Many forms of Intangible Culture Heritage (ICH) are fast disappearing. The Lantern Festival is an important part of Chinese tradition and a critical ICH of Taiwan. However, few young people attend ICH activities. Given the importance of ICH education, this study describes what participants learned after lantern exhibitions that combined Augmented Reality (AR), mobile websites, and Paper-based Exhibition Brochures. This study evaluated what a cohort of college students (n = 115) learned about ICH through experiments and questionnaires. The results show that the public understood ICH better through digital technology. All participants thought that applying AR to ICH was good for the public to gain more information on lantern culture, although it took a lot of time to learn the new technology. The results also encouraged the application of AR to engage in ICH education. Therefore, a large number of digital technologies that are popular among young people should be used as part of ICH education in order to improve their cultural awareness and learning motivation.

In the digital age, the application of Artificial Intelligence (AI) has become an irreversible trend, with its potential in the field of education being particularly noteworthy. However, there are currently few AI education programs for children in Taiwan, and there is a lack of systematic teaching resources and methods, which poses a major challenge to the promotion of AI education. To address this challenge, this study designed a tailor-made AI curriculum for children in Taiwan, aimed at enhancing their foundational knowledge in the AI field and skills in using generative AI. This study was conducted in Taiwan, involving 30 elementary school students from grades 3 and 4, employing a single-group pre-test and post-test research design. Data were collected and analyzed through pre-and post-tests on AI knowledge quizzes and AI knowledge self-assessment, as well as the expert consensual assessment technique and the pupils’ attitude toward technology survey questionnaire. Research shows that students who participated in the AI course significantly improved their test scores on AI knowledge before and after the course. The students AI knowledge increased by 62.75%, demonstrating the course’s effectiveness and showing a positive attitude towards AI technology. Additionally, the student’s project outcomes demonstrated a high level of creativity. The students exhibited an enhanced interest and positive attitude towards learning AI, expressing a willingness to participate in more AI educational courses. This work provides valuable experience and guidance for the future integration of AI technology in children’s education, offering practical guidelines for teachers and researchers on how to effectively teach AI knowledge, as well as serving as a robust reference for educational policy makers in formulating strategies to promote AI education.

The shock-induced melting of porous aluminum samples of two different porosities occurred at pressures about 116 GPa and 81 GPa based on measurements of the sound velocity and shock temperature. An equation of state for porous aluminum was developed from these results, and the anharmonic parameters were determined quantitatively. The variation in the shock melting pressure, melting temperature, and anharmonic parameter with porosity are explored.

Religious diversity education has become increasingly prominent in the last few years. As the region with the second-highest religious diversity globally, Chinese Taiwan provides its students religious education early on, thus minimising misunderstandings and discrimination on the basis of religion. To diversify teaching methods, educators have adopted interactive technology as one of the primary teaching aids. This study aims to develop and evaluate the impact of an interactive technology, augmented reality (AR) in the provision of religious education. A series of experiments were conducted during the 2020 Taipei Lantern Festival of Religious Education Exhibition to explore whether using the interactive technology system significantly improved learning outcomes in comparison to traditional learning methods. To this end, a total of 50 elementary students across two experimental (n = 24) and control (n = 26) groups were recruited to participate in the study. A mixed-methods approach was used to analyse students’ subjective and objective learning outcomes. The results of the study showed that the experimental group performed significantly better in both subjective and objective learning outcomes. The findings obtained from the open-ended questions showed interactive AR technology system use positively affected the learning process. In conclusion, this study proposes that combining religious diversity education with interactive AR technology has the potential to improve students’ motivation, engage their interest, improve learning outcomes, and contribute to an increased awareness of religious diversity. It may also be helpful in limiting students’ cognitive overload during the learning process.

This study is aimed to teach autistic children to learn social reciprocity and emotional expression through social stories, and build a social story teaching aid system with the aid of sequential computational thinking as learning strategy as well as Chibitronics and Makey Makey. This system can make autistic children to learn situational content from social stories, understand the social stories through computational thinking and arrange corresponding sequential structure. In this study, we recruited three 9 year-old autistic children, carried out teaching experiments four times and observed their behavior for story plot. It showed that technical teaching aid can improve autistic children's learning motivation and interests and provide them with contextual cue of social situation, helping build their social recognition and social reciprocity into social situation and their social reciprocity skills. I believe that autistic children can improve their social reciprocity and emotional expression skills with the help of sequential computational thinking and social teaching aid system designed with Chibitronics and Makey Makey.

In addition to extending traditional customs, the Lantern Festival of Taiwan is aimed to attract more tourists, showing cultural connotation. Recently, augmented reality creates more chances for tourism. With the help of augmented reality, tourists can access more information and knowledge on the telephone, which increases interaction of experiential learning and effect of study tour. In an individual case of Lantern Festival of Taipei entitled “Praying Together to Safeguard Taipei. Exploring This City ' s Hundred Years of Glory” in 2020, we explore the audience feedback for application of augmented reality to festival activities through questionnaire. According to this study, combing the traditional lantern process show with augmented reality cannot only create a new experience for tourists, but also improve tourists’ interests in traditional lantern.