The ability to solve complex realistic problems is the most important requirement for being a good scientist or engineer. Here we present a theoretical design for improving the effectiveness and efficiency in teaching technical problem solving at the post-secondary level. The approach brings together theoretical ideas and empirical results from (a) evidence-based instructional practices, (b) development of expertise through deliberate practice, and (c) a decision-based framework for complex problem solving. This design involves explicit practice and feedback on making the set of decisions that define the problem-solving process of skilled scientists and engineers. We provide a template for instruction based on this design. This design also provides a way to assess problem-solving skills that is more accurate than traditional examinations. 

This article is an exploration of the teaching and optimization reform project of computer technology application courses. According to the teaching status of a strong theoretical course, this paper takes the course of Pattern Analytics as an example to explore how to enhance students’ understanding of theoretical knowledge, enthusiasm, and realization ability by increasing practice of theory-related practical projects in the real world.

Research showed that one in six of college students in Taiwan suffered from depression. In addition, the World Health Organization also pointed out that global anxiety and depression cases increased by 25% in the first year (2020) of the COVID-19 pandemic. The purpose of this study was to assess if the Mindfulness-Based Cognitive Therapy (MBCT) course could help students improve concentration, reduce stress, manage emotions, and change cellphone habits. The methodology of this study was using a questionnaire survey, which included qualitative and quantitative questions, a five-point scale questionnaire (from “Not at all improved” to “Extremely improved”). In addition, the Chinese version of Mindful Attention Awareness Scale (CMAAS) measurements were taken before and after the MBCT course. The results of this study showed that nearly 60% of the students expressed that the MBCT course could effectively improve their concentration, 83% of the students thought that it significantly reduced their stress, and 86% of students’ feedback showed that it improved their emotional management. However, most students expressed that this course did not help them much in the change of cellphone habits. Therefore, this study suggests that universities in Taiwan should offer more mindfulness-based courses, including online mindfulness courses to help students learn more effectively and improve their physical and mental health, especially during the pandemic.

The study explores the use of a WeChat social media group and a Moodle-based, e-learning platform “iSpace” in relation to the academic performance of students majoring in Communication at a higher education institution in China. The constructivist learning approach and Technology Acceptance Model (TAM) were used as a quantitative investigation model in a survey of 500 postgraduate students. Specifically, the study aims to investigate how students studying in the field of Communication use technological resources to achieve their desired level of academic performance. According to the course intended learning outcomes (CILOs) of Foundations of Communication Study and the programme intended learning outcomes (PILOs) for the graduate students the relevant aspects of students’ performance can be categorized as cognitive and affective. There are two kinds of learning tools employed by Communication students in their major courses, a messaging app, and an e-learning platform: a WeChat group and iSpace, a local version of the “Moodle” virtual learning environment. Previous studies of WeChat have generally investigated it as a social media application rather than as an educational resource. The present study complements the survey with qualitative in-depth interviews and focus groups to examine how both WeChat and iSpace impacted students’ academic performance. The findings of this study redefine WeChat’s role from a simple messaging app to a form of learning support. 

Hitherto it has been a real challenge to integrate innovations in advanced quantum computing and AI to supply a practical, intelligent program trading system. Particularly challenging to the financial technology community is quantum finance, which is based on modern technologies that draw upon quantum theory and quantum anharmonic oscillation. There are numerous hybrid economic forecasts with the combination of deep network and various AI technologies recommended with the growth in AI innovation in the past decades. In this paper, we demonstrate how higher education has addressed this critical subject area, namely the development of high-level, cutting-edge AI related, computer technology in the area of financial trading. State of the art AI innovations, including deep networks, fuzzy logic, genetic algorithms and chaos theory are incorporated into MetaTrader platform to design cutting-edge and functional AI-based program trading workshops providing students with hand-on experiences of exactly how to apply such innovation to the real-life economic market and also how to plan for a future career in the growing professional area of AI-fintech.