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51.
Although ubiquitous learning is a novel and creative teaching approach, two key issues inhibit its success overall: a lack of appropriate learning strategies regarding learning objectives, and ineffective learning tools for receiving knowledge regarding the chosen subjects. To address these issues, we develops and designs a game-based educational app and an object-linked knowledge environment in order to help learners learn about Taiwan’s Austronesian culture. 70 fifth-grade students are split into experimental and control groups to determine whether there are significant learning differences. For the experimental group, we use a questionnaire survey to assess students’ learning condition and to measure their willingness to continue to use this app. The questionnaire examines mobile learning from the perspectives of service quality, hedonic value,and certain control variables. Service quality reliability is found to be the key factor driving learners’ willingness to use the system. The perception of hedonic value also has significant influence on learners’ willingness. The control variable of subjective norm is found to be beneficial in encouraging learners to use the system, thus affecting and increasing learners’ willingness. We conclude that in an outdoor object-linked knowledge environment, students learn more effectively when the activities involve the use of an educational app. 相似文献
52.
Acute lung injury/acute respiratory distress syndrome （ALI/ARDS）： the mechanism, present strategies and future perspectives of therapies 总被引：5，自引：0，他引：5
Acute lung injury/acute respiratory distress syndrome （ALI/ARDS）, which manifests as non-cardiogcnic pulmonary edema, respiratory distress and hypoxemia, could be resulted from various processes that directly or indirectly injure the lung. Extensive investigations in experimental models and humans with ALI/ARDS have revealed many molecular mechanisms that offer therapeutic opportunities for cell or gene therapy. Herein the present strategies and future perspectives of the treatment for ALI/ARDS, include the ventilatory, pharmacological, as well as cell therapies. 相似文献
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54.
Wei-Chun Hsu Li-Wen Tseng Fu-Chun Chen Li-Chu Wang Wen-Wen Yang Yi-Jia Lin Chiang Liu 《运动与健康科学(英文)》2020,9(6):685-691
BackgroundThe few previous studies that focused on the effects of compression garments (CG) on distance running performance have simultaneously measured electromyogram, physiological, and perceptual parameters. Therefore, this study investigated the effects of CG on muscle activation and median frequency during and after distance running, as well as blood-lactate concentration and rating of perceived exertion (RPE) during distance running.MethodsEight healthy male recreational runners were recruited to randomly perform two 40 min treadmill running trials, one with CG, and the other with control garment made of normal cloth. The RPE and the surface electromyography (EMG) of 5 lower extremity muscles including gluteus maximus (GM), rectus femoris (RF), semitendinosus (ST), tibialis anterior (TA), and gastrocnemius (GAS) were measured during the running trial. The blood-lactate levels before and after the running trial were measured.ResultsWearing CG led to significant lower muscle activation (p < 0.05) in the GM (decreased 7.40%–14.31%), RF (decreased 4.39%–4.76%), and ST (decreased 3.42%–7.20%) muscles; moreover, significant higher median frequency (p < 0.05) in the GM (increased 5.57%) and ST (increased 10.58%) muscles. Wearing CG did not alter the RPE values or the blood-lactate levels (p > 0.05).ConclusionWearing CG was associated with significantly lower muscle activation and higher median frequency in the running-related key muscles during distance running. This finding suggested that wearing CG may improve muscle function, which might enhance running performance and prevent muscle fatigue. 相似文献
55.
Min‐Hsun Chiang 《Journal of Research in Reading》2016,39(4):448-468
This study investigated the effects of varying text difficulty on L2 reading attitudes and reading comprehension. To provide the optimal challenge for L2 reading, comprehensible input hypothesis postulates that choosing text slightly harder than the learner's current level will enhance reading comprehension. Fifty‐four freshmen from one university in central Taiwan were randomly divided into two groups. Students in the ‘i − 1’ group were given level 3 and level 4 Oxford Graded Readers while students in the ‘i + 1’ group were provided with level 5 and level 6. Quantitative data were obtained via the English Placement Exam and the Reading Attitudes Survey. Results from the pretest and posttest of the Reading Attitudes Survey suggest that the i − 1 group has gained significantly in reading attitudes, whereas no difference in reading attitude was identified with the i + 1 group. Results also indicate that varied difficulty levels of reading text did not significantly affect participants' reading comprehension. 相似文献
56.
