特別講演会：国立清華大学（台湾）教授による合同講演会 11/27(金)

特別講演会：国立清華大学（台湾）教授による合同講演会

• 演題： テクノロジーに基づくエビデンスを通じた未来教育へのエンパワーメント：国立清華大学（台湾）の見解
• 日時：2026年11月27日（金）18:00～19:00
• 会場：早稲田大学早稲田キャンパス3号館304教室
• 対象：学生、教職員、一般
• 使用言語：英語
• 参加費：無料
• 交通、キャンパスマップ：https://www.waseda.jp/top/access/waseda-campus
• 問い合わせ先：早稲田大学教育・総合科学学術院　教授　原田哲男　[email protected]

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Special Lecture:Joint Lecture by Professors from National Tsing Hua University, Taiwan

• Session Title: Empowering Future Education Through Technology-Based Evidence: Perspectives from National Tsing Hua University
• Date and time: 18:00 – 19:00 JST, Friday, November 27, 2026
• Venue:Room 304, Building 3, Waseda University (Waseda Campus)
• Audience: Students, faculty, staff, and general public
• Language: The talk will be given in English.
• Admission: Free
• Transportation and campus map: https://www.waseda.jp/top/en/access/waseda-campus
• Contact Info:Tetsuo Harada, Faculty of Education and Integrated Arts and Sciences Waseda University              [email protected]

Speaker 1

Name: Professor Tzu-Hua Wang
Dean, College of Education, National Tsing Hua University

Title:
From Prompts to Pedagogy: Creating Quality Learning Materials with GenAI

Abstract:
Making digital and AI-supported science learning cognitively grounded, evidence-based, and trustworthy requires systematic alignment between learner cognition and instructional design. This presentation introduces a comprehensive research framework at National Tsing Hua University that examines how learners process scientific information, how digital systems can diagnose and respond to learning needs, and how instructional quality can be governed responsibly. First, by integrating eye-tracking, EEG, behavioral performance, and complementary measures to investigate visual attention, cognitive load, and comprehension across different readers, texts, tasks, and processing stages, this work demonstrates that physiological indicators do not map directly onto cognition; valid interpretation requires contextualized, multimethod evidence. Second, it connects technology-enhanced assessment and adaptive learning approaches—including concept diagnosis, validated competency measurement, dynamic assessment, graduated prompts, and personalized materials—to transform learner and course evidence into actionable support. Third, it advances trustworthy and effective digital teaching by embedding misconception diagnosis, conceptual-change strategies, generation constraints, and explicit quality criteria into iterative GenAI generation-evaluation workflows, while clarifying the roles of technology, teachers, validated assessment, professional learning, and human oversight. Collectively, this work translates theory into interpretable analytical frameworks, executable design principles, and classroom-ready systems that improve learning while preserving scientific accuracy, pedagogical accountability, and teachers’ professional judgment.

Short Bio:
Tzu-Hua Wang, Ph.D., is a Professor in the Department of Education and Learning Technology and the Dean of the College of Education at National Tsing Hua University (NTHU), Taiwan, where he previously served as Associate Vice President for Research and Development and founding Director of the Research Center for Education and Mind Sciences (RCEMS). His research bridges science education, learning sciences, educational neuroscience, and educational technology, focusing on web-based dynamic assessment, e-learning, interdisciplinary STEM/STEAM education, and AI-supported pedagogy. By integrating eye-tracking, EEG, and adaptive assessment systems, he translates learning theories into interpretable analytical frameworks and classroom-ready digital systems. Prof. Wang has received prestigious honors from Taiwan’s National Science and Technology Council, including the Ta-You Wu Memorial Award and the Outstanding Research Award, and serves as Editor-in-Chief of the Tsing Hua Journal of Educational Research.

 

Speaker 2

Name: Associate Professor Fu-Yuan Chiu
Department of Education and Learning Technology, National Tsing Hua University

Title:
Applications of Autonomous Robots and Drones in STEAM Education in Taiwan

Abstract:
Developed as part of a University Social Responsibility (USR) initiative in Taiwan, this research explores how LiDAR-based autonomous robots and drones can be integrated into STEAM education. Connecting university expertise with community needs, it combines science, technology, engineering, arts, and mathematics to engage students in solving real-world problems through design and hands-on learning. The robotics section presents a rodent patrol and real-time alert project entered in a competition in Philadelphia, USA. Integrating LiDAR, simultaneous localization and mapping, path planning, and AI vision, the robot conducts autonomous patrols and uploads rodent detection times and locations to the cloud. These data generate smartphone-accessible hotspot maps, providing notifications for pest management personnel and avoidance alerts for pedestrians. This example connects programming, environmental sensing, and data visualization with public health needs. The drone curriculum is inspired by “an eagle on an Indigenous hunter’s shoulder,” positioning drones as an aerial perspective for exploring forests. Implemented with elementary school students in an Atayal community in the mountains of Hsinchu, Taiwan, it centers on drone reconnaissance route design and computer vision recognition. Students learn flight mission planning, image observation, and recognition in forest settings, connecting local culture, everyday experiences, and technology. Together, these examples demonstrate how a USR initiative can connect authentic community challenges and Indigenous cultural contexts with STEAM education, fostering computational thinking, spatial reasoning, creativity, interdisciplinary integration, and socially responsible problem-solving.

