數位原生數位科技使用、數位學習特質與圖像思考之相關研究－以淡江大學學生為例

The current study adopted community resilience and explored Asian American and Pacific Islander (AAPI) digital natives’ supporting family members’ digital technology use and outcomes related to engagement. A sample of 29 AAPI late adolescents answered open-ended questions about the challenges, benefits, and familial dynamics when the group helped or instructed older family members in using digital technologies. Findings showcased complex intergroup dynamics between digital natives and their family members, including increased mutual respect, greater communication access, and worry of family members’ physical ailments interrupting digital technology use. Outcomes demonstrated how AAPI digital natives, amid family systems, embraced collectivist tendencies as a means of resilience amid the ongoing challenges related to digital technology use.

The use of digital technologies in education has been widely advocated (Aldrich, 2004; Quinn, 2005), and institutions such as the British Educational Communications and Technology Agency (BECTA, 2003) strongly encourage the adoption of information technology in teaching and learning. These technologies are most commonly employed by students, who use digital technologies for both academic learning and entertainment (Tien & Fu, 2008), primarily develop digital literacy skills outside formal education (Ito et al. 2008) and are able to easily use unfamiliar technologies. Prensky (2001) adopted the term 'digital natives' to refer to students who have grown up in the realm of digital technologies and are fluent in them. Those who have not grown up in this environment and who may adopt these technologies are referred to as 'digital immigrants'. The concept is similar to the notion of the 'Net Generation' (Tapscott, 1998). This does not, however, preclude other non-native students, often targeted by widening participation schemes, from adopting these technologies. Intergenerational differences in the perceived usefulness and importance of digital technologies are minimal (Salajan, Schonwetter, & Cleghorn, 2010), and some researchers have questioned the assumed divide between digital natives and digital immigrants (Waycott, Bennett, Kennedy, Dalgarno, & Gray, 2010).

Visual thinking plays an essential role in solving problems and in learning mathematics. Many students do not understand how to graphically or geometrically represent problems and solve algebra problems. Visual thinking is the ability, process, and results of creating, interpreting, using, and imagining images and diagrams on paper or with technological tools, describing and communicating information and ideas, developing ideas, and understanding improvement. This research describes students’ visual thinking ability to solve integral problems. The approach used in this study was descriptive qualitative. The subjects in this study were three students from the Department of Mathematics Education at the State Islamic Institute of Tulungagung. The data were collected by using tests and interviews. The steps to analyze the data were categorization, reduction, exposure, interpretation, and conclusion. Based on the analysis of students’ visual thinking skills in solving integral problems, there were three levels of visual thinking: semi-local visual, local visual, and global visual. At the semi-local visual level, students could only understand algebraically, and they have not shown it graphically at all. Meanwhile, at the local visual level, they have already understood geometry as an alternative language and been able graphically represented problems or concepts, even though it was not perfectly done yet. While on a global visual level, they could perfectly visualize visual thinking indicators, understand algebra and geometry as alternative languages for problem-solving, extract specific information from diagrams, graph problems, and use them to solve problems perfectly.

Digital Technology Use in US Community-Dwelling Seniors With and Without Homebound Status

Medicine intertwines with arts as part of the wider field of humanities since its origin; they integrate creating a new synergy. Clinical diagnosis involves the observation, description and interpretation of visual information. These skills can be developed and trained by analysing visual art works. Visual thinking strategy (VTS) has been recognized as a legitimate cognitive tool (1,2). Thanks to a collaboration between our medical faculty (Sant’Andrea Hospital) and the Borghese Gallery and Museum we are piloting an innovative experience with small-group interactive sessions within the course of Methodology (3rd-year students). This activity is carried out under the tutelage of art education curators and faculty members. Sessions focused on the analyses of selected original paintings. Students were evaluated through pre- and posttest questionnaires and with short oral presentations. Discussion was warm and enthusiastic and students appreciated the interaction with faculty on a non-medical level. By engaging with art works, students learn a broader conception of human-ness, enhancing mindfulness, rendering learning enjoyable and meaningful. Museums as teaching labs are valuable resources for enhancing learning beyond the classroom walls. VTS in medicine encourages critical thinking and problem solving, thus improving clinical abilities by means of observation and clinical reasoning, promoting empathy and getting used with team work. These activities can be integrated with art works shown in the classroom as clinical triggers: several figurative paintings are shown within our course of human and clinical anatomy (first and second-year students), i.e. self-portraits of Piero della Francesca and Mantegna’s “Virgin and child” well illustrate goiter; Raphael’s La Fornarina and Rubens’ “The three graces” show breast cancer. Rombouts’ “Allegory of the five senses” is a nice introductory image for the sense organs as Bigot’s “A doctor examining urine” for the urinary tract. An art-based approach to teaching observational skills should be included continuously within required courses in the medical curriculum.

