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Background: Climate change causes devastating impacts with extreme weather conditions, such as flooding, polar ice caps melting, sea level rise, and droughts. Environmental conservation education is an important and ongoing project nowadays for all governments in the world. In this paper, a novel 3D virtual reality architecture in the metaverse (VRAM) is proposed to foster water resources education using modern information technology. Methods: A quasi-experimental study was performed to observe a comparison between learning involving VRAM and learning without VRAM. The 3D VRAM multimedia content comes from a picture book for learning environmental conservation concepts, based on the cognitive theory of multimedia learning to enhance human cognition. Learners wear VRAM helmets to run VRAM Android apps by entering the immersive environment for playing and/or interacting with 3D VRAM multimedia content in the metaverse. They shake their head to move the interaction sign to initiate interactive actions, such as replaying, going to consecutive video clips, displaying text annotations, and replying to questions when learning soil-and-water conservation course materials. Interactive portfolios of triggering actions are transferred to the cloud computing database immediately by the app. Results: Experimental results showed that participants who received instruction involving VRAM had significant improvement in their flow experience, learning motivation, learning interaction, self-efficacy, and presence in learning environmental conservation concepts. Conclusions: The novel VRAM is highly suitable for multimedia educational systems. Moreover, learners’ interactive VRAM portfolios can be analyzed by big-data analytics to understand behaviors for using VRAM in the future to improve the quality of environmental conservation education.

This paper proposes an online multi-user real-time co-reading (OMURCOR) system to promote the performance of co-reading with collaborative learning. The OMURCOR system utilizes WebSocket to perform synchronization controls on co-reading to allow teachers and students to watch streaming videos together with less delay. Moreover, teachers utilize the system to synchronize control operations of videos on the student site, and the OMURCOR system can be integrated into a learning management system to strengthen students' interaction through co-reading. Unlike traditional platforms, the system supports grouping mechanisms during instruction. A survey was conducted with 104 participants. The bootstrapping square and partial least square approaches of the structural equation modeling (PLS-SEM) are employed via the SmartPLS tool to explore evidence of reliability and validity of the revised TAM. Experimental results reflected that six of the seven hypotheses were supported, and the proposed system has a significant impact on students' learning effectiveness during co-reading.

The accuracy of histopathology diagnosis largely depends on the pathologist's experience. It usually takes over 10 years to cultivate a senior pathologist, and small numbers of them lead to a high workload for those available. Meanwhile, inconsistent diagnostic results may arise among different pathologists, especially in complex cases, because diagnosis based on morphology is subjective. Computerized analysis based on deep learning has shown potential benefits as a diagnostic strategy.This research aims to automatically determine the location of gastric cancer (GC) in the images of GC slices through artificial intelligence. We use image data from a regional teaching hospital in Taiwan for training. We collect images of patients diagnosed with GC from January 1, 2019 to December 31, 2020. In this study, scanned images are used to dissect 13,600 images from 50 different patients with GC sections whose GC sections are stained with hematoxylin and eosin (HE stained) through a whole slide scanner, the scanned images from 50 different GC slice patients are divided into 80% training combinations, 2200 images of 40 patients are trained. The remaining 20%, totaling 10 people, are validated from a test set of 550 images.The validation results show that 91% of the correct rates are interpreted as GC images through deep learning. The sensitivity, specificity, PPV, and NPV were 84.9%, 94%, 87.7%, and 92.5%, respectively. After creating a 3D model through the grayscale value, the position of the GC is completely marked by the 3D model. The purpose of this research is to use artificial intelligence (AI) to determine the location of the GC in the image of GC slice.In patients undergoing pancreatectomy for pancreatic cancer, intraoperative infusion of lidocaine did not improve overall or disease-free survival. Reduced formation of circulating NETs was absent in pancreatic tumour tissue.For AI to assist pathologists in daily practice, to help a pathologist making a definite diagnosis is not the prime purpose at present time. The benefits could come from cancer screening and double-check quality control in a heavy workload which could distract the attention of pathologist during the time constraint examination process. We propose a two-steps method to identify cancerous areas in endoscopic gastric biopsy slices via deep learning. Then a 3D model is used to further mark all the positions of GC in the picture, and the model overcomes the problem that deep learning can't catch all GC.

