Innovative Technologies and Learning

ARPiano uses a MIDI keyboard and a multifunction knob to create a novel mixed reality experience that supports visual music learning, music visualizations and music understanding. At its core, ARPiano provides a framework for extending a physical piano using augmented reality. ARPiano is able to precisely locate a physical keyboard in order to overlay various objects around the keyboard and on individual keys. These augmented objects are then used for music learning, visualization and understanding. Furthermore, ARPiano demonstrates a novel way to utilize the keys in a piano as an interface to interact with various augmented objects.

In this paper, an innovative simulated learning model to improve the efficiency of nursing skills training by the help of mixed reality technique is proposed and the nasogastric tube care is selected as our first training course example. An interactive self-training methodology containing step by step operation directions, as well as the on line test after the course is designed using mixed reality scenario and wearable device platforms. This method fulfills the strategy of learning by practice while reducing the related cost and effort significantly. From the implemented system, it is observed by some test samples feedback that the teaching auxiliary system can not only improves the student’s interest in skill training but enhances the learning performance than the traditional teaching methods, and can be applied in other skill training fields successfully.

A computer programming course is a great way to foster students’ ability in critical thinking and logical thinking. Computer programming skill enables students to build applications using their creativity, and scaffolding strategy helps lecturers to guide students by providing appropriate support. In this study, we proposed a learning activity that combines scaffolding strategy with a real-time assessment programming tool to develop a VR-based game application. During the process of building the VR-based game, the developing logs are collected and analyzed and the error type is sent to the lecturer so that the lecturer is able to provide instant support to the students. After the project, we validated the project results and evaluated the effectiveness of the proposed learning activity by a survey. The survey results indicate that the proposed learning activity is helpful and useful. The experiment results are discussed at the end of the paper.

Even as the effectiveness of Virtual Reality (VR) in education begins to be understood in the US and western Europe, the potential for this technology to lead to knowledge rediscovery and lifelong learning in Sub-Saharan Africa remains unexploited. This region has unique educational-delivery problems that position VR as a premier instrument that may respond to learners’ needs. Factors hindering education in Sub-Sahara Africa include the high expenses for students attending brick-and-mortar schools; the long distances learners must travel to access these schools; the lack of learning materials like books and writing instruments; and few educational technology professionals. This present research reviewed published research articles on how VR, as an educational tool, can be used to address these problems and lead to knowledge rediscovery and lifelong learning in Africa. The review suggested that, at this time, VR can only be used as a supplementary teaching aid to assist learner understanding.

This research study aimed to understand the concept of “learning” held by current Taiwanese pre-service teachers from the information and communication technology (ICT) generation in order to establish a new digital learning theory for the future. Over the course of an entire semester, 38 participants took an elective course that adopted a project-based teaching strategy named “Educational Media” administered in an online, collaborative, knowledge-building environment. Using grounded theory and a design-research method, an open-ended survey questionnaire was administered to compare the pre-test and post-test definitions of learning generated from each pre-service teacher. A triple cross-verification of qualitative and quantitative forms was then analyzed by up to three assistants from the course. Results showed that participants altered their thinking about learning, which was reflected in their assignments and narratives documented on the questionnaires after experiencing knowledge-building activities. Correlation analysis showed that the perceived learning dimension moved from a traditional mode to a more constructive mode compared to the beginning of the course. In summary, this triple cross-validation method may improve the effect of objective explanation and analysis results.

Kolb’s Experiential Learning Theory (ELT) can help educators design learning activities with holistic view in mind. By understanding student’s learning preference, educators may choose the methods that interest students most. From our study of 175 Taiwanese postgraduate students, 49.7% of them are assimilating (AS) type who learn best through reflection and conceptualization. Online peer-assessment activity is found to be preferred in attitude by AS type students over diverging (DI) type. As a result, the utilization of seminars with online peer-assessment can provide real world simulation and may interest the majority of postgraduate students. The implication of using ELT in learning activity design is also discussed.

