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The new era of integrating robots with artificial intelligence and the Internet of Things has provided huge potential for service robots to play important roles in our daily lives. Therefore, it is interesting to investigate whether a robot should have a separate device to incorporate digital content or use its face to toggle between facial expressions and digital content. From the human–robot interface (HRI) design perspective, a robot with a tablet obviously is closer to a real human teacher using a tablet while teaching students in a classroom. However, limited research has been done to explore such HRI design and its impacts on human behaviours. A robot-facilitated storytelling learning system was developed in this study to evaluate the impact of HRI design on college students' learning behaviours in two different conditions: 'Robot with Tablet' or 'Robot only'. The results revealed that both learning conditions of HRI design benefited college students from knowledge acquisition of vocabulary and comprehension of story content. Furthermore, 'Robot only' which is more cost-effective was found to be as good as that of 'Robot with Tablet' for the students in terms of knowledge acquisition, cognitive load and learning fatigue. [ABSTRACT FROM AUTHOR]

This study explores whether learning approaches combining augmented reality and multidimensional concept maps (ARMCMs) would improve learning effectiveness, learning motivation, learning satisfaction, and cognitive load more than multidimensional concept maps (MCMs) and augmented reality (AR) learning do. The study employed a quasi-experimental design, and the subjects were 93 students from an elementary school in Taiwan. By dividing the students into ARMCMs group, MCMs group, and AR group, the results show that the learning with ARMCMs can provide better promotion on learning motivation and positive influences on learning effectiveness, learning satisfaction, and cognitive load. [ABSTRACT FROM AUTHOR]

As Information and Communication Technology (ICT) infrastructure has rapidly become commonplace in most countries worldwide, the development of ICT-related competence is now considered to be a key goal in Taiwan's curriculum. Nowadays, society expects undergraduates to develop essential computer abilities before entering the workplace. In addition to possessing computing skills, students are also required to have problem-solving ability and teamwork competency. To equip students to meet these expectations, the researchers integrated two teaching approaches, using content-based knowledge awareness (CoKA) and team learning (TL) to enhance students' programming skills in an online computing course, and to reduce students' anxiety and regulate cognitive load in the cloud classroom involved in this study. In this research, the authors conducted a quasi-experiment to examine the influences of CoKA and TL. Therefore, the design for the experiment was a 2 (CoKA vs. non-CoKA) × 2 (TL vs. non-TL) factorial pretest/posttest design. There were 184 participants, who were neither information nor computer majors, from four classes, enrolled in a required course titled 'Programming Design'. The first class (G1) simultaneously received the online CoKA and TL intervention, the second class (G2) received only the online CoKA intervention, and the third class (G3) received only the online TL intervention; these served as the experimental groups, while the last class (G4), which received a traditional teaching approach, served as the control group. According to the results, students who received online TL had significant increase in their computing skills, and significant decrease in their level of anxiety and cognitive load. However, the expected effects of CoKA on developing students' skills in designing mobile applications, reducing anxiety level and regulating cognitive load were not found. The design of integrating CoKA and TL in an online course could be a reference for educators when conducting online, flipped, or blended courses, particularly for those focusing on developing skills in computer programming. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) can promote design performance, and may generate a high cognitive load and affect creative design thinking as well. In order to examine the effect of VR application on cognitive load and engineering design creativity, this study recruited 81 eighth‐grade students as participants and employed a non‐equivalent‐groups quasi‐experimental design to examine how VR application influences creativity components and creative performance. A creativity component scale (creative motivation, creative thinking, and professional cognition), a measurement of creative performance, and a cognitive load scale were used to collect data. The study also investigated the ability of VR application to predict creativity components and creative performance, using cognitive load as the mediator. The conclusions are as follows: (1) VR application had marked effects on professional cognition and creative motivation but no effect on creative thinking skills. (2) VR application had marked effects on the novelty and usefulness aspects of creative performance, particularly with respect to usefulness. (3) VR application had marked effects on extraneous and germane cognitive load, but no influence on intrinsic cognitive load, and (4) Both VR application and cognitive load were able to predict creativity components and creative performance. Their abilities to predict creative performance approached an acceptable level. Nevertheless, VR application had no effect on general creative thinking skills; therefore, other teaching strategies are needed to strengthen creative thinking. Lay Description: What is already known about this topicVirtual reality (VR) can transmit complex knowledge.Virtual reality (VR) can promote design performance.What this paper addsInfluence of VR application on creativity components and creative performance.Ability of VR application and cognitive load to predict creativity components.Ability of VR application and cognitive load to predict creative performance.Implications for practice and/or policyUsing VR teaching to improve learning effects and creativity in high‐risk, expensive, and inaccessible learning fields.Using VR teaching to practice repeatedly, and facilitate basic understanding of the application. [ABSTRACT FROM AUTHOR]

