Poster Presentations

15:45-16:45 | Orion Hall (5F)

Monday Poster Session

Abstracts appear as originally submitted by the author. Any spelling, grammatical, or typographical errors are those of the author.

Adult, Lifelong & Distance Learning

67335 | Remote Learning Experience of College Teachers in Israel during COVID-19 Pandemic

Lipaz Shamoa-Nir, Zefat Academic College, Israel

Online education has evolved as an alternative to face-to-face classes during the COVID-19 pandemic both in schools and in higher education. The positive implications of planed remote learning have been explored however, online teaching in response to a disaster incur limitations especially, in sessions designed for educational staff training. This study explores experiences and perceptions of college teachers and instructors while participating in online sessions. Thematic analysis found two aspects arising from the participants' experience: (a) participants struggled to overcome technical difficulties that undermined group intimacy, (b) learning was perceived as ineffective due to interpersonal communication problems and online facilitating issues. These findings provide more evidence to ineffectiveness of communication in online sessions and have implications for remote training programs for teachers and development of video conferencing as a mode of communication in professional contexts.

Curriculum Design & Development

68587 | The Development and Evaluation of Virtual Reality for Ultrasound Detection Acupuncture of Acupuncture Education

Mark Hou, Changhua Christian Hospital, Taiwan

Ying-Ling Chen, China Medical University, Taiwan

Ting-Long Lin, National Taichung University of Science and Technology, Taiwan

Yen-Liang Wu, National Taichung University of Science and Technology, Taiwan

Ya-Fen Hsu, Changhua Christian hospital, Taiwan

The prevalence of Covid-19 has changed education completely. Distance learning become an inevitable practice. In order to make acupuncture education pass the test of possible future pandemics, it is urgent to introduce Virtual Reality (VR) into acupuncture education, so that acupuncture education will not be limited by time and space. This study intends to develop a UDA/VR system to Implement VR on the Ultrasound Detection acupuncture (UDA) course as an important tool for acupuncture education.

Build the anatomical 3D model of GB21 acupoint, write the APK program with Unreal software and install it on the Quest2 helmet. Create a virtual ultrasound and give corresponding images according to the measured area. Set up a VR script, the user performs virtual acupuncture at GB21 with virtual needles after performing ultrasonic virtual measurement. The UDA/VR system records the user’s measurement of depth, selection of needle length, and success or failure of the operation. The validity and reliability of UDA/VR are evaluated. Result showed the content validity index and generalization coefficient of UDA/VR reach the standard and have excellent reliability and validity. UDA/VR is easy to use and is good for distance learning of acupuncture education.

69274 | Cross-national Comparison of Units on Functions in Junior High School Mathematics Textbooks in Taiwan, the United States, and Singapore

Der-Ching Yang, National Chiayi University, Taiwan

Wen-Yi Zhang, National Chiayi University, Taiwan

This study examines the differences in units on mathematical functions in junior high school mathematics textbooks among Taiwan (Grades 7–9), the United States (Grades 6–8), and Singapore (Grades 7–9). A content analysis was conducted to compare the number of units, number of problems, arrangement sequences, representational types, cognitive demand level (CDL), and characteristics among the textbooks. Results revealed that the Taiwanese A textbook has the highest ratio of the number of function units to the total number of units, and the American Connected Mathematics Program (CMP) has the least. The CMP has the most problems, and A has the least. The three sets of textbooks all have the most function units in Grade 9 textbooks, and most problems focus on quadratic functions. Regarding representational types, A is balanced, CMP primarily uses symbolic and verbal forms, and the Singaporean New Syllabus Mathematics (NSM) emphasizes symbolic forms. Regarding CDL, the three sets of textbooks mainly focus on memorization and unconnected procedural problems. The A textbook arranges mathematical windows and learning maps to assist students with understanding learning structures and functions. The CMP provides a “Homework Help Online” section, which guides students with after-class exercises. Moreover, the “Did You Know” section introduces real-world scenarios that apply mathematical concepts. The NSM provides an “Internet Resources” section that supports students through web-based activities. Moreover, the “Similar Questions” section connects concepts to related questions. Finally, the “Challenge Yourself” section provides high-CDL questions for students to answer.

Design, Implementation & Assessment of Innovative Technologies in Education

69099 | Research on the Learning Effect of Statics Course by the Problem-Based Learning Method Integrated With Design Thinking

Shyh-Chour Huang, National Kaohsiung University of Science and Technology, Taiwan

Statics is a compulsory course in the department of mechanical engineering, aerospace and department of shipbuilding It is a difficult course, includes mathematical and physics concepts that students have previously learned. Traditional teaching methods usually start from statics formula calculations and concepts, which involve many abstract concepts and a large number of mathematical equations. In this study, the problemoriented learning method integrated with design thinking (DTPBL) is used to carry out teaching practice research on the teaching of the "Statics" course. The research results of this study found that the introduction of DTPBL into the statics course to analyze the learning outcomes of students, the students' willingness to actively study was enhanced, they were able to actively seek static-related practical situational issues, their problemsolving and innovation ability was also improved, and the interaction between teachers and students was improved.