Brain Based Learning is a concept to create learning that is oriented towards attempting to optimize student’s brain potential. This study aimed at examine (1) Are there any differences in mathematical reasoning skills of students which are taught by Brain Based Learning approach and expository; (2) Are there any differences in the acquirement of students who are taught by Visual Thinking Brain Based Learning approach and Expository; (3) What steps to resolve the student’s answers related reasoning skills in each lesson; (4) What steps to resolve the student’s answers related to visual thinking abilities in each lesson. This study is a quasi-experiment research. The population of this study is all students of class VIII MTs Bunga Bangsa Medan. The first class experiment is given approach treatment of Brain Based Learning and the second class experiment is given expository approach treatment. In this research has been already developed several learning tools such as lesson plans and student activity sheets. The instruments are used to collect data in this study are: (1) the test of reasoning mathematic ability, (2) the test of visual thinking ability, (3) the steps of student’s answers related to reasoning ability, and (4) the steps of student’s answers related to visual thinking ability. The test is used a form of description that has been declared valid and reliable by the reliability coefficient of 0,84 and 0,86. Regression equations in the class of Brain-Based Learning approach is Y BBL = 35,47 + 0,75X BBL and in the Expository approach class is Y Eks = 24,68 + 0,83X Eks . Analysis inferential data is done by analysis of covariance (ANACOVA). The results showed that: (1) The ability of the student’s in mathematic reasoning application of Brain Based Learning approach is higher than expository approach. This is evident from the results ANACOVA for Fhitung = 8.3309 is greater than Ftable = 3.993. (2) The ability of student’s in mahtematic visual thinking in application of of Brain Based Learning approach is higher than expository approach. This is evident from the results ANACOVA for Fhitung = 6.7759 is greater than Ftable = 3.993. (3) the step of completion reasoning test is obtained who has answered correctly for Brain Based Learning class is more than the expository class and (4) the step of completion visual thinking test is obtained who has answered correctly for Brain Based Learning class is more than the expository class

The widespread use of digital technologies by digital natives has put a considerable amount of pressure on their educators, who are mostly digital immigrants, to recognize the relevance of digital connectivity, learn new ways of thinking and processing information of the digital natives, and integrate it into their teaching environments. The current study looks into these aspects while discussing the technology usage and practice of digital immigrant educators in higher education. A survey was conducted with a structured questionnaire on the technology usage and teaching strategies implemented by the digital immigrant educators to teach digital natives in higher education. The findings reported that digital immigrant educators must be accustomed to the a) diverse needs of digital native students and b) use and applications of digital technologies in order to create and practice interactive and collaborative teaching environments.

This study aims to find out: 1) Improvement of students 'visual thinking skills after being taught by using a problem-based learning model with a metacognitive approach, 2) Indicators of students' visual thinking abilities are more dominant after using the problem-based learning model with a metacognitive approach, 3) To find out the difficulty of students who are able to think visually in solving problem. This research belongs to the type of descriptive qualitative research. The research subjects were 23 students. The instruments in the data collection process were interview guidelines and test sheets. This study uses data collection techniques including test methods, interview methods and documentation. The results of the research process found that student difficulties as follows: 1) Weaknesses in calculating, 2) Difficulties of students in transferring knowledge, 3) Understanding of mathematical language is lacking, and 4) difficulties in visual perception. Factors that cause students to experience difficulty in solving visual thinking questions are as follows: 1) Factors that cause students to experience difficulty in solving problems are difficulties experienced by students in arithmetic operations, 2) Factors that cause students to experience difficulties in transformation are the ways of student learning that is only memorizing formulas that result in quickly forgetting, and lack of practice working on problems. Keywords : analysis, visual thinking skills, visual thinking, PBL models, metacognitive approaches. DOI: 10.7176/JEP/11-21-02 Publication date: July 31 st 2020