Short Bio:
Fu-Yuan Chiu is an Associate Professor in the Department of Education and Learning Technology at National Tsing Hua University, Taiwan. His teaching and research interests include STEM and STEAM education, educational robotics, artificial intelligence in education, and immersive learning technologies, including virtual and mixed reality. He is actively involved in teacher education and the design of hands-on, interdisciplinary learning experiences that connect emerging technologies with classroom practice. His work also includes international educational exchanges and university social responsibility initiatives, with an emphasis on collaboration among schools, universities, and local communities. Through these activities, he supports teachers and students in exploring technology as a tool for creative problem-solving and meaningful learning.

 

Speaker 3

Name: Associate Professor Zai-Fu Yao
Director, Research Center for Education and Mind Sciences, College of Education, National Tsing Hua University

Title:
Mind, Brain, and Education: Multimodal Neuroimaging Evidence on Learning, Neuroplasticity, and Resilience at NTHU

Abstract:
Understanding how the human brain learns, adapts, and builds resilience requires bridging laboratory cognitive neuroscience with authentic educational contexts. Representing the Research Center for Education and Mind Sciences (RCEMS) and the Agile Brain and Cognition (ABC) Lab at National Tsing Hua University (NTHU), this presentation showcases how the College of Education advances the field of Mind, Brain, and Education through technology-based empirical evidence. By integrating multimodal neuroimaging, including electroencephalography and event-related potentials (EEG/ERP), functional magnetic resonance imaging (fMRI), and diffusion tensor imaging (DTI) with computational behavioral modeling, the research team investigates neuroplasticity and executive control across diverse populations. First, the presentation highlights electrophysiological markers of academic cognition in school-aged and gifted learners, demonstrating how posterior P300 dynamics during arithmetic verification and ERP signatures during real-world reading comprehension reveal individual differences in cognitive efficiency. Second, it examines experience-dependent neuroplasticity, motor imagery, and visuomotor integration in elite athletes and youth, illustrating how structured physical training shapes frontoparietal networks and cognitive flexibility. Third, it explores how structural and functional conflict-resolution brain networks mediate the links between daily stressors, adverse childhood experiences, and psychological resilience. Collectively, these multimodal findings establish a neurobiologically grounded framework at NTHU for designing evidence-based instructional interventions, optimizing human performance, and fostering student well-being.

Short Bio:
Zai-Fu Yao, Ph.D., is an Associate Professor in the College of Education and Director of the Research Center for Education and Mind Sciences (RCEMS) at National Tsing Hua University (NTHU), Taiwan, where he also leads the Agile Brain and Cognition (ABC) Lab. Holding joint appointments across Educational Psychology, Kinesiology, and Precision Medicine, he conducts interdisciplinary research bridging cognitive neuroscience, education, sports science, neuroepidemiology, and public health. Dr. Yao earned his Ph.D. in Brain and Cognition from the University of Amsterdam and previously conducted research at the Spinoza Centre for Neuroimaging and the U.S. National Institute on Aging (NIH/NIA). Integrating multimodal neuroimaging (fMRI, DTI, EEG/ERP), brain network connectomics, and computational behavioral modeling, his lab explores how people learn, adapt, and build resilience, investigating neuroplasticity and executive functions across diverse populations, including gifted children, elite athletes, Indigenous groups, older adults, and clinical patients.

 

Speaker 4

Name: Assistant Professor Yung-Ting Tsou
Department of Early Childhood Education, National Tsing Hua University

Title:
Supporting Diverse Needs of Children in Early Childhood Learning Environments: How Can Technologies Help?

Abstract:
Meaningful participation is more than a desirable outcome of early childhood education; it is integral to children’s right to inclusive, quality education, as emphasized by UNESCO. Yet children differ in how they experience and interact with learning environments. Many, such as autistic children and deaf or hard-of-hearing children, still encounter invisible barriers to participation on a daily basis. The essential question is: How can we better understand these experiences and create environments that respond to diverse needs? In this talk, Dr. Yung-Ting Tsou will explore how technologies, combined with research methods that capture children’s own perspectives, can help reveal children’s interactions with their social and physical environments, thus providing new insights into individual differences in children’s experiences, preferences, and needs. Particular attention will be given to children with support needs, whose experiences are often otherwise overlooked. Tsou will further discuss how these insights can inform the design of learning environments that are more enabling and welcoming for children with support needs, thereby fostering a sense of safety and belonging in educational contexts.

Short Bio:
Dr. Yung-Ting Tsou is an Assistant Professor at the Department of Early Childhood Education, National Tsing Hua University, Taiwan. She received her Ph.D. in Developmental and Educational Psychology from Leiden University, the Netherlands. Before joining National Tsing Hua University, she was a postdoc and lecturer at Leiden University, and the coordinator of the Creating Smart Societies research coalition at Vrije Universiteit Amsterdam. Her research centres around children’s emotional development and social participation, with a special focus on children facing communicative challenges in educational contexts. Taking an interdisciplinary approach that integrates innovative technologies, she emphasizes the role of social, physical, and cultural environments in shaping children’s experiences and wellbeing.