Teachers today need multicultural competence and understanding to address both global as well as the local possibilities and challenges in their teaching. One way to develop such understanding during teacher education can be meeting with pre-service teachers from different parts of the world. This was our main objective in a collaborative project between an American University and two Norwegian Universities. The pre-service teachers designed lesson plans about cultural diversity, human rights and technology in education, which were implemented in the pre-service teachers’ practice in US and Norway. The paper presents the project and findings of an action research case study. The discussion focuses on the role of technology to scaffold international collaboration in teacher education.

Artificial Intelligence (AI) education breaks a new ground with the recent approaches to let students understand how people being activated by their thinking rule. In the beginning of systematic instruction of AI, the organization should be lateral and subjacent supported with students and teachers. To construct the Artificial Intelligence mechanical laboratory (AIML) may require a vibrant community of inventive problem solvers due to the underrepresented populations of engineering students in the field of AI, and the applications of different science field for the AIML are also needed. In this paper, we introduce the way to correlate the research and teaching process for the construction of the AIML based on the CDIO teaching philosophy. During the AIML building progress, the construction indicators and design strategies may help the students to improve their learning initiative. Through the joining and support of experimental equipment, students’ academic knowledge can be accelerated and more certain for the direction of applications. The close combination of the experimental teaching and practical ability with CDIO project-based learning are consistently found in good practices of active learning for the engineering education.

The educational environment at the present stage is characterized by implementation and integration of intensively developing digital technologies. Popularization of educational websites and platforms for children on various electronic devices is under way. The purpose of the study is to reveal the peculiarities of using educational websites in Russia in the process of teaching children of 6–8 years. The study was conducted during 2017 in conjunction with preschool and elementary educational institutions in Kazan. Questionnaires for teachers and parents were created to determine specifics of using educational websites and platforms. They consist of demographic, technological, innovative, motivational units, parental attitude to technologies, and depend on the sample of subjects. To identify the problem areas in the organization of teaching with digital resources the focus group method was applied. This article can be interesting for teachers, parents, administrations of educational institutions.

In this paper, an interactive holographic learning support system is implemented in the course for reducing language speaking anxiety among adult EFL learners. The interactive holographic platform can be intuitively controlled by hand gesture thus the learner’s control intention can be easily converted into the learning system. 12 adult EFL students were selected for interviews in the study. The use of semi-structure interview technique was implemented to be the main method of gathering research data. The data were obtained through adapted and modified open-ended questions. Participants were asked to reflect after each English conversation practice with interactive holographic learning support system. The study identified several language learning issues and indicated language anxiety become difficulties and had debilitating effect in communication through English language. Moreover, the proposed 3D holographic platform did create the environment and provide opportunities for EFL learners applied their target language and reduced their foreign language speaking anxiety.

In recent years, the learning style of modern distance education has been more and more popular among the learners. However, the learner’s emotion is often ignored during the distance education learning process. In this paper, the study purpose is mainly concerned with how to effectively recognize the emotion through the way of using facial expression for the future distance education learning. We apply the method of Convolutional Neural Network (CNN) in our research. First, we introduce the structure of CNN in terms of the convolutional layers, sub-sampling layers and fully connected layers. Secondly, we propose a framework to use CNN in distance education system. Thirdly, we carry out experiment on a data set that consists of facial expression images of learners to evaluate the performance of proposed method. Finally, we get the conclusion the average accuracy of CNN to recognize the facial expression is 93.63%. The high accuracy shows the application of CNN to recognize facial expression is valuable and helpful for the teachers in the future distance education system to attain and understand the learners’ emotion state in real time, accordingly to regulate the teaching strategy in time.

Cognitive service using artificial intelligence is now easy to be used and implemented in programs. At the same time, robots are also as cheap as a notebook. Thus, we can adopt a robot in a classroom to help students learn. In this paper, we introduce a novel methodology to adopt a robot in a classroom to help students learn English as a Second Language (ESL). We build a digital theater first. The digital theater allows students to learn by performing dramatic act according to the script designed by the students themselves. The robot is designed as an actor or host in the drama-based Digital Learning Theater (DILT). The team listed the design consideration of the robot and describes how to implement the robot. This system was taken to a junior high school to conduct experiments. The experiment was to validate the betterment of students’ learning by using robot in DILT environment.

