, Relating Ideas, Understanding, Fear of Failure, Aim for Qualification, Minimizing Scope of Study, and Memorization. Results and findings: Exploratory factor analysis revealed adequate validity of the new questionnaire. The regression analyses indicated that EFL learners' approaches to learning English were associated with their technology usage for learning English such as recommendation, usefulness, and ease of use. Discussion: This study will contribute to our understanding of EFL learners using technology for learning in the future.

Online help seeking has become a common skill in human's daily life and thus, how to use the strategy to search information becomes an important issue. The main purpose of this study was to inspect the relationships between Internet-specific epistemic beliefs and online academic information search behaviors among high school students using the Internet to search the learning information. Four hundred and eighty-one Taiwanese high school students were recruited in this study. To explore the high school students' Internet search behaviors, two questionnaires were adopted: Internet-specific epistemological beliefs (ISEB) and online academic information search behaviors (OAISB). Through exploratory factor analysis (EFA), the results showed that four dimensions of ISEB (“self-source”, “uncertainty”, “justification”, and “structure of knowledge”) and six dimensions of OAISB (“multiple sources”, “authority”, “content”, “technical”, “elaboration”, and “match”) were grouped into four and six factors respectively in accordance with the coefficient. The Path analysis with structural equation modeling (SEM) was further conducted to clarify the relationships between ISEB and OAISB of high school students. The results revealed that ISEB were related to OAISB. The high school students tended to search online academic information according to their known knowledge and then visit multiple websites, especially the official websites, to verify the correctness of the information.

This study aims to explore the relation between Taiwanese university students' academic hardiness (USAH) and their academic self-efficacy (USASE). An academic hardiness questionnaire and an academic self-efficacy questionnaire were designed, and responses from 320 students from universities in Taiwan were collected. Subjects were divided into two groups: the lower grade consists of 156 responses from freshmen and sophomores; and the higher grade comprises 164 responses from juniors and seniors. USAH questionnaire contains four dimensions: commitment, control of effort, control of affect and challenge. And the USASE questionnaire comprised of two dimensions: self-efficacy and academic self-efficacy. The results indicated strong associations between USAH and USASE. In addition, the result showed that in higher group, three of dimensions of academic hardiness (Commit, Control of effort and challenge) could be the positive predictors of the self-efficacy. Moreover, two of academic hardiness (Control of effort and Control of affect) could be the positive predictors of the academic self-efficacy. Furthermore, in lower group, the result showed that control effort can be a predictor of the two dimension of USASE. And control affect could be a predictor of self-efficacy; challenge could be a predictor of academic self-efficacy.

The study aims to discuss the robotic learning, which relates to the designing of four-legged robot, language programming, controlling the single-chip and communicating the process, for high school students. 28 sophomore students participate in the groups of collaboration or cooperation, and each student records the assessments of the designing robot, the programming, the single-chip controller, and the communication process in each week class. The class is eight weeks course. After each class, four experts assess each assessment for exploring the relation between each assessment in robotics learning. The purpose of this study explore the differences between each group in robotics learning. The result of the study indicates that the students in collaborative group are outstanding than the group of cooperation.