Tzu-Hua Wang

Grounded in constructivist learning theory, experiential learning theory, and self-determination theory, this study explores the impact of integrating Virtual Reality (VR) into a featured natural science curriculum on junior high school students’ and teachers’ learning motivation and learning experiences. The participants comprised 330 students from 12 classes (Grades 7–9) in a Taiwanese junior high school. Over a three-year period, students engaged in a four-week course each semester, collaboratively producing and performing self-directed “VR Cherry Blossom Learning Videos.” A mixed-methods design was adopted. Quantitative data were collected using a validated VR Learning Motivation and Effectiveness Scale to examine pre- and post-test changes in learning motivation, attention, knowledge retention, and higher-order thinking. Qualitative data from semi-structured interviews further revealed students’ and teachers’ perceptions of interaction, attention, learning experience, and learning effectiveness. The findings indicate that VR instruction significantly enhanced both students’ and teachers’ curiosity, intrinsic motivation, and sustained engagement. Participants reported that the lessons were immersive, interactive, and enjoyable, fostering deeper understanding, professional reflection, and creative teaching practices. Seventh- and ninth-grade students demonstrated higher acceptance than eighth-grade students; classes with repeated exposure showed stable motivation and outcomes. Students who participated in VR creation and performance displayed stronger autonomy, competence, and relatedness. This study demonstrates that VR-based co-creative learning effectively enhances motivation, experience, and cognitive depth for both teachers and students, offering empirical evidence and pedagogical insights for implementing VR in secondary education.

This review investigates how individual reader characteristics and textual characteristics jointly influence cognitive processing during scientific text reading, based on eye‐tracking research between 2012 and 2025. A total of 37 studies focusing on scientific texts were analyzed to identify trends in research questions, methodologies, and metrics. The review highlights that reader characteristics—such as prior knowledge, reading ability, spatial skills, and attention‐shifting capacity—substantially affect eye movement behaviors. At the same time, features of the scientific text—structural organization, representational format, and complexity—influence how readers allocate attention and how researchers select and interpret eye‐tracking metrics. Readers with higher scientific reasoning or spatial ability tend to exhibit more strategic rereading patterns and greater attentional control, particularly when processing complex or contradictory information. The review also discusses the implications for adaptive learning, emphasizing the potential of eye‐tracking to inform differentiated instruction, enhance reading interventions, and support personalized feedback in science education.

Visual development in infancy is crucial for establishing neural connections and enhancing the growth of the visual center. Adequate visual stimulation supports cognitive learning, helping children integrate images, colors, and shapes. This research examines the design and use of a visual image teaching aid to guide children in exploring image cognition and developing fine motor skills. This study involved 70 kindergarten teachers who participated in a questionnaire survey about 60 children aged from 5 to 6 years old. The results show that visual graphic aids effectively promoted coordination, control, and the integration of visual and fine motor skills in children. Furthermore, these aids supported the development of spatial and environmental relationships through hands-on activities.

This research delves into the examination of the correlation between service learning and critical digital literacy among preservice preschool teachers in Taiwan, with a particular emphasis on the role of online social capital. The survey took place in Taiwan with preservice preschool teachers who willingly completed a questionnaire. Initially, there were 416 data samples for further statistical analysis. This study utilizes literature reviews and theoretical reflections to examine the observed variables and factors in the “Service Learning and Critical Digital Literacy Scales” (SLCDL) questionnaire. To assess these aspects, a Chinese questionnaire is used, covering “service learning”, “critical digital literacy”, and “online social capital”. Using partial least squares analysis, researchers investigate the intricate interplay of online social capital in shaping the nexus between service learning experiences and the advance of critical digital literacy competencies. These results showed that service learning increased critical digital literacy among preservice preschool teachers, and online social capital played a mediating role in this relationship between service learning and critical digital literacy. We should actively encourage preservice preschool teachers to increase their critical awareness by understanding vulnerability and experiencing reality from the perspective of community partners. In addition, we need to provide more service learning opportunities that incorporate online social capital to enhance their critical digital literacy.