A flipped classroom pivots from a traditional learning style which learners contribute to outside-of-class exercises or self-learning to, instead, building knowledge or apprehending contents before coming to class. This study brings in the constructivist theory as a foundation of the instructional design as an online self-study management outside of class as well as hands-on activities in actual classrooms. The researchers developed constructivist learning management system (CLMS) and collected the data from the students to investigate how they built knowledge during the knowledge transfer, in particular. The study on students’ cognitive ability found that on the correlation between students’ learning retention and transfer of learning, there was a moderate positive correlation (r = 0.569). According the findings, students employed three processes to transfer their learning: (1) accessing the prior knowledge or schema from the existing cognitive structure; (2) constructing a link between new contexts and prior knowledge; and (3) utilizing that connection to resolve problems in the new contexts at hand.

This research study aimed to synthesize of theoretical framework of constructivist creative thinking massive open online courses (MOOCs) for Higher Education. Several methods used were document analysis, survey and case study. The following were: (1) examined the principles and theories (2) to synthesize theoretical framework, (3) to synthesize designing framework. The result revealed that: (1) to synthesize theoretical framework comprise of 5 components as following that. Contextual base, Psychological base, Technologies base, Creative Thinking base and Pedagogies base Model learning environments. (2) To synthesize theoretical framework of Constructivist Creative Thinking Massive Open Online Courses (MOOCS) for Higher Education.

This paper presents a multimodal learning strategy based on learners’ preferences to improve adaptive learning processes. At present, the use of fragmented content is considered a more effective learning method for online learners. Access to an idea or news in various ways makes it easier for students to understand and retain information. However, this challenges learners’ pace of learning, because too much digital information can interfere with their goals. To predict learners’ preferences for what they are learning, this study first uses the neuro-fuzzy reasoning method to diagnose learners’ activities related to their styles in a microlearning learning environment. Then, based on the results, a recommendation model is developed to help learners participate in adaptive learning activities and digital contents. This study makes the tracking of online learning activities consistent with the multimodal learning mode. Our results show that the identification model divided the sample of 154 learners into 9 learning categories. Learning activities corresponding to learning preferences enables learners to obtain answers quickly through the recommendation mode. The study also demonstrates that the effectiveness of the learning mechanism can facilitate the teaching process, generate rich learning guidance, and help teachers design a better, well-structured course. Therefore, learners can easily achieve their learning goals when the recommended content is received.

E-dictionaries applications (apps) have been widely used as tools for language learning. There has been little experimental research examining what learners focus or learn when they use the e-dictionaries, although some studies have looked at the user satisfaction and feature requirements of e-dictionaries. This current study used eye-tracking technology to examine what information the participants paid attention to, and how the participants processed information when using e-dictionaries. Fifteen college students participated in the study. The participants were asked to fill a survey and then to view eight vocabulary interfaces from three e-dictionaries. The participants’ eye fixations and viewing paths suggested that the interface layouts of the e-dictionaries affected their attention and displaying patterns. The eye-tracking data by the participants, however, did not match with the reported data filled out by the participants. Detailed results and implications for design and learning are discussed.

The purpose of the study is to explore user’s online information searching behavior via incorporating eye tracking tool with conventional user research methods and an emphasis on how eye tracking data can reveal a deeper understanding of user behaviors, specifically of interest is scan path analysis. The National Central Library (NCL) website was selected to test out two common searching tasks for libraries or library alike. And an eye-tracking device was used to detect the visual pathway. Scan path video was further used to analyze the user’s visual behavior patterns. Eight participants, four male and four female with ages from 24 to 26, were recruited for the study. A Tobii 4C eye-tracker was used to collect eye movement data and a self-developed eye-tracking data analyzer was utilized for data analysis, including fixation data and scan-path visualization. The results showed that participants who completed the task correctly had more regular and strategic searching patterns. On the opposite, participants did not find the correct answer showed no particular patterns regarding the visual path when conducting the task. The paper reported the examination of information search for the two most common inquiry on a live library website by eight Taiwanese participants in regards to search efficiency (i.e. task completion, task time, and browse pages). The paper also illustrated the additional value eye tracking tools can provide in support of user research.

