Type of Credit: Elective
Credit(s)
Number of Students
This graduate-level course explores the dynamic intersections of new media, emerging technologies, and their impact on learning, communication, and human interaction. Students will critically engage with topics including smart classrooms, AI and chatbots, mobile devices, virtual worlds, online communities, digital storytelling, eye-tracking techniques, video games, digital curation, and digital ethics. The course also features invited talks and a field trip to EdTech Taiwan 2025, giving students opportunities to connect theoretical insights with real-world practices. In addition to seminar discussions and critical readings, students will explore and observe the functionality of new technologies to deepen their understanding of how they influence education, human behavior, and social interaction.
能力項目說明
|
Week |
Topic |
Content and Reading Assignment |
Teaching Activities and Homework |
|
1 (9/4) |
Orientation |
Course overview Kick-off big questions |
L/D |
|
2 (9/11) |
Smart Classroom |
Assigned reading: [2-1][2-2] |
L/D/C |
|
3 (9/18) |
AI & Chatbots |
Assigned readings: [3-1][3-2][3-3] |
L/D/C |
|
4 (9/25) |
Mobile devices |
Assigned readings: [4-1][4-2][4-3] |
L/D/C |
|
5 (10/2) |
Virtual Worlds |
Assigned readings: [5-1] [5-2] |
L/D/C |
|
6 (10/09) |
Online Communities |
Assigned readings: [6-1] [6-2][6-3] |
L/D/C |
|
7 (10/16) |
Digital Storytelling |
Assigned readings: [7-1][7-2][7-3] |
L/D/C |
|
8 (10/23) |
Eye-tracking techniques |
Assigned readings: [8-1][8-2] |
L/D/C |
|
9 (10/30) |
Invited Talk |
||
|
10 (11/6) |
Video Games |
Assigned readings: |
L/D/C |
|
11 (11/13) |
Fieldtrip: Exploring EdTech Taiwan 2025 |
||
|
12 (11/20) |
EdTech Taiwan 2025 Roundtable |
Student selected cases |
C/D |
|
13 (11/27) |
Digital curation |
Assigned readings [13-1] [13-2] |
L/D/C |
|
14 (12/5) |
Digital ethics |
Assigned readings [14-1][14-2] |
L/D/C |
|
15 (12/12) |
Final Presentation |
Group A (1-3)
|
|
|
16 (12/19) |
Final Presentation |
Group B (4-6)
|
|
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] Xia, H. (2025). The impact of human–chatbot interaction on interpersonal communication intentions. Communication Research, 52(1), 3–23. https://doi.org/10.1177/00936502221103588
[3-3] Laymouna, M. (2024). Roles, users, benefits, and limitations of chatbots in healthcare: A systematic review. Journal of Medical Internet Research, 26(1), e56930. https://doi.org/10.2196/56930
[4-1] Zheng, L., & Zheng, G. (2022). Influencing factors on the success of mobile learning: A systematic review and meta-analysis. Education and Information Technologies, 27(3), 2951–2975. https://doi.org/10.1007/s10639-020-10338-8
[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] Nagle, F., Wolf, M., & York, J. (2018). Digital game elements, user experience and learning: A conceptual framework. Education and Information Technologies, 23(3), 1051–1064. 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] Feng, Y. (2023). Media ethics in the digital world: Emerging technology concerns and COVID-19 lessons. Journal of Media Ethics, 38(1), 60–63.