This study presents a novel approach to decant supernatant on a centrifugal platform. By manipulating the centrifugally induced pressure and the elastic deformation of the plastic lids in the decanting chamber, fixed amounts of the supernatant can be decanted into the detection chamber at lower rotational speeds. The experimental results showed that decanted volume is affected by the volume of deformation and the operating parameters. Factors that influence the decanting ratio are also discussed. This approach has the advantages of simple design and low manufacturing cost; further, it has no need of surface modification. It has been applied to on-disk separation of plasma from whole blood, and the results showed good stability and repeatability. 相似文献
57.
Wen-Wei Chiang 《International Journal of Science Education》2013,35(6):908-928
Contemporary research into science education has generally been conducted from the perspective of ‘conceptual change’ in learning. This study sought to extend previous work by recognizing that human rationality can be influenced by the emotions generated by the learning environment and specific actions related to learning. Methods used in educational psychology were adopted to investigate the emotional experience of science students as affected by gender, teaching methods, feedback, and learning tasks. A multidisciplinary research approach combining brain activation measurement with multivariate psychological data theory was employed in the development of a questionnaire intended to reveal the academic emotions of university students in three situations: attending science class, learning scientific subjects, and problem solving. The reliability and validity of the scale was evaluated using exploratory and confirmatory factor analyses. Results revealed differences between the genders in positive-activating and positive-deactivating academic emotions in all three situations; however, these differences manifested primarily during preparation for Science tests. In addition, the emotions experienced by male students were more intense than those of female students. Finally, the negative-deactivating emotions associated with participation in Science tests were more intense than those experienced by simply studying science. This study provides a valuable tool with which to evaluate the emotional response of students to a range of educational situations. 相似文献
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Teacher educators may have different views on what constitutes knowledge base for teacher education. Most of them, however, would agree that field experiences are indispensable for shaping and maintaining high-quality teachers. Unlike teacher training courses in the UK and US, fieldwork components are not always an option in Taiwan. This study, therefore, investigated the effects of a language teacher training course that integrated fieldwork components with traditional lectures. Both quantitative and qualitative data were collected from 13 participants. Results indicate that field-based components help prospective foreign language teachers to become reflective of their weaknesses and strengths and enhance their teacher efficacy. 相似文献
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Li-Chuan Chiang 《Higher Education》2004,48(2):189-212
This paper aims to re-examine the effects offunding on university autonomy since therelationship between university autonomy andfunding is likely to be interpreted as a lineareffect; namely, the more funding the greaterautonomy. Such a simplistic vision is less than complete since it ignores the complicated nature of university autonomy. The nature of the latter should be defined contextually and politically. Itsinterpretation should also be placed in thechanging government-university relationships.This paper argues that the effect of funding on university autonomy is conditioned by the nature of university autonomy in a given country. While universityautonomy involves more than a financial tie,greater efforts on the part of universities todiversify their funding bases may well notenhance, at least directly, their autonomy.Through an extensive literature review, andempirical studies conducted in England and Taiwan, the argument of this paper is supported. 相似文献
60.
In view of the discrepancies in teacher training and teaching practice, this paper put forward a context-adaptive teacher training model in a ubiquitous learning (u-learning) environment. The innovative model provides teachers of different subjects with adaptive and personalized learning content in a u-learning environment, implements intra- and inter-group collaboration to facilitate knowledge construction and in-depth study, and promotes reflection with the help of the supervising teacher's review and summarization. To test the effect, the model was applied to a general teacher training. Participants were then given questionnaires and interviews were conducted to assess the effectiveness of the model and attitude. Results showed that the model promoted teachers’ learning effectively, achieved the combination of teacher training and teaching practice. Moreover, teachers held positive attitude toward the model. 相似文献