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Background Children with attention-deficit/hyperactivity disorder (ADHD), a neurobehavioral disorder, display behaviors of inattention, hyperactivity, or impulsivity, which can affect their ability to learn and establish proper family and social relationships. Various tools are currently used by child and adolescent psychiatric clinics to diagnose, evaluate, and collect information and data. The tools allow professional physicians to assess if patients need further treatment, following a thorough and careful clinical diagnosis process. Objective We aim to determine potential indicators extracted from a mobile electroencephalography (EEG) device (Mindset; NeuroSky) and an actigraph (MotionWatch 8; CamNtech) and to validate them for diagnosis of ADHD. The 3 indicators are (1) attention, measured by the EEG; (2) meditation, measured by the EEG; and (3) activity, measured by the actigraph. Methods A total of 63 participants were recruited. The case group comprised 40 boys and 9 girls, while the control group comprised 5 boys and 9 girls. The groups were age matched. The test was divided into 3 stages—pretest, in-test, and posttest—with a testing duration of 20 minutes each. We used correlation analysis, repeated measures analysis of variance, and regression analysis to investigate which indicators can be used for ADHD diagnosis. Results With the EEG indicators, the analysis results show a significant correlation of attention with both hit reaction time (RT) interstimulus interval (ISI) change (r=–0.368; P=.003) and hit standard error (SE) ISI change (r=–0.336; P=.007). This indicates that the higher the attention of the participants, the smaller both the hit RT change and the hit SE ISI change. With the actigraph indicator, confidence index (r=0.352; P=.005), omissions (r=0.322; P=.01), hit RT SE (r=0.393; P=.001), and variability (r=0.351; P=.005) were significant. This indicates that the higher the activity amounts, the higher the impulsive behavior of the participants and the more target omissions in the continuous performance test (CPT). The results show that the participants with ADHD present a significant difference in activity amounts (P<0.001). The actigraph outperforms the EEG in screening ADHD. Conclusions When the participants with ADHD are stimulated under restricted conditions, they will present different amounts of activity than in unrestricted conditions due to participants’ inability to exercise control over their concentration. This finding could be a new electronic physiological biomarker of ADHD. An actigraph can be used to detect the amount of activity exhibited and to help physicians diagnose the disorder in order to develop more objective, rapid auxiliary diagnostic tools.

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Abstract-The continued development of the Internet has caused the concepts of network infrastructure and simple network troubleshooting to become important teaching objectives of certain college curricula. However, the abstract nature of network concepts and the high cost of equipment for network-related practice have become educational challenges for teachers in the relevant fields. Therefore, simulation learning and simulation learning software have become major instructional tools to assist teachers. Unfortunately, most simulation learning software is individually manipulated, which may cause feelings of isolation among students during the course of learning. Therefore, in this study, a quasi-experimental approach was utilized to investigate how teaching strategies for simulation learning and for integrating simulation learning with collaborative problem solving (CPS) impacted learning outcomes. Assessments by one-way analysis of covariance revealed that the post-test scores were significantly better in the experimental group than in the control group, suggesting that the integrated educational activities were beneficial to students' learning. The results of this study can serve as a reference for teachers in relevant fields with respect to designing educational activities that can help students learn more effectively and improve students' teamwork abilities.Index Terms-Simulation-based learning, CPS, collaborative problem solving, information and computer education, packet tracer.

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Abstract-Due to the rapid development of the Internet and information technology, schools of all levels around the world pay special attention to the talent cultivation in the field of science, technology, engineering and mathematics (STEM). In STEM education, the cultivation of knowledge and skills plays an important part, and teamwork and problem-solving abilities are critical soft skills for the future talent.In teaching practice, individual differences have long been a critical issue and an important reference indicator for adaptive teaching. This study adopted a hidden figure test to investigate the difference in learning outcome and activeness among learners with different cognitive styles in the STEM collaborative learning activities. The hidden figure test based on the theory of field-dependent and field-independent cognitive styles, proposed by Witkin (

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