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Over the past several years, creativity has been recognized as an important skill for success in STEM education, engineering design and computational thinking. There is limited research on how to apply Conceive, Design, Implement, Operate (CDIO) engineering design in STEM courses and how it affects students' creativity. This study strategically integrated computational thinking (CT), STEM, and CDIO engineering design, based on Action-Process-Object-Schema (APOS) theory, into a course. This study has adopted a framework to design creative learning materials and examined how this framework impacts students' creativity. This study used a pretest-posttest nonequivalent-groups design. The study investigated a STEM course which had 40 participants (n = 40, male = 11, female = 29) for 12 weeks. 6 weeks were spent using traditional teaching and 6 weeks integrating a CDIO framework into computational thinking. All the students in the course were college students with teacher college backgrounds. To examine the impact of our course, we used a questionnaire to examine the students' creativity before and after the STEM course was applied. Our results show that our course had a significantly impact on our students' creativity, particularly in the case of the male students. This finding is consistent with the findings of other research studies. This study also offers some suggestions for teachers who wish to improve their learning materials.

In recent years, governments have paid much more attention to online learning platforms. This study establishes a high-performance agricultural digital learning platform (hereafter referred to as the Platform), in an attempt to (1) achieve learning diversity, improve users' learning ability and willingness to learn, and unblocking geo-restrictions, and (2) design cloud-based e-learning materials and assess their learning effectiveness through the use of satisfaction surveys. A cloud-based high-efficiency online course platform for the agricultural community uses a real-time streaming analysis to determine the network string flow during users' video playback and enables dynamic allocation to obtain the best server effectiveness. Users can remain motivated while taking high-quality online courses. With the establishment of cloud-based course materials, and the specificity of agricultural information, we hope to improve users' learning motivation and learning effectiveness. Furthermore, this study uses satisfaction surveys and the UTAUT model to assess the research findings according to whether the users' performance expectancy, effort expectancy, social influence, and facilitating conditions have a positive impact on the perceived satisfaction and perceived usefulness. We verified this point and inferred that digital learning can support the agricultural community significantly.

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.

With the advances in mobile network technology, the use of portable devices and mobile networks for learning is not limited by time and space. Such use, in combination with appropriate learning strategies, can achieve a better effect. Despite the effectiveness of mobile learning, students' learning direction, progress, and achievement may differ. Thus, the enhancement of learners' opinions on the usability and interactivity during mobile learning are challenging issues to overcome. This study developed a sharing mind map-oriented mobile learning system integrated with valuable information preserved in a digital archiving system. In addition to the functions of traditional mind maps, this system also enabled students to complete and record relevant information that they had found onto the mind map and further improve the integrity of their own knowledge. To investigate the effectiveness of this teaching approach, this study added digital archive data and used mind map sharing to help learners develop knowledge. By using the proposed approach, students were able to perform self-assessment on learning content, choose appropriate learning directions, and progress according to their level of learning. At the same time, they could collaboratively learn with peers to engage themselves more deeply in their learning. That is, their learning motivation could be constantly triggered through the observations and sharing of mind maps from one to another. This study selected sixth graders as its research subjects in two classes at the school where one researcher works. There were 31 and 30 valid samples in the experimental group and control group, respectively, with a total of 61 students. The experimental group was conducted by using sharing mind map with corresponding geographical archived information to investigate the effectiveness of sharing mind map (SMM) in mobile learning; on the other hand, the control group was conducted by using a traditional learning approach. The outcomes indicate that students' learning performance could be enhanced by using archived information SMM mobile learning.

In recent years, governments have paid much more attention to online learning platforms. This study establishes a high-performance agricultural digital learning platform (hereafter referred to as the Platform), in an attempt to (1) achieve learning diversity, improve users' learning ability and willingness to learn, and unblocking geo-restrictions, and (2) design cloud-based e-learning materials and assess their learning effectiveness through the use of satisfaction surveys. A cloud-based high-efficiency online course platform for the agricultural community uses a real-time streaming analysis to determine the network string flow during users' video playback and enables dynamic allocation to obtain the best server effectiveness. Users can remain motivated while taking high-quality online courses. With the establishment of cloud-based course materials, and the specificity of agricultural information, we hope to improve users' learning motivation and learning effectiveness. Furthermore, this study uses satisfaction surveys and the UTAUT model to assess the research findings according to whether the users' performance expectancy, effort expectancy, social influence, and facilitating conditions have a positive impact on the perceived satisfaction and perceived usefulness. We verified this point and inferred that digital learning can support the agricultural community significantly. [ABSTRACT FROM AUTHOR]