Open Access Subsidy Article 2026

NCKU Library OA Subsidy Article

NCKU Library OA Subsidy Article 2026 (Service Methods)

• 1. CIDER: Collaborative Interactive Dynamic Environments for eXtended Reality.
  • Guo, H.-J., Kumar, H. G., Lin Guo, Y.-J., & Prabhakaran, B. (2026).ACM Transactions on Multimedia Computing, Communications and Applications. Accepted on 13 January 2026.Read this article
  • In this paper, we present Collaborative Interactive Dynamic Environments for eXtended Reality (CIDER)—the first eXtended Reality (XR) platform to integrate Mixed Reality (MR) for co-located users and Virtual Reality (VR) for remote participants and collaboration through a fully automated pipeline that replicates entire physical environments. CIDER dynamically transforms a user's physical space into an interactive virtual environment, shareable with remote collaborators within seconds. It employs an efficient approach to represent, render, distribute, and synchronize virtual scenes, achieving interaction latencies.
  • 在這篇論文中介紹了一個名為「可互動式遠端協作延展實境系統」（CIDER）的延展實境系統。 此系統是第一個將混合實境技術應用於本地用戶，並將虛擬實境技術應用於遠端參與者的系統。此系統透過全自動流程複製完整的實體環境，實現遠端協作。 CIDER能夠將使用者的現實空間動態的轉換為互動式虛擬環境，並在數秒內與遠端協作者共用。本系統採用高效的方法來顯示、渲染、和同步虛擬場景，從而實現極低的互動延遲。
• 2. Promoting assessment for learning through dynamic assessment: a praxis-oriented approach to pre- and in-Service teacher development
  • Kao, Y.-T. (2026). Innovation in Language Learning and Teaching. Published online: 01 May 2026.Read this article
  • Taiwan’s 2019 National Curriculum Guidelines highlight assessment for learning (AfL) as central to student-centered instruction. Dynamic Assessment (DA) emphasizes providing calibrated support to help learners move beyond independent performance, offering a viable pathway for enacting AfL by integrating assessment and instruction through mediation. Yet, DA is demanding in practice, requiring teachers to design graduated prompts, manage classroom constraints, and cultivate student engagement. To better understand these difficulties, this study explores pre-service and in-service English teachers’ perceptions of DA and their appropriation of DA principles during a praxis-oriented professional development program. Employing a mixed-methods design, the study gathered data from surveys, reflective journals, DA test designs, and transcripts of one-on-one mediation sessions. Forty-eight teachers participated (32 pre-service; 16 in-service), enabling comparisons across experience levels. Findings revealed both convergence and divergence between groups. Pre-service teachers approached DA as a psychological tool, relying on structured scales and scoring rubrics to reason about mediation design while expressing uncertainty over timing and effectiveness. In contrast, in-service teachers embodied DA in practice, employing flexible questioning and adaptive feedback, and extending DA’s application to differentiated instruction, remedial programs, and textbook design. Across groups, teachers underscored the necessity of mutual commitment, emphasizing that their students’ recognition of mediation’s value was crucial for engagement. The study captures the transformative potential of praxis-oriented PD in bridging curriculum reform and classroom practice, showing that supporting teachers involves more than equipping them with DA techniques. Implications are offered for designing DA-oriented PD that strengthens teacher agency and advances AfL in exam-driven contexts.
  • 臺灣近年提倡之素養導向課綱強調以促進學習的評量支持學生中心的教學。動態評量透過漸進且適切的中介，整合評量與教學，然實際的實施對教師仍具有高度挑戰。本研究以48位職前與在職英語教師為對象，透過問卷、反思日誌、評量設計與中介逐字稿，探討其對動態評量的理解與實踐。結果顯示，職前教師較依賴結構化量尺與規準，在職教師則更能運用彈性提問與適性回饋。研究指出，動態評量專業發展不僅應培養操作技巧，更需強化教師的專業判斷、能動性與實踐能力，以促進評量理念在課堂中的落實。