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In recent years, flipping classrooms has become a popular topic of discussion. However, few previous studies have focused on the effect of the flow experience on programming self-efficacy. To address this gap, the present researchers developed a model that included six research hypotheses. The study applied a flipped classroom model to a programming course in order to examine the relationship between self-efficacy, flow experience, and learning performance in a flipped programming course. The research model was empirically examined using a survey to collect data from 46 college students in Taiwan. Programming courses were conducted for 180 minutes once a week, with six weeks of total teaching time. The findings of this study indicate that there is a positive relationship between programming self-efficacy and enjoyment, engagement, and flow control. The study also revealed that certain important implications and factors to improve the design and delivery of such courses.

A web design course has complex and diverse skills, which may attract students with an interest in technology and art fields to learn to program. It makes a need to have a flexible learning framework to develop all students to learn in a programming course. This study was designed to develop students' learning achievement and computational thinking (CT) abilities by using a Design Thinking (DT)-Conceive-Design-Implement-Operate (CDIO) engineering design framework in a flipped web programming course. The participants were 41 students (males = 17, females = 24) coming from a Taiwan University. All of the students (20-21 years old) had e-learning-related backgrounds in a teacher's college. The experiment was conducted for 14 weeks. The flipped learning and flipped DT-CDIO course each had a total teaching time of 6 weeks, and the midterm exam and final exam each took one week. We used a questionnaire and formative assessment to examine the students' computational thinking ability and learning achievement before and after the course was applied. The results showed the students significantly improved their learning achievement and computational thinking ability. There were no significant gender differences in learning achievement. Some gender differences could be seen in some dimensions of CT ability. This study shows that the DT-CDIO framework brings many benefits to promote interdisciplinary learning by attracting STEAM talent and providing evidence to support the importance of flipped web programming courses.

Amidst the rapid advancement in the application of artificial intelligence learning, questions regarding the evaluation of students' learning status and how students without relevant learning foundation on this subject can be trained to familiarize themselves in the field of artificial intelligence are important research topics. This study employed the use of a self-built AI platform (Ladder) for students to systematically learn and apply AI learning model established by the partial least squares (PLS) method to investigate the influence between variables (learning attitudes, self-regulated learning, AI anxiety, individual impact, computational thinking abilities, cognitive styles). This study was particularly conducted in the Department of Computer Science and Information Engineering of a top national university in Southern Taiwan. The valid data were collected from 65 students (55 male students; 10 female students). Furthermore, this study demonstrated the relationship between cognitive style, self-regulated learning and computational thinking. For the first time, it explored the impact of AI anxiety and completed existing research on it. The results of this study show that interest in learning positively affects learning attitudes. In addition, learning attitudes have a positive influence on each individual's performance. Based on multiple theories and the artificial intelligence learning platform, the model proposed in this study effectively understood students' learning status. [ABSTRACT FROM AUTHOR]

In recent years, flipping classrooms has become a popular topic of discussion. However, few previous studies have focused on the effect of the flow experience on programming self-efficacy. To address this gap, the present researchers developed a model that included six research hypotheses. The study applied a flipped classroom model to a programming course in order to examine the relationship between self-efficacy, flow experience, and learning performance in a flipped programming course. The research model was empirically examined using a survey to collect data from 46 college students in Taiwan. Programming courses were conducted for 180 minutes once a week, with six weeks of total teaching time. The findings of this study indicate that there is a positive relationship between programming self-efficacy and enjoyment, engagement, and flow control. The study also revealed that certain important implications and factors to improve the design and delivery of such courses. [ABSTRACT FROM AUTHOR]

Current empirical and theoretical understanding of the relation between age and crime is based almost entirely on data from the United States and a few prototypical Western societies for which age-specific crime information across offense types is available. By using Western databases, Hirschi and Gottfredson (1983) projected that the age distribution of crime is always and everywhere robustly right-skewed (i.e., sharp adolescent peak)-a thesis that is both contested and widely accepted in criminology and social science writings. In the study described here, we tested this age-crime invariance thesis by comparing age-crime patterns in Taiwan (a non-Western Chinese society) with those in the United States. In light of Taiwan's collectivist culture versus the U.S. individualist gestalt, we anticipated more divergence than homogeneity in their age-crime schedules. Our findings show robust divergence in Taiwan's age-crime patterns compared with U.S. patterns and the reverted J-shaped norm projected by Hirschi and Gottfredson. Implications for research and theory on the age-crime relation and for studying human development or life-course topics more broadly are discussed. [ABSTRACT FROM AUTHOR]

Concerns over the coronavirus disease 2019 (COVID-19) pandemic and control measures have affected the routine outpatient visits of individuals with comorbidities and their mental well-being. From October 2019 to August 2020, this cross-sectional study enrolled 135 patients who sought medical attention at a medical center in Taiwan. This period covered the early (October to December 2019), peak (January to April 2020), and late (May to August 2020) periods of the COVID-19 outbreak in Taiwan. The demographic data, social support data, activities of daily living (ADL), resilience scale scores, and mental well-being scale scores of the participants were compared. There were no statistically significant differences in the participation rate, demographic data, and social support data between the three periods. The correlation analysis confirmed significant negative relationships between the number of COVID-19 cases and outpatient department visits per month (r = −0.764, p < 0.001), emergency department visits per month (r = −0.023, p < 0.001), ADL (r = −0.257, p = 0.03), resilience scale (r = −0.390, p < 0.001), and mental well-being scale (r = −0.475, p < 0.001). In conclusion, the severity of the COVID-19 outbreak in Taiwan was associated with declines in the ADL, mental well-being, and resilience of patients who sought medical attention. [ABSTRACT FROM AUTHOR]