The article aims to explore which types of proximity approach can foster university–industry (U-I) collaborations for innovation and discuss the role of different dimension regional absorptive capacity in cooperation to promote inter-regional partnerships from “unbalance” to “coordination”. Therefore, we intercept 484 pairs of cooperative entities and analyze proximity effects and heterogeneity cross-regional U-I collaborations by hierarchical regression. The results show: (1) In non-local contexts, geographic distance is not a hamper for improving innovation performance. The economic development level has no significantly different effects on such a role. (2) Technological proximity plays a negative role in increasing innovative performance, and the eastern region has the most noticeable results. (3) The closer in social distance can get more innovation performance in eastern and western, but the central area negatively affects. (4) The U-I collaborations for innovation performance-enhancing advantages are not equal for all regions but are moderating by specific regional absorptive capacity dimensions. The areas with a higher level of internal human capital can get more catch-up effects. The lagging regions should increase talents to promote cross-regional cooperation for catching up. In contrast, the prosperous areas should take advantage of the talent-gathering effects to promote knowledge spillover.

This study demonstrates a new intangible cultural heritage (ICH) design course and its effectiveness of interdisciplinary teams with digital technology beyond conventional single-disciplinary teams. A design guideline for ICH was built on the basis of Bronfenbrenner’s Ecological Systems Theory (EST). Then, an evaluation standard involving five criteria (culture fit, creativity, aesthetics, experientiality, diversity) was established. Thirty students participated in the course and were divided into four teams of two types as follows: two interdisciplinary teams consisting of students from different backgrounds and two single-disciplinary teams consisting of students from the visual communication department. Experts assessed the design works and design process of the four teams according to the evaluation criteria as follows: (1) there are differences in the application of the ICH design guideline between the interdisciplinary approach with digital technology and the conventional teaching method, and (2) the ICH design course positively affects the five criteria. The interdisciplinary approach with digital technology in ICH design is more likely to stimulate students’ creativity. These findings emphasize the importance of new ICH design courses and provide insights for future design educators.

This paper aims to identify the changes in student behaviors that resulted from the switch from face-to-face (F2F) learning to computer-supported cooperative learning (CSCL) due to the coronavirus (COVID-19) pandemic. We constructed a triple-dimensional index with “thinking ability improvement”, “horizontal knowledge construction”, and “vertical social relationship evolution” to make comparisons. According to majors, we selected 23 students who registered for entrepreneurship courses from March to June 2019 in F2F and 23 students from March to June 2020 in CSCL formats. We utilized mixed methods, including experimental, content-based, and social network methods, to conduct evaluations. The results show the following: (1) Cooperative learning is beneficial in cultivating creative thinking for both F2F and CSCL groups. (2) The level of knowledge construction was slightly higher in F2F than that in CSCL in general. The effect of F2F learning in the early stage of the course was better, and in the later stage of the class CSCL attained a higher value. (3) For social abilities, the interactions in CSCL were closer than those in the F2F group. F2F cooperative learning was more prone to “fake cooperation” and free-riding behavior, whereas CSCL led to “pan-cooperation” and lacked the in-depth exploration of knowledge. Therefore, this pandemic provides opportunities for cooperative learning with in-depth exploration. CSCL offers sustainable and more hybrid learning activities that allow for the combination of online and offline learning to be experienced according to course contents.

As a reading comprehension strategy, mind mapping has a positive influence on the development of students’ reading ability. However, how mind mapping affects reading ability has not been well documented. In this study, we used eye tracking sensors to explore mind mapping’s effects on reading ability. The participants were foreign language learning university students in Dalian city, China. One group received foreign language reading teaching integrated with mind mapping training (experimental group), and the other group received regular foreign language reading teaching (control group). We analyzed eye movement indicators, including fixation-related indicators (number of fixations, fixation frequency, and mean fixation duration), regression count, saccade amplitude, and pupil diameter. In addition, the analysis of heat maps and fixation trajectory maps, which are specific tool for visualization of eye movement data and intuitive analysis of reading process, were explained. The results show that the number of fixations, fixation frequency, mean fixation duration, and regression count in the experimental group were all lower than in the control group, and the pupil diameter was larger than in the control group. The heat map and fixation trajectory map show convergence, mostly focusing on the position of keywords and key sentences, with relatively large saccade amplitude and more information obtained by one gaze. Moreover, they had a higher skipping reading rate, which enhanced reading speed to obtain information accurately and quickly. These empirical results indicate that mind mapping training was an effective method for improving students’ reading ability.

“Innovation driven” is the proper term for promoting regional sustainable development under the general goal of national high-quality development. University–industry collaboration (UIC) has become an important innovation resource for regional sustainable development. The study aims to analyze the influencing factors and mediating mechanisms of university–industry collaboration scientific and technological (S&T) and business activities oriented for regional sustainable development in 30 provinces in China (excluding Tibet). Specifically, we used the partial least squares (PLS) structural equation modeling method to test the effects of innovation climate and resource endowments on regional sustainable development through two mode pathways of university–industry collaboration activities. The results show that the innovation climate and resource endowments significantly affect UIC in scientific and technological innovation activities, and then affect the regional economic development and human capital. UIC S&T innovation activities play positive mediating roles in promoting regional sustainable development. In addition, the innovation climate does not significantly impact the business activities of UIC. Therefore, region can get a greater sustainable development through UIC S&T innovation activities than business activities. Much more UIC S&T activities can improve the economic development, human capital, and environmental conditions in the region.