Photoelectrochemical C-H Activation Through a Quinacridone Dye Enabling Proton-Coupled Electron Transfer.

Dye-sensitized photoanodes for C-H activation in organic substrates are assembled by vacuum sublimation of a commercially available quinacridone (QNC) dye in the form of nanosized rods onto fluorine-doped tin oxide (FTO), TiO2 , and SnO2 slides. The photoanodes display extended absorption in the visible range (450-600 nm) and ultrafast photoinduced electron injection (<1 ps, as revealed by transient absorption spectroscopy) of the QNC dye into the semiconductor. The proton-coupled electron-transfer reactivity of QNC is exploited for generating a nitrogen-based radical as its oxidized form, which is competent in C-H bond activation. The key reactivity parameter is the bond-dissociation free energy (BDFE) associated with the N⋅/N-H couple in QNC of 80.5±2.3 kcal mol-1 , which enables hydrogen atom abstraction from allylic or benzylic C-H moieties. A photoelectrochemical response is indeed observed for organic substrates characterized by C-H bonds with BDFE below the 80.5 kcal mol-1 threshold, such as γ-terpinene, xanthene, or dihydroanthracene. This work provides a rational, mechanistically oriented route to the design of dye-sensitized photoelectrodes for selective organic transformations.

Examining the Influence of Using First-Person View Drones as Auxiliary Devices in Matte Painting Courses on College Students' Continuous Learning Intention.

In terms of the teaching process of matte painting, it is essential for students to develop a sound understanding of the relationship between virtual and physical environments. In this study, first-person view (FPV) drones are applied to matte painting courses to evaluate the effectiveness of the teaching, and to propose more effective design suggestions for FPV drones that are more suitable for teaching. This provides students with a better learning environment using a digital education system. The results of the study indicate that the flow experience, learning interest, and continuous learning intention of students who use FPV drones in matte painting are significantly greater than those of students who only utilize traditional teaching methods. Furthermore, the technology incentive model (TIM) was developed in this study after being verified by the structural equation model. The results demonstrate that the second-order construct 'technology incentive' comprising perceived interactivity, perceived vividness, and novel experience positively influence students' learning interest and continuous learning intentions under the mediation of flow experience.

Effects of AR Picture Books on German Teaching in Universities.

In this paper, we discuss the teaching effects of augmented reality (AR) technology in German instruction. We conducted one prestudy and three formal studies on German learners in China's mainland and Taiwan region. In the formal studies, a total of 120 students participated in the survey, allowing us to compare the differences in interest in learning between AR picture books and traditional picture books. A total of 114 students took part in the survey, which enabled us to compare the contribution of AR picture books to teaching when students' satisfaction and German proficiency were different. To improve satisfaction, 514 students participated in the survey regarding the influence of the interactive narrative design effect and peer learning on satisfaction with using AR picture books. The results suggest that when learning German with AR picture books, satisfaction is the key construct that determines students' learning states.

A study on the effects of perceived playfulness and emotional support in interactive learning environments for German language acquisition-A role-playing library system case.

Introduction: This study examines the emotional support offered by the non-player characters (NPCs) in an interactive learning environment, as well as the effects of the perceived playfulness of the interactive system on German language learning. Method: We developed a role-playing library system to serve this purpose. 2,377 Chinese Internet users were surveyed using online questionnaire. Results: A theoretical model of emotion- driven learning (ELM) was proposed based on the analysis results of valid recovered data. Additionally, NPCs were found to be effective in improving learning outcomes through emotional support. Discussion: An interactive education system may be able to enhance the perceived playfulness of learning in order to enhance the learning experience.