With the rapid development of emerging drug industry, Drug traffickers have more knowledge in marketing packaging and thus crime rate increased. Police are facing more and more investigations in drug-related offenses. This work uses Big-Data analytics technology and SEM Model which drawing on a large-scale sample of 87,926 court judgment documents for drug-related crime in Taiwan and Fujian. The result show reduced processing time significantly by Spark and No-SQL database technology. Simultaneously, Motel is a hotbed of drug-related offenses, Internet chat rooms are virtual places for cyber drug transactions, and Drug abusers always carry both gun and bullets. Based on the above results, the findings in this work may use for education training courses in the police academy.

The purpose of this research was to design and develop learning innovation enhancing learning potential of the learners using brain-based learning. The target group consisted of 9 administrator, teachers teaching science learning substance in grade 4–6, total of 36 teachers, and 4–6 grade students from 9 schools, total of 928 students in primary school. The research and development was employed in this study. The procedure were as following: (1) to examine the principles and theories regarding brain-based learning, constructivist and cognitive theories (2) to explore the school context concerning brain-based learning (3) to synthesize designing framework of learning innovation enhancing learning potential of the learners using brain-based learning (4) to design and develop learning innovation according to above mentioned designing framework. The result revealed that: (1) The learning innovation enhancing learning potential of the learners using brain-based learning comprise of 9 components as following: (1) Problem base (2) Knowledge bank (3) Scaffolding (4) Meaningful experience (5) Multiple intelligence development center (6) Relaxation room (7) Edutainment room (8) Brain-gym room (9) Collaboration (2) The efficiency of the learning innovation illustration as following: (1) The Experts review (2)The learners’ opinions from 9 schools (3) The learners’ multiple intelligences and learning achievement.

Brain-based learning is generally defined as the understanding of the relationship between the educational environment and the complexities of the human brain. Brain-based learning requires basic knowledge of the specific areas of the brain that are impacted and then manipulating the classroom to provide a positive learning environment to increase academic growth. Also, the purposes of this research was to synthesize theoretical framework and designing framework of The Learning Innovation Enhance Learning Potential of the Learner‘s Using Brain-based Learning. The document analysis research and survey research was employed in this study. The procedure were as following: (1) to examine the principles and theories of brain-based learning, constructivist and cognitive theories (2) to explore the contextual study for brain-based learning (3) to synthesize designing framework of learning innovation (4) to design and develop learning innovation according to above mentioned designing framework. The data analysis was preceded by analytical description and interpretative summary. The result revealed that: The learning innovation enhance learning potential of the learners using brain-based learning comprise of 9 components as following: (1) Problem base (2) Knowledge bank (3) Scaffolding (4) Meaningful experience (5) Multiple intelligence development center (6) Relaxation room (7) Edutainment room (8) Brain-gym room and (9) Collaboration.

Brainwaves are the signals produced by the activities of nerve cells in the human brain. When recorded and shown on scientific instruments, they have the appearance of a wave, thus earning it its name. This study was conducted by wearing a non-invasive head-mounted brainwave detecting instrument to measure the attention level of students when attending different classes. Those results are then combined with the cognitive load scale to explore the correlation between the attention and the cognitive load of each student when attending different classes. According to the study results, a student attending English class will show a higher level of attention than one attending algorithm class. Furthermore, the learner showed lower cognitive load when reviewing previously learned content than when learning for the first time. However, the learner showed higher attention value when learning for the first time than when reviewing previously learned content.

There is a growing number of studies completed in which virtual environments have been and are being evaluated for their effectiveness with regard to a more positive learning experience and improved learning outcomes. Though the impact of virtual learning environments has been researched most thoroughly in the fields of medicine and military and police operations, an increasing number of studies focus on the virtual learning environment as a whole. This study will attempt to determine student experience a more significant potential positive impact on stress and well-being in nature or a simulated natural environment experienced via virtual reality. This study is a connectedness to nature study where students report how connected to life they feel after being immersed in the setting for a period.

