Rapid β-human chorionic gonadotropin detection in urine with electric-double-layer gated field-effect transistor biosensors and a handheld device     

Liang-Wen Liao  Po-Hsuan Chen  Shu-Yi Tsai  Adarsh Tripathi  Akhil K. Paulose  Shing-Jyh Chang  Yu-Lin Wang 《Biomicrofluidics》2021,15(2)

In this experimental study, a portable biosensor was developed to detect β-human chorionic gonadotropin (β-hCG), which is extensively used in pregnancy tests and serves as a biomarker for ectopic pregnancy. The sensor used is an electric-double-layer field-effect transistor biosensor with the extended-gate design. Bias voltage is applied on the sensor to measure the resulting drain current signals. Gold electrode surface is functionally activated with an anti-β-hCG antibody to capture β-hCG protein. Fluorescence imaging technique is utilized to confirm the surface functionalization. The biosensor demonstrates a dynamically wide range of molecules as detection targets at very low sample concentrations, which shows the potential to detect ectopic pregnancy in very early stages and easily keep track of its periodic changes. It can be produced en masse and does not use additional labels/reagents or pre-processing techniques for the sample. This biosensor can significantly reduce the manufacturing costs and is comparable with the currently available commercial ß-hCG assays. It is suitable for early diagnosis of ectopic pregnancy with low cost and easy operation at home with urine samples.  相似文献   

Experimental intervention research on students with specific poor comprehension: a systematic review of treatment outcomes     

Sung Hee Lee  Shu-Fei Tsai 《Reading and writing》2017,30(4):917-943

Students with specific poor comprehension (SPC) can sound out words accurately, but have difficulty understanding what they read. However, most existing reading intervention studies on students with reading disabilities did not differentiate students with SPC from other types of students with reading disabilities who accompany with decoding difficulties. The purpose of this systematic review was to synthesize findings from 14 experimental intervention studies that have included students with SPC with the goal of increasing reading comprehension. Out of eight types of interventions identified, Reciprocal Teaching (g = .856) demonstrated the largest effect size. Metalinguistic intervention showed the effect size of above .50 (a medium effect size), suggesting that intervention that explicitly teaches high-level oral language strategies was positive to improve reading performances of students with SPC. Findings also suggest a need to specify the classification criteria of students with SPC to broaden an understanding about the evidence-based intervention for students with SPC. Practical implications for effective practice, limitations, and future directions are discussed.  相似文献   

Complexity leadership in learning analytics: Drivers,challenges and opportunities     

Yi-Shan Tsai  Oleksandra Poquet  Dragan Gašević  Shane Dawson  Abelardo Pardo 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):2839-2854

Learning analytics (LA) has demonstrated great potential in improving teaching quality, learning experience and administrative efficiency. However, the adoption of LA in higher education is often beset by challenges in areas such as resources, stakeholder buy-in, ethics and privacy. Addressing these challenges in a complex system requires agile leadership that is responsive to pressures in the environment and capable of managing conflicts. This paper examines LA adoption processes among 21 UK higher education institutions using complexity leadership theory as a framework. The data were collected from 23 interviews with institutional leaders and subsequently analysed using a thematic coding scheme. The results showed a number of prominent challenges associated with LA deployment, which lie in the inherent tensions between innovation and operation. These challenges require a new form of leadership to create and nurture an adaptive space in which innovations are supported and ultimately transformed into the mainstream operation of an institution. This paper argues that a complexity leadership model enables higher education to shift towards more fluid and dynamic approaches for LA adoption, thus ensuring its scalability and sustainability.  相似文献   

Exploring the role of university students’ online self-regulated learning in the flipped classroom: a structural equation model     

Meilun Shih  Chin-Chung Tsai 《Interactive Learning Environments》2019,27(8):1192-1206

ABSTRACT

The flipped classroom has gained a great deal of attention in educational research and practice in recent years. The purposes of this study are to understand the relationship between students’ online self-regulated learning (SRL) and their perceptions of learning in a flipped classrooms (FC), to identify possible mediators in this relationship, and to explain how this relationship predicts students’ intentions to participate in an FC. Two questionnaires were used to gather data from 576 undergraduate or graduate students in Taiwan. The structural equation model showed that students’ in-class interactions and online SRL are predictors of their perceived quality of usefulness of online learning activities and positive experience of FC, and these, in turn, associate with their intentional behaviours of participating in FC. While students’ perceived value of interactions in physical classrooms directly related to their intentions to participate in FC, their online SRL predicts their intentions to participate in flipped learning only when mediated by the perceived quality of the usefulness of the online learning activities and positive experience of FC.  相似文献   

Undergraduate students’ earth science learning: relationships among conceptions,approaches, and learning self-efficacy in Taiwan     

Kuan-Ming Shen  Chin-Chung Tsai  Chun-Yen Chang 《International Journal of Science Education》2016,38(9):1527-1547

In the area of science education research, studies have attempted to investigate conceptions of learning, approaches to learning, and self-efficacy, mainly focusing on science in general or on specific subjects such as biology, physics, and chemistry. However, few empirical studies have probed students’ earth science learning. This study aimed to explore the relationships among undergraduates’ conceptions of, approaches to, and self-efficacy for learning earth science by adopting the structural equation modeling technique. A total of 268 Taiwanese undergraduates (144 females) participated in this study. Three instruments were modified to assess the students’ conceptions of, approaches to, and self-efficacy for learning earth science. The results indicated that students’ conceptions of learning made a significant contribution to their approaches to learning, which were consequently correlated with their learning self-efficacy. More specifically, students with stronger agreement that learning earth science involves applying the knowledge and skills learned to unknown problems were prone to possess higher confidence in learning earth science. Moreover, students viewing earth science learning as understanding earth science knowledge were more likely to adopt meaningful strategies to learn earth science, and hence expressed a higher sense of self-efficacy. Based on the results, practical implications and suggestions for future research are discussed.  相似文献   

