Chun-Chun Chang

In vocational education and training, developing students’ communication, teamwork, reflection, and problem-solving skills has become increasingly important. Previous studies have integrated practical cases into metaverse-based courses using the Problem-Guiding, Exploration, and Reflection (PER) process supported by graphic organizers; however, students’ critical thinking depth has remained limited. To address this issue, this study proposed a graphic organizer-supported, co-reflection-based PER metaverse (GCR-PERM) learning model. An experimental study was conducted with 81 third-year nursing students enrolled in a Pediatric Epilepsy Management course at a university of science and technology in northern Taiwan. Forty-two students in the experimental group used GCR-PERM, while 39 students in the control group used a graphic organizer-supported self-reflection-based PER model (GSR-PERM). The results showed that GCR-PERM significantly improved students’ learning achievement, problem-solving tendencies, and collaboration tendencies compared with GSR-PERM. In terms of cognitive load, GCR-PERM did not increase mental workload, although it required greater mental effort. Regarding case-handling performance, the experimental group demonstrated significant improvements in judgment, accuracy, and application, but no significant difference was found in analysis. These findings indicate that GCR-PERM is an effective approach for enhancing nursing students’ case-handling and problem-solving abilities in metaverse-based learning environments.

Background: Health education aims to encourage individuals to voluntarily take action to improve their health. Throughout this process, adult learners can make informed decisions to change their behaviours and enhance their well‐being. In medical institutions, employing appropriate instructional strategies to facilitate changes in health behaviours is crucial for enhancing patients' health knowledge, attitudes, and skills. Objective: Health education courses within hospitals are based on the Selection‐Instruction‐Practicing‐Evaluation (SIPE) model, which is grounded in the self‐determination theory (SDT). Due to constraints in human resources, the traditional SIPE (T‐SIPE) mode is generally carried out with one‐way practice without evaluating learners' outcomes or providing personalised feedback. This limitation hampers patients' self‐care abilities and self‐confidence. By referencing the embodied cognition theory, a robot‐based SIPE (R‐SIPE) approach was proposed to enhance patients' cognitive engagement. Method: To assess the approach, a true experiment was conducted in a health education course by randomly assigning 90 subjects to the experimental and control groups, adopting the R‐SIPE and T‐SIPE modes, respectively. Results and Conclusions: The results revealed that the R‐SIPE group showed better learning achievement, self‐confidence, technology acceptance, and learning satisfaction compared to the T‐SIPE group. It was concluded that using robots to provide interactive learning, personalised materials, practice tests, and evaluation had great potential in health education. It is therefore suggested that different health education courses be developed to enhance patients' self‐care abilities and increase their confidence in dealing with diseases.

Background: For learners with intellectual disability, it is a challenge and crucial issue to foster their life skills. These learners generally encounter several problems during the learning process, such as difficulties paying and maintaining attention, difficulties with memory and application and slow learning ability. Life skills training can help them facilitate their physical functions, maintain cognitive memory ability and strengthen their ability to play a greater role in society.Objective: Conventional training for learners with intellectual disabilities is generally taught with traditional lectures and demonstrations, which could lack interaction and immediate feedback. To address this issue, by referring to the attention, relevance confidence and satisfaction motivational model, a digital game‐based training approach is proposed.Method: To confirm the effectiveness of the approach, this study experimented with a life skills training course for learners with intellectual disabilities using a pre‐ and post‐test design for 6 months. One class of learners comprised the experimental group trained with the digital game, while the other class was the control group that learned with conventional training. The learners' learning achievement, anxiety level, learning attitude, problem‐solving tendency, learning satisfaction and learning perceptions were assessed.Results and Conclusions: The findings indicate that digital game‐based training enhanced the learning achievement, learning attitudes, problem‐solving tendency and learning satisfaction of students with intellectual disabilities, while also reducing their anxiety levels.