Yen-Ning Su

Developing a sensor-based learning concentration detection system

Purpose – This study aims to use sensing technology to observe the learning status of learners in a teaching and learning environment. In a general instruction environment, teachers often encounter some teaching problems. These are frequently related to the fact that the teacher cannot clearly know the learning status of students, such as their degree of learning concentration and capacity to absorb knowledge. In order to deal with this situation, this study uses a learning concentration detection system (LCDS), combining sensor technology and an artificial intelligence method, to better understand the learning concentration of students in a learning environment. Design/methodology/approach – The proposed system uses sensing technology to collect information about the learning behavior of the students, analyzes their concentration levels, and applies an artificial intelligence method to combine this information for use by the teacher. This system includes a pressure detection sensor and facial detection s...

Interactive Electronic Book for Authentic Learning

Classroom is a professional field of teaching and learning. After going to classrooms, teachers have to face curriculums, each student, and other dimensions and needs. Besides careful management, adjustment of teaching strategies should be considered according to individual difference, and this can achieve win–win relationship between teachers and students, and create a friendly learning environment. Thus, satisfying learners’ different needs for learning is an important issue in the education domain. Owing to the advent of e-book, it provides educators a new way to conveniently assess every student’s learning status in diverse dimensions. For example, one potential advantage is the greater flexibility and accessibility of e-books over paper books, and the characteristics of e-books could provide authentic contexts and activities. Therefore, e-books have the potential capacity to achieve authentic learning instead of traditional textbooks. With the experiences in the development of e-books and educational technologies, we have seen an emerging trend in the application of e-books to authentic learning. Therefore, this chapter aims to investigate the suitability of different kinds of e-books for the educational environments, and the potential benefits of integrating e-book in authentic learning. It is hoped to suggest readers a further research blueprint for this topic.

Enhancing students’ botanical learning by using augmented reality

Scientific literacy is considered a crucial part of learners’ basic capacities. In primary schools, scientific literacy is generally cultivated through the implementation of a natural science curriculum, in which botany is an essential course. To enhance learning effectiveness, learning activities that involve observing specific plants and carried out in outdoor learning environments have been widely adopted in instructional design. Augmented reality (AR) technology can provide views of the real-world environment simulated by a computer in connection with a target learning object. Hence, AR-based learning material was employed in this study to provide multifaceted views of plants being studied, thereby enhancing the learning experience. To validate the effectiveness of this approach, 54 third-grade students were recruited as participants in a plant observation activity that involved various learning materials. Their learning outcomes when using AR were measured according to Bloom’s cognitive levels, showing the degree of learning achievement for different stages. According to the results, students in the experimental group observing the plants through AR had significantly greater comprehension compared with those in the control group, with respect to conceptual analysis and identification of leaf arrangement. The findings suggest that compared with the traditional learning approach involving plant observation, AR-based learning material could significantly enhance students’ higher-level cognitive capabilities, enabling them to more effectively scaffold knowledge about target plants in the observational learning activity.

Electromodulation spectroscopy study of symmetry forbidden transitions in an InxGa1−xAsGaAs single quantum well grown using a tertiarybutylarsine source

Abstract The contactless electroreflectance (CER) and photoreflectance (PR) spectra of a single quantum well InGaAs/GaAs system have been measured at various temperatures between 20 and 300 K. Unintentionally doped layers were grown by low pressure metalorganic chemical vapor deposition using tertiarybutylarsine (TBA) as a substitute for AsH 3 . The Franz-Keldysh oscillation (FKO) period can be related with the built-in electric field strength near the GaAs/InGaAs interface region. Symmetry forbidden transitions such as 1C-2H have often been observed. By varying the temperature of the sample, the built-in electric field can be changed by photo-induced voltages. The measurement results indicate that the main influence of temperature on the quantized transitions is dependent on the band gap of the constituent material in the well. The measured ratio of the amplitude of 1C-2H to 1C-1H transitions decreases with temperature. Its temperature dependence is similar to that of the built-in field. Therefore the existence of the built-in electric field may account for the observation of the symmetry forbidden transition 1C-2H in the experiments.