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This paper aims to explore the narrative expression skill of design students through manipulating image structure. Moreover, narrative expression is the skill of interpreting design with narrative. The study is a classroom experiment conducted naturally, and the experimental data is obtained and analysed by quantitative analysis. We found differences in students' narrative tendencies and richness in overall narrative expression. The teaching and training of design narrative can effectively help students familiarise themselves with the design process and personal skill integration and encourage students to pay attention to the design of elements and content. This will improve students' design competencies under skills different from technology. The paper concludes that students must improve and integrate design competencies through practical methods under other narrative tendencies. Furthermore, the lecturer can explore and adjust design teaching through design narrative training to strengthen or balance students' design performance competency. [ABSTRACT FROM AUTHOR]

Many forms of Intangible Culture Heritage (ICH) are fast disappearing. The Lantern Festival is an important part of Chinese tradition and a critical ICH of Taiwan. However, few young people attend ICH activities. Given the importance of ICH education, this study describes what participants learned after lantern exhibitions that combined Augmented Reality (AR), mobile websites, and Paper-based Exhibition Brochures. This study evaluated what a cohort of college students (n = 115) learned about ICH through experiments and questionnaires. The results show that the public understood ICH better through digital technology. All participants thought that applying AR to ICH was good for the public to gain more information on lantern culture, although it took a lot of time to learn the new technology. The results also encouraged the application of AR to engage in ICH education. Therefore, a large number of digital technologies that are popular among young people should be used as part of ICH education in order to improve their cultural awareness and learning motivation. [ABSTRACT FROM AUTHOR]

In this article, we sought to determine whether perceived enjoyment (PE), perceived ease of use (PEOU), and perceived usefulness (PU) impacted children's attitude toward using an augmented reality mobile application (app) to search for books in a smart library. We used an experiment and a questionnaire survey to measure the perceptions of 238 children of the proposed app. Structural equation modeling was applied in conjunction with the technology acceptance model and flow theory to analyze the collected data. Participants tended to take less notice of their spatial context while using the app and rather focused on their experience of the route. Children's attitudes toward the app were most influenced by PEOU, followed by PE, and PU. This article provides evidence that children with limited cognition abilities using ego-centered navigation to find selected targets tend to emphasize PEOU and thus prioritize processing temporal concepts over emotional and spatial concepts. [ABSTRACT FROM AUTHOR]

Intermittent theta burst (iTBS) powered by direct current stimulation (DCS) can safely be applied transcranially to induce neuroplasticity in the human and animal brain cortex. tDCS-iTBS is a special waveform that is used by very few studies, and its safety needs to be confirmed. Therefore, we aimed to evaluate the safety of tDCS-iTBS in an animal model after brain stimulations for 1 h and 4 weeks. Thirty-one Sprague Dawley rats were divided into two groups: (1) short-term stimulation for 1 h/session (sham, low, and high) and (2) long-term for 30 min, 3 sessions/week for 4 weeks (sham and high). The anodal stimulation applied over the primary motor cortex ranged from 2.5 to 4.5 mA/cm2. The brain biomarkers and scalp tissues were assessed using ELISA and histological analysis (H&E staining) after stimulations. The caspase-3 activity, cortical myelin basic protein (MBP) expression, and cortical interleukin (IL-6) levels increased slightly in both groups compared to sham. The serum MBP, cortical neuron-specific enolase (NSE), and serum IL-6 slightly changed from sham after stimulations. There was no obvious edema or cell necrosis seen in cortical histology after the intervention. The short- and long-term stimulations did not induce significant adverse effects on brain and scalp tissues upon assessing biomarkers and conducting histological analysis. [ABSTRACT FROM AUTHOR]

The basic design course mainly focuses on training students in their form development ability, including two parts: graphic figure and three‐dimensional form. However, in terms of form development, it is not just to create a certain form arbitrarily, but to convey the creator's intention based on this form. For students who are new to the field of design, it will be very difficult to convey their own ideas through creative forms. Therefore, this research combines abstract design with three‐dimensional composition to develop a new teaching method, which connects two parts of graphic figure and three‐dimensional form together, and divides them into three stages: abstract design, unit model and combined model. In addition to allowing students to learn comprehensively, they can also understand how to design a form that can convey their own views and lay a good foundation for future design courses. After the course, the three stages have a positive impact on students. Students will have a new understanding of design, have greater interest and confidence in design, and understand the entire process of design (data collection, analysis, ideation and production) and the importance of teamwork. [ABSTRACT FROM AUTHOR]

Microinteractions are presented with dynamic effects through the joint operation of external performance and internal mechanisms, allowing users to produce a variety of emotion and perception. In this study, we focus on microinteraction with functional effects and aim to explore the perception of microinteraction with different functional attributes. To understand the emotional tendency of microinteractions, 14 groups of typical contradictory semantics adjectives were selected, and two main factors were extracted: "hedonic" related to deep emotional enjoyment and "effectiveness" with highly effective characteristics. Among them, the "hedonic factor" has a high impact in microinteraction design, suggesting that the user's cognition of microinteraction mainly depends on the arousal of emotion and stimulates emotion using animation. Second, this study carried out an emotional comparison on representative microinteraction samples. The results indicate that feedback that caters to psychological feelings of realistic characteristics can strengthen a sense of connection between humans and computers and that continuity and consistency created by interface narrative can also contribute to a complete and exquisite interface. The conclusions of this study are relevant to the practical design of microinteractions and can be applied to improve the emotional experience of users in different scenarios. [ABSTRACT FROM AUTHOR]

AbstractThis study revisited the Hedonic Motivation System Adoption Model (HMSAM) through the literature on microinteractions, accomplished the model structure expansion and intrinsic composition of microinteraction regarding relationship and logic combining, and collected 140 valid data points through questionnaire surveys. The results showed that using microinteractions is largely adapted to the hedonic motivation system adoption model. Perceived ease of use is the basis for the use of microinteractions, which affects the perception of hedonic and perceptual experience. The hedonic state encompasses multiple emotional categories, with pleasure and control as important mediators affecting the behavioral intention to use, immersion, and perceived usefulness to varying degrees. The findings emphasize the impact of perceptual experience on using microinteractions, extending the theoretical structure and clarifying that “familiarity” of experience should be considered in interface design. These findings provide a basis for the theoretical construction of interface microinteractions and directions for future design practices. [ABSTRACT FROM AUTHOR]

Despite the increasing application of digital education in intangible cultural heritage (ICH), user acceptance of digital technology needs further investigation. In this study, a mobile AR system for ICH education was developed to understand user acceptance of digital technology. This study developed a conceptual model and hypotheses based on cultural awareness, generic learning outcomes (GLOs), and the technology acceptance model, aiming to construct an appropriate digital learning model for ICH. The results of the study indicated that the reliability and validity of the measurement model were satisfactory. In addition, the importance of external variables was confirmed. Cultural awareness and GLOs affected users' perceived usefulness and perceived ease of use. In addition, perceived usefulness and ease of use had a positive effect on attitudes toward the use, which in turn had a positive effect on behavioural intention to use. [ABSTRACT FROM AUTHOR]