Joni Tzuchen Tang

Purpose: This study develops an extended reality game-based learning (XR-GBL) approach for engaging family groups in museum learning. An XR-GBL service was provided to foster reciprocal and balanced caregiver-children interactions. This study intends to investigate the influence of XR technologies on museum learning, with a particular focus on their characteristics and on children’s learning outcomes. Design/methodology/approach: An XR-GBL service was implemented in a science museum to engage family groups in learning. The study examined the effectiveness of learning with the XR-GBL approach and the conventional GBL approach. A mixed-method study was conducted to examine how the families evaluate their experiences with the two approaches. Besides, the drawing analysis technique was used to examine the children’s learning outcomes. Findings: The results showed that the XR-GBL approach has transformed the nature of museum learning. Additionally, the XR-GBL approach significantly encouraged children to inquire about the exhibits and improved their detailed observations. Originality/value: This study suggests that encouraging young children’s active engagement in museum learning may facilitate more balanced and meaningful interactions between caregivers and children. The study provides empirical evidence for promoting family group learning in museums. The results could be used to develop XR applications for intergenerational learning.

The issue of professional autonomy among teachers in Taiwanese private kindergartens has grown increasingly critical in the context of professional learning and development (PLD) within early childhood education. This study adopted action research within a collaborative learning community framework, implementing the Systemic Practical Situated Reflection (SPSR) mechanism over 18 months. Professional autonomy is defined as teachers' capacity to make informed decisions regarding their teaching practices and professional growth. The findings of this study indicate that: 1) the involvement of experts within the learning community promotes reflective practices from diverse perspectives, which enhances teachers' autonomy; 2) the SPSR mechanism effectively supports professional growth within this community; and 3) ongoing weekly reflections empower teachers to address and overcome challenges in their educational environments. The SPSR framework developed in this study provides valuable insights into how professional autonomy can be fostered among educators, offering a model for PLD that can be applied beyond the context of Taiwanese private kindergartens.

As technology reshapes educational paradigms, traditional picture books have evolved into interactive, game-based versions that blend storytelling with dynamic, immersive elements. This study investigates the effect of an interactive game-based picture book on creativity among elementary school students, using a semi-experimental design. Two classes were selected as experimental and control groups, and the study employed self-designed digital tools and diverse assessment measures to evaluate creativity across dimensions such as fluency, flexibility, and originality. Results showed significant improvements in all creativity dimensions, with the experimental group exhibiting higher gains in originality due to the interactive, game-like features. These findings underscore the transformative potential of interactive game-based picture books in fostering creativity and call for further refinement in their design and implementation for educational use.

Taiwan's education landscape has undergone profound changes in the aftermath of the COVID-19 pandemic. Educators, students, and campus environments have all adapted to digital learning, facilitating a smoother transition to blended learning in the post-pandemic era. This study utilizes spatial production theory, blended teaching methodologies, and cooperative learning approaches to investigate the impact of collaborative learning on the efficacy of blended teaching. Findings indicate that elementary school students encounter challenges transforming digital materials into topic discussions, hindering peer discussion and interaction in cooperative learning settings. Consequently, the learning outcomes slightly lag those of the control group engaged in individual learning. However, the overall performance tends to concentration and improvement, as evidenced by the standard deviation.