• Journals

The Integration of Multimodality Into Tertiary Mentoring Activities

Multimodality pedagogy has been widely in education and multimodality refers to using different modes for meaning making. This study integrated multimodality into undergraduates' mentoring activities in a northwest university in Taiwan. The analysis of the documents, interviews, and observations reached the following major conclusions. First, six multimodal mentoring activities were designed and consisted of linguistic, verbal, and aural modes, but not the spatial mode. Second, the undergraduates held positive attitudes toward these multimodal mentoring activities for their structure-oriented, interactive, and inspiring features. Undergraduates' positive mindsets were also fostered by these multimodal mentoring activities for future classroom practice. Implications on effective designs and implementations of multimodal mentoring activities were provided.

• Journals

Contrasting the Influence of Teacher Belief and Absence of Belief on Students' Affective Learning

This study aimed to explore how a teacher belief brings fruitful and effective students' affective learning, including their positive feeling toward learning and better evaluation both on the subject and the teacher. It took two years to examine the outcome. Comparing teachers who don't embrace belief and the ones practicing personal belief showed significant differences on students' affective learning. This study examined teachers' verbal behaviors utilized while teaching, focusing on those teachers who do not carry belief and the ones who practice personal belief. The study was conducted quantitatively by recruiting 322 students to answer the same questionnaire voluntarily and anonymously. In 2021, 151 students (1^(st) group) participated in this study that was conducted by a group of senior students. The following year of 2022, 171 students (2^(nd) group) participated in this study, using questionnaires to evaluate the verbal behaviors of a teacher who practiced Christian beliefs when teaching. A significant difference was apparent in these two groups, t (320) =6.72, p <.001. Five affective aspects also statistically different between two groups via t-test and Pearson correlation, and descriptive statistic provided further information. A much more positive influence on students' affective learning on the 2^(nd) group students' response included: (1) behaviors recommended by the teacher, (2) students' feelings toward course content, (3) students' evaluation of their teacher, (4) students' engagement in class, and (5) students' future enrollment in a related subject. The findings reveal a teacher should embrace his/her personal belief and practice it while teaching. The end of this manuscript provides detailed pedagogical discussions, limitations of this study with some suggestions for future research.

• Journals

Unlocking Potential: CDIO Integration in Literature Learning

Over the last several years in Taiwan, CDIO (Conceiving - Designing - Implementing - Operating) program has received significant attention in higher education settings. As a new and stimulating area of education in Taiwan, the CDIO program (www.cdio.org) was originally an innovative educational framework for producing next generation engineers, but now a new version of this program is applied in both science and liberal arts. In language education and professional teacher development, Manning, Morrison and McIlroy (2014) state that "there may be a role for using a new approach for flipped learning whereby students develop their knowledge around a topic outside the classroom then come together in class to share their understanding and views, with the teacher facilitating the interactions, maintaining an appropriate group dynamic and introducing further issues and content as appropriate" (p. 295). Despite ongoing discussions over implementing CDIO in higher education, debates and critiques of CDIO seldom pay close attention to current college students' perceptions and attitudes toward CDIO. The purpose of the qualitative study is to explore the pedagogical integration of the CDIO program and the transactional literature discussion into students' literature learning and evaluate students' responses in two elective literature courses. CDIO for undergraduate students in liberal arts means engaging in practical and cross-disciplinary project-based work. In this study, where CDIO served as the specific motivational and innovative components in the transformation in English as a Foreign Language (EFL) literature education, students who register either the "Juvenile and Children's Literature" or "Introduction to American and English Literature" course would take initiatives to conceive their ideas and follow certain steps needed for operating and completing group projects. The data were collected utilizing three techniques: teacher/researcher's field notes and observation of students' group discussions, an open-ended questionnaire, and focus group interviews. The findings of this study, themes of power of engagement, vital role of social interaction, and nurturing awareness, would provide both students' positive and challenging aspects regarding the integration of the two programs. Additionally, pedagogical obstacles and potential solutions are also presented.

• Journals

Elizabeth Barrett's "Dreadful Outer Brink"

• Journals

Affective Immersion Factors in Metaverse Media

In recent years, the development of immersive media technology has been widely used in diverse fields such as art, education, business, and medicine, creating multiple creation expressions and new sensory design experiences. It is often seen using video media to create an immersion atmosphere in churches. The relationship between people and media has created a more profound sense of interactivity and connection in the blurring boundaries between reality and the virtual world. It also brings viewers an unforgettable, exciting, and unique surprise of visual, auditory, and even five-sense feasts, achieving an extraordinary experience of tranquility and healing for the body, mind, and soul. However, what factors induce one's immersion into a media context? The study aims to explore the factor quality attribute of augmented immersive media and profit for audiences' preferences. The primary research method is the evaluation grid method (EGM) to elicit "original reason," "abstract items," and "concrete elements". Then, based on the KANO binary quality model, the two-way question and answer results in the factor quality attributes (attractive factor, one-dimension factor, must-be quality, indifference quality, reverse quality). Besides, apply factor analysis to explore the leading charming factors of augmented immersive media factors. The conclusion and suggestions provide the related research and further practical artwork production for reference.