Research Trends in Technology-Enhanced Chemistry Learning: A Review of Comparative Research from 2010 to 2019     

Wu  Shu-Hao  Lai  Chiu-Lin  Hwang  Gwo-Jen  Tsai  Chin-Chung 《Journal of Science Education and Technology》2021,30(4):496-510

Chemistry is a subject which involves a number of abstract concepts, making it a difficult and frustrating learning process for many students. Educators and researchers believe that technology could provide an opportunity to address this problem. However, it is challenging to find a model for appropriately and successfully integrating technology into chemistry education. Therefore, in this study, a review was conducted on the technology-enhanced chemistry learning studies published in Social Science Citation Index (SSCI) journals from 2010 to 2019. This study searched the target articles from the Web of Science (WOS) database and excluded those studies that did not adopt a comparative research design. Finally, 60 studies were included in this research trend analysis. A coding scheme was developed for the types of technology, the types of learning tools, the roles of technology in chemistry learning, learning topics, learning environments, participants, research designs, and the learning outcomes the researchers evaluated. From the analysis results, it was found that (1) inorganic chemistry and physical chemistry courses were the main learning topics, while the formal classroom was most often referred to as the research setting. The most frequently discussed issue was students’ learning achievement. (2) Regarding technology integration, offering students learning content through personal computers was the main activity mode. The technology was used for lower-level implementation, that is, providing supplementary materials for students. (3) Finally, using keyword analysis, it is possible to extract the recent concerns of the researchers, and from the results of the study, it is clear that the researchers are placing increasing emphasis on learners’ experience and skill development in the learning process. Accordingly, this study highlights the features of the research trends and then provides suggestions for researchers in the technology-enhanced chemistry learning field.

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Qualitative evaluation of automatic assignment of keywords to images     

Chih-Fong Tsai  Ken McGarry  John Tait 《Information processing & management》2006

In image retrieval, most systems lack user-centred evaluation since they are assessed by some chosen ground truth dataset. The results reported through precision and recall assessed against the ground truth are thought of as being an acceptable surrogate for the judgment of real users. Much current research focuses on automatically assigning keywords to images for enhancing retrieval effectiveness. However, evaluation methods are usually based on system-level assessment, e.g. classification accuracy based on some chosen ground truth dataset. In this paper, we present a qualitative evaluation methodology for automatic image indexing systems. The automatic indexing task is formulated as one of image annotation, or automatic metadata generation for images. The evaluation is composed of two individual methods. First, the automatic indexing annotation results are assessed by human subjects. Second, the subjects are asked to annotate some chosen images as the test set whose annotations are used as ground truth. Then, the system is tested by the test set whose annotation results are judged against the ground truth. Only one of these methods is reported for most systems on which user-centred evaluation are conducted. We believe that both methods need to be considered for full evaluation. We also provide an example evaluation of our system based on this methodology. According to this study, our proposed evaluation methodology is able to provide deeper understanding of the system’s performance.  相似文献   

Towards teaching in public: reshaping the modern university     

Chia-Wen Tsai 《高等教育研究与发展》2016,35(6):1318-1321

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Exploring high school students' and teachers' preferences toward the constructivist Internet‐based learning environments in Taiwan     

Min‐Hsien Lee & Chin‐Chung Tsai 《Educational studies》2005,31(2):149-167

This paper explores high school students' and teachers' preferences towards constructivist Internet‐based learning environments. The study proposes a framework, including two dimensions and five aspects, to illustrate the features of the Internet‐based learning environments. Based upon this framework, the Constructivist Internet‐based learning environment survey improvement (CILESI) was developed, which includes the scales of ease of use, multiple sources, student negotiation, reflective thinking, critical judgement and epistemological awareness. Questionnaire responses gathered from 630 high school students in Taiwan suggested that the CILESI showed adequate reliability in assessing students' preferences. Male students placed more emphasis on the student negotiation, critical judgement and epistemological awareness enhanced by the Internet‐based learning environments than female students did. In addition, the teachers of the sampled students (n?=?78) were also surveyed by CILESI. The teachers tended to express stronger preferences on the ease of use of the Internet‐based learning environments than did their students. However, students, when compared with their teachers, seemed to express more preferences towards the features of student negotiation, reflective thinking, critical judgement and epistemological awareness of Internet‐based learning environments.  相似文献   

Does R&D performance decline with firm size?—A re-examination in terms of elasticity     

Kuen-Hung Tsai  Jiann-Chyuan Wang 《Research Policy》2005,34(6):966-976

There have been many previous studies exploring the relationship between R&D performance and firm size; however, to our knowledge, this issue has never been examined in terms of R&D output elasticity. This paper therefore sets out to re-examine the relationship of the two variables using R&D output elasticity as a measure of R&D performance. A total of 126 manufacturing firms, listed on the Taiwan Stock Exchange over the period from 1994 to 2000, are taken as the analytical sample. One practical consideration for choosing these particular firms is the relative abundance of data available for the variables for a longitudinal investigation. The estimates suggest that there is an approximating ‘U-type’ relationship between R&D productivity and firm size. This finding suggests that both large and small firms have higher R&D productivity, and even when the sample is divided into the high-tech and traditional sectors, such a finding still holds. Therefore, in contrast to the prior studies, this study shows that size offers advantage in R&D performance.  相似文献