Background: This study developed an energy management system (EMS) via internet-of-things (IOT) for lighting control on a university campus in Taiwan. Material and methods: The system structure of EMS was composed of five layers: a network layer using WebAccess, an application layer using...

This study aims to evaluate the factors influencing the acceptance of augmented reality among students within an automation system. The researchers of this study adopted the technology acceptance model (TAM) and gathered data to examine the path relationships among key variables: perceived usefulness, perceived ease of use, attitude toward use, and behavioral intention to use, all of which impact system acceptance. A survey was administered to students to gauge their perspectives on integrating augmented reality into the automation system. The study sample consisted of 41 students enrolled in the automation system course where augmented reality was utilized in teaching. Utilizing the partial least square approach, the hypothesis model was analyzed. The results revealed a lack of significant correlation between perceived ease of use and perceived usefulness in relation to augmented reality usage. However, perceived ease of use positively influences students’ behavioral intention to use, while perceived usefulness significantly affects behavioral intention to use through augmented reality. Notably, perceived usefulness exhibits a significant relationship with both behavioral intention to use and attitude toward use in the context of augmented reality usage. Moreover, perceived ease of use positively affects attitude toward use for students within the context of automation systems with augmented reality. Furthermore, no significant relationships were observed between attitude toward use and behavioral intention to use, nor between perceived ease of use and perceived usefulness regarding augmented reality usage. This study offers valuable insights for educators in the field of engineering and technology who are engaged in training and sustainability development programs.

This study used expert interviews and the DEMATEL method to explore the influencing factors affecting the evaluation of the good and cognitive response of video communication and visual perception in social media and for the benefit of facilitation of the implementation in improving the overall video communication and visual quality in social media in the related fields of communication, advertising, and visual design. Correspondingly, it could provide educators and practitioners in the field with a foundation to maximize the effectiveness of allocating resources to these influencing factors. This study explored the influencing factors of video communication and visual perception in social media and evaluated the causality, relevance, and degree of materiality among different factors. The results of this study indicated that the six dimension factors, including like (X8), feeling satisfied (X9), feeling of attractiveness (X11), a good sense of shape contour (modeling) (X12), good visual characteristics (X13), and a good sense of color (X14), showed a high degree of connection (prominence) with other dimension factors. Improving the quality of these six factors could help solve the problem while promoting a good feeling about the other factors.

This study investigated the effects of using different online instant response systems (IRSs) on students, particularly in remedial mathematics classrooms. To achieve the goals, this study applied a mixed-methods approach to examine the effects on learning performance, intrinsic motivation, and self-efficacy. The participants were the seventh-grade junior high school students; they were randomly divided into three experimental groups, Kahoot-based IRS, Quizlet-based IRS, and control group. The results indicated that students in the Kahoot-based IRS performed significantly better in mathematics learning performance and reported higher learning interests, choice, and group self-efficacy. Meanwhile, students in the Quizlet-based IRS remedial classroom reported more positively on learning interest, value, effort, and choice than to the control group.