The application of artificial intelligence (AI) in education is now widespread, and the use of robots in education has demonstrated a positive influence on students' behavior and development. However, the use of emerging technologies usually results in cognitive load, especially for elementary school students whose learning capacity has not yet been established. In addition, students of different genders have different physical, psychological and learning characteristics, so gender differences affect cognitive load. Cognitive load can be divided into two types: positive cognitive load and negative cognitive load. Usually, positive cognitive load results in good learning performance while negative cognitive load results in bad learning performance. Therefore, we use the cognitive load theory to define learning efficiency as the co-impact of learning performance and cognitive load. We take game-based intelligent robots for Chinese idiom learning as an example, and explore the impacts of gender differences on elementary school students. To achieve these aims, this study combined games and Zenbo robots, and applied them to educate elementary school students in the use of Chinese idioms. Secondly, this study conducted an experiment and analyzed the experimental results. The participants were 24 fourth-grade elementary school students from the central region of Taiwan. Results showed that this system is more beneficial for boys as their cognitive load was significantly lower. Boys' learning performance was also better, although the difference did not reach significance. Furthermore, learning efficiency for boys was significantly higher. Reasons for these results are explained. [ABSTRACT FROM AUTHOR]

Background: Augmented reality (AR) technology involving head-mounted displays (HMD) represents a significant innovation in medical education, particularly for training in guided invasive procedures. Novice physicians often face challenges in simultaneously identifying anatomical landmarks and performing procedures when learning point-of-care ultrasound (POCUS). Our primary objective was to determine the effectiveness of AR in enhancing physician training for ultrasound-guided interventions using AR visual overlays. The secondary objective was to compare cognitive load between traditional ultrasound training settings and AR-assisted training settings., Methods: This randomized crossover study, conducted from 2021 to 2022, compared performance and cognitive load of trainees attempting accurate central venous catheter (CVC) placement using an AR-HMD to display ultrasound images (AR-US), compared with standard ultrasound without visual overlay (S-US). We enrolled 47 trainees, including 22 final-year undergraduate medical students and 25 postgraduate physicians (years 1-4) from three hospitals in Taiwan. All participants had basic training in US-guided CVC placement but lacked AR-US experience. Performance and cognitive load were assessed using time measurements and NASA Task Load Index (NASA-TLX), covering the dimensions of Mental-, Physical- and Temporal Demand, and Performance, Effort and Frustration., Results: We found AR technology reduced the time required for critical steps in CVC placement, while minimizing users' neck strain. Female and junior trainees using AR-US identified anatomy and localized veins faster than those using S-US. Using AR-US, female trainees significantly outperformed males in anatomical identification [mean difference (MD): -10.79 s (95% CI: -2.37 to -19.21)]. The NASA-TLX cognitive load assessment showed mental workload trending lower in all dimensions except performance while using AR-US, compared to S-US. Similarly, junior trainees' effort- and frustration scores were lower [MD: -2.73 (95% CI: -5.04 to -0.41) and -2.41 (95% CI: -4.51 to -0.31), respectively], as were female trainees' effort scores [MD: -3.07 (95% CI: -6.10 to -0.03)] when using AR-US, compared to S-US, whereby these differences were statistically significant., Conclusions: AR technology helped improve trainee performance and reduced cognitive load during ultrasound-guided CVC placement. These findings support the application of AR technology to enhance physician training in ultrasound-guided interventional procedures, suggesting that AR-HMDs could be a valuable tool in medical education., Trial Registration: The trial was registered with Clinicaltrials.gov on 20/09/2023 as a clinical trial, under the identifier NCT06055400., (© 2024. The Author(s).)

