Although instructional feedback plays an essential role in regulating learning and improving performance, few studies have systematically investigated the needs of teachers and students for instructional feedback system or developed designs and experiments, especially at the high school level. To address this research need, the present study investigated the needs of selected students and teachers in a high school in Hubei Province, China, and designed and developed a diagnostic visual feedback system for an experimental study with 125 students from a 10th-grade biology class in the same high school. The results showed that this diagnostic visual feedback report improved student performance (ES=0.37) and that functions such as misconception location, knowledge diagnosis, and knowledge alert were well received by students. These findings have multiple implications for facilitating the design and development of diagnostic visual feedback system.

The last decade has witnessed rapid development of immersive virtual reality (IVR) and its application in various contexts. However, its application in supporting real-time virtual collaboration has been quite rare due to technical barriers and the lack of validated design principles. To address this research gap, this study designed and developed an IVR space to enable multi-user synchronous co-located collaboration. An evaluation study (N = 95) was conducted to explore its useful design considerations and the influencing factors for collaboration experience. The IVR space was enabled by the simultaneous localization and mapping (SLAM)-based inside-out tracking technique and was informed by four essential design considerations for promoting effective collaboration in IVR, namely, the role script, learning task, collaboration mechanism, and communication design. The study results revealed that students in general were satisfied with their collaboration experience in IVR, with social presence and collaboration competency as significant predictors of collective efficacy and social experience. Based on both quantitative and qualitative results, this study proposes four validated principles for designing effective IVR spaces to support synchronous co-located collaboration.

In-situ grown C_0.3N_0.7Ti and SiC, which derived from non-oxide additives Ti₃SiC₂, are proposed to densify silicon nitride (Si₃N₄) ceramics with enhanced mechanical performance. Remarkable increase of density from 79.20% to 95.48% could be achieved for Si₃N₄ ceramics with 5vol% Ti₃SiC₂. The capillarity of decomposed Si from Ti₃SiC₂, and in-situ reaction between nonstoichiometric TiC_x and Si₃N₄ were believed to be responsible for densification of Si₃N₄ ceramics. An obvious enhancement of flexural strength and fracture toughness for Ti₃SiC₂ doped Si₃N₄ ceramics was observed. The maximum flexural strength of 795 MPa for Si₃N₄ composites with 5vol% Ti₃SiC₂ and maximum fracture toughness of 6.97 MPa^.m^1/2 for Si₃N₄ composites with 20vol% Ti₃SiC₂ are achieved when mixed powders are hot-press sintered at 1700℃. Pull out of elongated Si₃N₄ grains, crack bridging, crack branching and crack deflection were demonstrated to dominate enhance fracture toughness of Si₃N₄ composites.

Online teaching is considered an important approach for achieving sustainable learning and education, and college teachers’ attitude and behavioral intention are essential for the sustainable adoption of online teaching practice in higher education institutions. To examine the influencing factors that sustain teachers’ attitude toward online teaching and behavioral intention, we conducted a cross-sectional study based on a sample of 1,102 college teachers in central China, using hierarchical linear regression analysis to explore possible influencing factors in four levels: individual experience, environmental support, self-perception, and technology acceptance. The study results show that the subjective norms, readiness, beliefs, and perceived usefulness of online teaching had a significant impact on teachers’ attitude toward online teaching and behavioral intention. Nevertheless, the effect varied with factors like online-teaching load and teachers’ technology self-efficacy, as their influence seemed to be singular, affecting the teachers’ attitude toward online teaching or behavioral intention exclusively. In contrast, previous online-teaching experience did not notably affect either. The findings of this study reveal the complex interactions of factors that influence college teachers’ disposition toward and decisions about online-teaching practices and emphasize the need for targeted strategies to maintain and enhance online education in the post-pandemic era.