Through three elements of thinking style, learning portfolio, and learning outcome, this study analyzes the correlation and explores the learning results of students based on different thinking styles and learning experiences. Thinking styles are based on “Function”, “Form”, “Level”, “Scope”, and “Leaning” five orientations to distinguish between different styles, from which to identify the individual characteristics of students, and through the student’s learning experience on the Learning Management System (LMS), to understand the different personal characteristics of students’ learning styles and learning preferences. Consequently, the teacher can adaptively teach students with different thinking styles according to their characteristics and adjust the teaching strategy interacting with the students in time.

Education helps increase socioeconomic mobility and is an important way of leaving poverty according to the United Nations, especially since COVID-19 hit the world hard in early 2020. A Mobile System of Formative Tests with Handwriting Revision is proposed in the paper, called the MSFT system. The MSFT is developed from the cognitive apprenticeship theory (CAT) in instructional design. The instruction model can be utilized for higher education mathematics teaching/studying for quiz-oriented instruction inside traditional classrooms as well as for distance-learning modes. The MSFT platform provides college undergraduates and graduates an app for a handheld device, which is used to upload their answer sheets with captured photos to the cloud database server. Moreover, instructors can use the platform to revise or assess answer sheets with instructors’ handwriting through web interfaces or apps. Important features of the integrated platform for teachers are (1) grading answer sheets by handwriting, (2) correcting mistakes in the answer sheets by handwriting, (3) writing down instructors’ comments on students’ answer sheets directly, and (4) choosing examples to demonstrate during class presentation, in a single window through web applications. To evaluate MSFT performance and service level for students, a questionnaire survey was conducted for 51 students and separated into an experimental group and a control group. Results from the experiment show that learning attitudes and learning satisfaction were significantly increased with the MSFT system in the experimental group compared to the control group.

The digital learning has been an important subject for improvement and research in education, especially the development of the Internet and the advancement of computer multimedia tools. This study involves the design of teaching materials and how the role of the teacher acts in digital teaching videos. Thus, two teaching methods are concerned to capture the teaching videos, one is only to capture teaching screen (PPT) without teacher's body language, and the other is to capture teacher's presentation in front of an interactive whiteboard such that the teacher can reveal the situation of problem-solving and logical thinking. Contributions of this research are clearly to state "Teaching Material Favorability" and "Learning Motivation" which will really allow students to cause accompanied effect and reflection in their learning interest from situated impacts.

The paper proposes an interactive virtual reality (VR) 360-degree panorama application system which can be applied in education for soil and water conservation. In the development of the system, the interactive VR 360-degree panoramic videos are produced first. The contents of videos come from introductions of facilities built in soil and water conservation outdoor classrooms. The design of video contents and interactions between video contents and users is on the basis of the cognitive theory of multimedia learning. Additionally, the system offers an android app developed using VR technology to offer users with interactions between users and videos. Learners first download the app into a smart phone and then insert the phone into a cheap VR helmet. Subsequently, they play the app with wearing the VR helmet to watch VR 360-degree panoramic videos so as to achieve immersion on watching video in a 3D VR environment. Moreover, learners can move the interaction sign, a single-circle shape, by shaking their VR helmets on the specific marks on screen to trigger corresponding interactive actions such as selecting a video, exiting viewing video, answering questions of true-false items, etc. Experimental results show the way participants received the system has better interaction than that without the system. Furthermore, the interaction portfolios are also collected in the cloud space for future analysis. Finally, the system can be also applied in learning activities of performing flipped classroom strategy when people will visit soil and water conservation outdoor classrooms.