• Jubal Tan Jie Min 陳傑皿

       Email: 113zm1023@nccu.edu.tw

• Participation (10%)


• Group-led discussions (20%)


• Class engagement (20%)


• Ed Tech case report (10%)


• Final report (30%)


• Peer review (10%)

Weekly Assigned Readings:

(All readings will be downloadable through the online learning portal)

[2-1] Dimitriadou, E., & Lanitis, A. (2023). A critical evaluation, challenges, and future perspectives of using artificial intelligence and emerging technologies in smart classrooms. Smart Learning Environments, 10, Article 12.

[2-2] Kerimbayev, N., Adamova, K., Shadiev, R., & Altinay, Z. (2025). Intelligent educational technologies in individual learning: A systematic literature review. Smart Learning Environments, 12, Article 1. https://doi.org/10.1186/s40561-024-00360-3

[3-1] Salih, S., Husain, O., Hamdan, M., Abdelsalam, S., Elshafie, H., Hashim, E. A., & Motwakel, A. (2025). Transforming education with AI: A systematic review of ChatGPT’s role in learning, academic practices, and institutional adoption. Results in Engineering, 25, Article 103837.

[3-2] Rafikova, A., & Voronin, A. (2025). Human–chatbot communication: A systematic review of psychological studies. AI & Society. https://doi.org/10.1007/s00146-025-02277-y

[3-3] Labadze, L., Grigolia, M., & Machaidze, L. (2023). Role of AI chatbots in education: systematic literature review. International Journal of Educational Technology in Higher Education, 20, Article 56. https://doi.org/10.1186/s41239-023-00426-1

[4-1] Kärchner, H., Trautner, M., Willeke, S., & Schwinger, M. (2022). How handheld use is connected to learning-related factors and academic achievement: Meta-analysis and research synthesis. Computers & Education Open, 3, 100116. https://doi.org/10.1016/j.caeo.2022.100116

[4-2] Eom, S. (2023). The effects of the use of mobile devices on the e-learning process and perceived learning outcomes in university online education. E-Learning and Digital Media. Advance online publication. https://doi.org/10.1177/20427530221107775

 

[5-1] Davis, D. Z., & Chansiri, K. (2019). Digital identities – overcoming visual bias through virtual embodiment. Information, Communication & Society, 22(4), 491–505.

[5-2] Triberti, S., & Durosini, I. (2023). What Is the Psychological Role of the Virtual Self in Online Worlds? A Scoping Review. Multimodal Technologies and Interaction, 7(12), 109.

[6-1] Yilmaz, R. M., & Keser, H. (2022). Student‑teachers’ sense of belonging in collaborative online learning. Education and Information Technologies, 27, 4501–4522.

[6-2] Jeong, H., & Hmelo‑Silver, C. E. (2021). CSCL affordances for building community and social presence. In Computer‑Supported Collaborative Learning: An Overview. ScienceDirect Topics.

[6-3] ResearchGate Study (2021). CSCL and social creativity: A case study of fashion design. Research in Social Creativity, 7(1), 23–40.

[7-1] Harahap, T. R., Nasution, B., Nasution, F., & Harahap, A. N. (2023). Digital Narratives: The Evolution of Storytelling Techniques in the Age of Social Media. International Journal of Educational Research Excellence, 3(2). https://doi.org/10.55299/ijere.v3i2.1004

[7-2] West, C. H., Rieger, K. L., Kenny, A., Chooniedass, R., Mitchell, K. M., Klippenstein, A. W., Zaborniak, A.-R., Demczuk, L., & Scott, S. D. (2022). Digital Storytelling as a Method in Health Research: A Systematic Review. Qualitative Health Research, 32(13), 1975–1990. https://doi.org/10.1177/16094069221111118

[8-1] Deng, R., & Gao, Y. (2023). A review of eye tracking research on video-based learning. Education and Information Technologies, 28(6), 7671–7702. https://doi.org/10.1007/s10639-022-11486-7

[8-2] Busjahn, T., Schulte, C., Sharif, B., Bednarik, R., & Begel, A. (2014). Eye tracking in computing education. Proceedings of the Tenth Annual Conference on International Computing Education Research (ICER '14), 3–10. https://doi.org/10.1145/2632320.2632344

[10-1] Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic review of the literature. Computers in Human Behavior, 87, 192–206. https://doi.org/10.1016/j.chb.2018.05.028

[10-2] Alexiou, A., & Schippers, M. C. (2018). Digital game elements, user experience and learning: A conceptual framework. Education and Information Technologies, 23(6), 2545–2567. https://doi.org/10.1007/s10639-018-9730-6

[13-1]Becker, C., Maemura, E., & Moles, N. (2020). The Design and Use of Assessment Frameworks in Digital Curation. Journal of the Association for Information Science and Technology, 71(1), 55–68. https://doi.org/10.1002/asi.24209

[13-2] O'Carroll, A., & MacLoughlin, D. (2018). Digital curation on a small island: A study of professional education in Ireland. Digital Library Perspectives, 34(1), 2–13. https://doi.org/10.1080/23257962.2018.1425135

[14-1] Ashok, M., Madan, R., Joha, A., & Sivarajah, U. (2022). Ethical framework for Artificial Intelligence and Digital technologies. International Journal of Information Management, 62, Article 102433. https://doi.org/10.1016/j.ijinfomgt.2021.102433

[14-2] Mü ller, Vincent C. (2022), ‘The history of digital ethics’, in Carissa Ve liz (ed.), Oxford handbook of digital ethics (Oxford: Oxford University Press). https://academic.oüp.com/edited-volüme/37078