This paper considers the implications for networked learning of the perspective of dromology (Greek: dromos, 'running'). Theorists such as Virilio (1999; 2000), Adam (1998) and Eriksen (2001) have argued that the defining characteristics of our society, and an increasing source of its hazards, are its relentless acceleration and compression of time. The benefits claimed for networked learning environments - productive forms of accessibility, asynchronicity, flexible working, interactivity, instaneity, global reach, inclusivity and contemplative digital space, all appear challenged by dromological perspectives. These latter locate the rise of digital information technologies firmly within the neo-liberal ideology of globalisation, and see them caught inexorably within a logic of 'fast time'. This has dysfunctional effects in relation to creative thinking, deliberation, discernment and other conceptual processes. It has dystopian political effects in terms of the erosion of democratic and cultural space and the discrediting of action. The paper invites discussion of the validity of this challenge and whether it holds for a new generation of so-called 'digital natives' - 'the children of chaos'.

This study aims to investigate how students’ the ability of critical mathematical thinking ability, visual thinking and self-efficacy in the current trigonometry. Data were collected through the students’ answers, self-efficacy questionnaire and interview. The results obtained are then analyzed to see the students’ ability level in trigonometry. The result showed the students do not yet have the critical thinking ability are good but have good visual thinking ability in trigonometry. This is because students do not have the concept of underlying problem solving well. Furthermore, students feel less confident in their mathematical ability. This is evidenced of the analysis self-efficacy questionnaire. The results of this study encourage us as prospective teachers to find teaching methods that can help students understand the concepts of trigonometry well so that students love and eager to solve the problem of trigonometry.

Current students of higher education institutions are referred to as digital natives and so they are expected to have a good level of digital competence. The aim of the paper is to examine whether digital native students of non-technical study programs consider themselves ready for the digital transformation of education and whether, from their point of view, they meet the preconditions for such digital education. A survey (questionnaire) was conducted for this purpose. The results showed that most students have appropriate technical support for online education (technical equipment, internet connection and access to the necessary software). Most students have a positive attitude towards the use of digital technologies in general and specifically in education too. This result is consistent with the characteristics of digital natives. Consistency was also found in their self-assessment of their own level of technical skill (77.4% of students do not need help working with digital technologies or only to a small extent and 84.4% of students can actively participate in online education). The results also indicate students’ propensity for multitasking as a feature of digital natives (during online education, 77% of students use multiple devices at once and a total of 85.2% of students also engage in other activities during online learning). Most students are also satisfied with the support of the subjects they study in the form of e-courses. However, the preference for a particular form of study materials (printed or digital) is not such ambiguous.

Parkinson's disease (PD) is an age dependent neurodegenerative disorder with increasing prevalence. Digital technologies like computers and smartphones offer mobile telecommunication, diagnostic and monitoring and may connect the patient continuously with his healthcare team, providing disease related information, and support healthcare. Since the use of these technologies in western civilization is age dependent, possession and usage cannot be regarded as given in PD. In contrast to increasing efforts to implement digital technology into PD patient care, little is known about the use of computers, smartphones, and internet-affinity in PD patients. To evaluate the use of digital technologies in different age groups of PD patients. We developed a questionnaire adapted to the annual German microcensus on "use of digital communication technologies", allowing a comparison to the general population in Germany. 190 PD patients completed the questionnaire. About 75% of PD patients access disease related information on the internet. Patients across all age groups used computers and the internet as frequent or more frequently compared to the German population. Use of computers, smartphones, and the internet in PD was age dependent. Advanced PD patients with higher motor impairment used smartphones less often, while mobile phone usage was not reduced. The adoption of a digital lifestyle is present in the PD population, apart from smartphone usage, which is impaired by motor symptoms. Thus, future healthcare technologies are not hampered by the inability of PD patients to use the necessary tools, however, fine motor-skill requirements have to be acknowledged.