• Examine young bilinguals with distant languages (L1: Chinese and L2: English). • The early literacy transfer between L1 and L2 in an L1-dominant environment. • Use functional near-infrared spectroscopy to study transfer on phoneme awareness. • The L2 transfer on the left dorsal neural pathways with phonological processing. • The L1 transfer on the right frontal regions with increased cognitive load. The growing trend of bilingual education between Chinese and English has contributed to a rise in the number of early bilingual children, who were exposed to L2 prior to formal language instruction of L1. The L2-L1 transfer effect in an L1-dominant environment has been well established. However, the threshold of L2 proficiency at which such transfer manifests remains unclear. This study investigated the behavioral and neural processes involved when manipulating phonemes in an auditory phonological task to uncover the transfer effect in young bilingual children. Sixty-two first graders from elementary schools in Taiwan were recruited in this study (29 Chinese monolinguals, 33 Chinese-English bilinguals). The brain activity was measured using fNIRS (functional near-infrared spectroscopy). Bilingual children showed right lateralization to process Chinese and left lateralization to process English, which supports more on the accommodation effect within the framework of the assimilation-accommodation hypothesis. Also, compared to monolinguals, bilingual children showed more bilateral frontal activation in Chinese, potentially reflecting a mixed influence from L2-L1 transfer effects and increased cognitive load of bilingual exposure. These results elucidate the developmental adjustments in the neural substrates associated with early bilingual exposure in phonological processing, offering valuable insights into the bilingual learning process. [ABSTRACT FROM AUTHOR]

Purpose: The competition among banks in Taiwan is fierce. The financial services offered by banks are highly similar and banks attempt to devise a variety of marketing campaigns to gain brand preferences of bank clients. However, little research regarding bank marketing has applied the segmentation strategy to precisely target bank clients. The purpose of this paper is to explore the moderating roles of cognitive load and brand story style in the impact of bank clients' affective orientation on brand preference of bank clients. Design/methodology/approach: A total of 216 participants who have bank accounts in Taiwan were randomly assigned to a 2 (brand story style: underdog vs top dog) × 2 (cognitive load: low vs high) factorial design. An ANOVA was conducted to examine the interaction effects of affective orientation, cognitive load and brand story style on the brand preference of bank clients. Affective orientation of participants was measured by Affective Orientation Scale. Findings: Results demonstrate that for bank clients with low and high affective orientation, advertisements characterized by cognitive load (low vs high) and brand story style (underdog vs top dog) will elicit differential brand preferences of bank clients. Originality/value: This is the first research to examine the moderating effects of bank clients' affective orientation, cognitive load and brand story style on brand preferences of bank clients. Specifically, this research takes up the call to apply bank clients' personality traits to examine the impact of bank marketing on brand preferences of banks. [ABSTRACT FROM AUTHOR]

Abstract: This study examines differences in English listening comprehension, cognitive load, and learning behaviour between outdoor ubiquitous learning and indoor computer‐assisted learning. An experimental design, employing a pretest‐posttest control group is employed. Randomly assigned foreign language university majors joined either the experimental group (outdoor ubiquitous learning), with 80 participants (26 males and 54 females), or a control group (indoor computer‐assisted learning), with 80 participants (27 males and 53 females). The experiment lasted 3 weeks. Both groups were administered a test of English listening proficiency before and after the experiment along with a questionnaire of cognitive load postexperiment. Prior English listening proficiency forms a covariate for the multivariate analysis of covariance. Results show (a) students in the experimental group exhibit significantly better English listening comprehension after the experiment compared to the control group; (b) students in the experimental group reported significantly lower cognitive load than the control group; (c) English listening comprehension and cognitive load exhibited a statistically significant negative relationship; and (d) outdoor ubiquitous learning enhanced self‐reported learning interests and interactions more than indoor computer‐assisted learning. Contributions and significances of this study are presented based on these results. Finally, implications for teaching practices are proposed. [ABSTRACT FROM AUTHOR]

