The research developed a digital picture book titled "My Helpful Friend: Hydrogen" on hydrogen energy. Collaborative efforts across disciplines led to the successful creation of the picture book, which was then tested with the participation of 11 first-year college students. The findings indicate that incorporating digital picture books into science education improves student learning outcomes and encourages a positive attitude toward learning. In addition to offering empirical evidence, the study presents practical tools and techniques for cross-disciplinary learning. Future research endeavors could explore diverse themes and subjects to further enhance students' learning experiences and promote the development of creativity and collaborative skills for addressing real-world challenges.

As technology reshapes educational paradigms, traditional picture books have evolved into interactive, game-based versions that blend storytelling with dynamic, immersive elements. This study investigates the effect of an interactive game-based picture book on creativity among elementary school students, using a semi-experimental design. Two classes were selected as experimental and control groups, and the study employed self-designed digital tools and diverse assessment measures to evaluate creativity across dimensions such as fluency, flexibility, and originality. Results showed significant improvements in all creativity dimensions, with the experimental group exhibiting higher gains in originality due to the interactive, game-like features. These findings underscore the transformative potential of interactive game-based picture books in fostering creativity and call for further refinement in their design and implementation for educational use.

Taiwan's education landscape has undergone profound changes in the aftermath of the COVID-19 pandemic. Educators, students, and campus environments have all adapted to digital learning, facilitating a smoother transition to blended learning in the post-pandemic era. This study utilizes spatial production theory, blended teaching methodologies, and cooperative learning approaches to investigate the impact of collaborative learning on the efficacy of blended teaching. Findings indicate that elementary school students encounter challenges transforming digital materials into topic discussions, hindering peer discussion and interaction in cooperative learning settings. Consequently, the learning outcomes slightly lag those of the control group engaged in individual learning. However, the overall performance tends to concentration and improvement, as evidenced by the standard deviation.