Due to the wide application of digital tools and the improvement in interactive technologies, design thinking might change in digital world comparing to that in traditional design process. This study aims to explore the difference of design thinking between three kinds of sketching tools, i.e. hand-sketch, tablet, and pen-input display, by means of conducting 27 sessions of design trials. Totally, nine industrial design students as the participants were recruited to develop the concept sketches. Each participant has to undertake three sessions, and use one of the three kinds of sketching tool in one session for about 40 min. With a retrospective interview survey to all the participants followed by a protocol analysis to the transcriptions of the interview, a coding framework including six visual think behavior codes (i.e. transform, manipulate, concretize, abstract, modify and timescan) and four visual thinking strategy codes (thinking, feeling watching/listening, and other) were developed, and used to analyze the difference of occurrence frequency of the visual thinking behaviors and strategies. Furthermore, a one-way ANOVA and stepwise regression analysis were applied to inspect the correlation of behaviors and strategies of design visual thinking. The results show the different roles of sketching tools in affecting the occurrences frequency of various visual thinking behaviors and strategies, and the correlation between visual thinking strategies and behaviors. The conclusion was made by proposing the approach facilitating the design concept development in design education within digital world as well as the suggestion to future research work.

The article examines the experience of using modern digital technologies to control and accurately assess the quality of students ' knowledge and skills. It is shown how digital technologies allow us to quickly implement high-quality pedagogical control and objectively assess with high accuracy the level of the student's knowledge, allowing us to conduct testing more efficiently and quickly, as they are able to automate the process of creating tests, evaluating them and reporting results. In addition, the positive side of the systematic control of knowledge based on the use of digital technologies is its objectivity, based on the realization of the possibilities of their informative functions, since they do not allow the teacher to influence the test results, and also allow to establish the accuracy of the answer. When performing this type of control, conditions are created under which the student is not afraid of the control procedure and does not try to invent new ways to increase the grade. Digital technologies allow the teacher to create individual training programs, which makes it possible to adjust testing to the needs of each student and create a personalized approach to the educational process. The teacher has the opportunity to objectively assess the real level of students' knowledge and their compliance with the declared competencies. Digital tests can be taken at any time and from any place, making the testing process convenient and accessible for students. The use of digital technologies to monitor knowledge can be motivating for students, as it allows them to participate more actively in the learning process and increase their achievements.
 The text of the article briefly describes the need for digital technologies in education, types and applications of control and diagnostic systems and online services, justified expediency and advantages of digital testing technologies, as well as examples of modern services and programs for creating tests. It is also noted that digital technologies make it possible to save test results and obtain statistics on student answers, which allows for a more objective analysis of the level of knowledge. The use of digital technologies also makes it possible to increase the efficiency of knowledge control and reduce time spent on preparing tests and evaluating results.

Objective To investigate the current status of critical thinking ability and commu-nication ability of nursing students, therefore providing reference for teaching reform. Methods The Critical Thinking Scale translated and revised by Pro. Peng MeiZi of Hong Kong Polytechnic University, and Supportive Communication Scale (SCS) edited by Whetten and his colleague were used to investi-gate nursing students' levels of critical thinking and communication ability among 176 selected nursing students in our college, with method of Random Cluster Sampling. Descriptive analysis, single sample t-test, and two independent sample t-test were applied to the collected data with SPSS l7.0. Results ①The average score of critical thinking for the investigated college nursing students was (264.54±29.94). 72.73% of them got 210~280 points, in which three items: cognitive maturity (t=4.695, P=0.000), open mind (t=4.016, P=0.000), and intellectual curiosity (t=2.973, P=0.003) were greater than 40 points. And the differences were statistically significant; compared to different individual character-istics, being a student cadre (t=3.494, P=0.001) or not is of statistical significance. ②The total average score of communication ability (t=3.219, P=0.002) for college nursing students, as well as the score of providing effective negative feedback (t=6.790, P=0.000) and supportive communication (t=4.267, P=0.000) were significantly higher than median 3.00. And the differences were statistically significant. Conclusion In order to improve the critical thinking ability and interpersonal communication ability of nursing students, and educate the nursing students to adapt to society and complicated clinical nursing environment, it is necessary to reform the curriculum setting, curriculum design and teaching method. Key words: Nursing students; Critical thinking ability; Communication ability; Investiga-tion and study