Chinese as a foreign language (CFL) learners generally encounter difficulty in using some special rules of Chinese grammar because such grammar points do not exist in their native languages. CFL learners require an effective learning strategy to assist them in acquiring a greater understanding of Chinese grammar. Thus, we integrated a self-explanation strategy into a Chinese-learning system. Specifically, the system includes self-explanation prompts, instructional feedback, and remedial learning materials. The aim of this study was to determine the effects of using a self-explanation strategy on Chinese sentence learning in a computer-assisted language learning environment. The participants were assigned to an experiment group with self-explanation instruction and a control group without self-explanation to practice Chinese grammar points. Learning performance, including grammar tests and cognitive loads, was measured. The results showed higher learning outcomes for Chinese grammar and sentence structure in the self-explanation group. Furthermore, no significant difference in cognitive load was observed between the two groups. Implications for using self-explanation in computer-assisted language learning are discussed. [ABSTRACT FROM PUBLISHER]

This study explores the applicability of various Web 2.0 technologies in hospitality education in Taiwan. The affordances of Web 2.0 technologies have dramatically changed the landscape of higher education, and hospitality education is no exception. The research presented here involved the distribution of a large-scale survey to all hospitality major students at Taiwanese universities; 839 valid responses were received and subjected to statistical analyses. The results indicated that blogs are the most popular Web 2.0 technology exploited in hospitality education, followed by Facebook. Facebook was shown to cause the greatest cognitive load for learners, although the effect size was small. Next, structural equation modelling was employed to examine nine research hypotheses, in the effort to investigate causal relationships among five proposed constructs: perceived ease of use, perceived usefulness, cognitive load, learning effectiveness and learning satisfaction. Five out of nine hypotheses were supported, showcasing, in particular, the significant effect that perceived ease of use had on perceived usefulness and on learning effectiveness. In addition, perceived usefulness positively affected cognitive load and learning effectiveness, and learning effectiveness positively affected learning satisfaction; these effects were also significant. [ABSTRACT FROM AUTHOR]

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The use of virtual simulation methods in nursing education offers potential advantages for students to experience and learn in a safe and realistic environment by acquiring skills and attitudes to prepare for clinical experiences. The study's aim was to test the hypothesis that nursing students who used a mobile learning app would have significantly (1) higher levels of knowledge about medication administration and nasotracheal suctioning, (2) better development of skill performances on medication administration and nasotracheal suctioning, (3) higher satisfaction, and (4) lower cognitive load than a control group. A randomized experimental study with pretest and posttest design. One hundred nursing students were randomly assigned to an experimental or control group at a Southern Taiwan university's school of nursing. The experimental group received the virtual simulation-based mobile learning app and the control group used traditional paper materials. Participants were assessed on knowledge before and after the intervention. Skill performance and intrinsic and extraneous cognitive load were measured after the intervention. The experimental group who used the mobile app had significantly higher knowledge scores, significantly lower intrinsic and extraneous cognitive load, better skill performance, and higher satisfaction than the control group. The implementation of a mobile app for simulation learning had a positive impact on nursing students' knowledge and skill performances as well as the reduction of learning cognitive loading. Nurse educators and researchers should collaborate in developing virtual learning resources to support clinical nursing education. Tweetable abstract: The mobile app for learning achieved higher knowledge and satisfaction scores, demonstrated better skill performance without increasing cognitive load. [ABSTRACT FROM AUTHOR]

E-books are commonly used to facilitate students' reading literacy. This study explored whether an e-book narrated by student peers could reduce students' cognitive load, raise their reading motivation, and enhance their reading comprehension. Eye-tracking technology was used to analyze the students' visual attention distributions during the reading process to understand the effects of sound on their reading behaviors. Participants were 75 junior high school students in Taiwan and were randomly assigned to one of four groups: text (picture + text), sound (picture + sound), mix (picture + text + sound), or peer voice (picture + text + peer voice). The results showed that the peer voice group had a higher reading motivation and fixated more on the main character, text and key areas of interest than the text group. Using peer voices as the narration could engage the students in observing the details in the pictures; therefore, the peer voice group performed better on the inference comprehension of the story. Also, the peer voice group's visual attention was more widely distributed on the e-book content, while the sound group fixated on the areas mentioned in the narration only. [ABSTRACT FROM AUTHOR]