The purpose of this paper was to develop the capability indicators for R&D staff of CNC machine industry in Taiwan. In order to improve the effectiveness of developing new CNC machine ability and working skills of R&D staff. In the first parts of this study, three experts in the CNC machine industry field were interviewed, and a list of capability indicator was concluded. In the second part of the study, 10 field experts were invited as subjects. Using the Delphi technique, questionnaires are constructed to assess capability indicators for R&D staff of CNC machine industry. In the third of the study, the data collected from the questionnaires were analyzed using a non-parametric Wilcoxon signed rank test. Finally, this study concluded 31 capability indicators under four dimensions for R&D staff of CNC machine industry in Taiwan.

Student engagement is a much-researched topic ranging from the current discourse surrounding a general accepted definition to how student engagement is achieved through specific tools or processes (such as distance education). This study focuses on how game-based learning (GBL) (as a tool) can be used to foster student engagement. The study was conducted during the presentation of a fourth year data science curricula course. During the study students were engaged in playing a customized version of the Monopoly game, labelled ‘DWnopoly’. The objective was to investigate the extent to which students prepared course work prior to contact sessions and as a result student engagement to enrich the student learning experience (through collaboration with peers); and lastly to expose students to practical questions on the topic (increase practical curricular relevance).The interpretive study was conducted based on student course evaluation forms considering six items introduced by Coates [1] investigating student engagement in Australasia. These included the inclusion of challenging academic concepts, active learning, student and staff interaction, enriching educational experiences, supportive learning environment and work integrated learning. The results of the study indicated that the most significant area where student engagement occurred were the opportunity for students and lectures to interact, followed by the presentation of theoretical constructs in an academically challenging way in a supportive learning environment.The significance of this study lies in the fact that the ubiquity of technology calls for a prepared digital society that includes students that are ready to operate in such an environment.

The effective, efficient and secure moderation of examination scripts can become challenging when the moderators are geographically dispersed. Despite innovative technological developments and the potential benefits, the use of eModeration (online moderation of examination scripts) in the South African Higher Education Institutions (HEIs) context is limited. Various factors contribute to the adoption of eModeration in HEIs, ranging from human factors to technical issues and organisational resistance to change. The focus of this study is on the human factors involved in eModeration (specifically the user experience) and the research is guided by the following question: What are the most important constructs in evaluating a user experience evaluation framework for eModeration within the context of Higher Education Institutions in South Africa? The research uses a design science research methodology, which includes the design, development and testing of a User Experience Evaluation Framework for eModeration, and the focus of this paper is on the validation phase. The data generation methods include interviews with management from two South African HEIs. The contribution of this paper is to propose a validated framework for evaluating eModeration in higher education and demonstrate how that can be used by managers in HEIs to guide the selection and evaluation of eModeration systems towards facilitating more effective learning environments.

Internet of Thing (IoT) programming requires a well algorithm design and systematic process of solving the problem, which will lead to efficient production. This research, adopted the principles of problem solving approach are applied problem solving and programming problem solving to encourage students to solve the programming problems for effectively designing new innovation or smart things from internet of thing devices. This research was to synthesis of designing framework for constructivist learning environments model to enhancing programming problem solving for connecting internet of thing devices. The model research: design and development process was employed in this study in phase I: statistic methods are document analysis, and survey. The procedures were as following: (1) synthesizing the theoretical framework and (2) synthesizing the designing framework. The result revealed that: (1) The designing framework comprises of: (1) Problem base, (2) Resources, (3) Cognitive Tools, (4) Collaboration, (5) Programming problem solving center, (6) Scaffolding, and (7) Programming Coaching Room. (2) The efficiency of this theoretical framework and designing framework were evaluated by expert review. They were found the theoretical framework and designing framework of learning environment are appropriate on instructional design.

The impact of teaching material design for multidisciplinary learning on learning achievement with science and technological university students was examined. The participants were students enrolling in an elective general education course, named Technology and Life Application, at a technological university. The experiment lasted for one semester with a total of 16 weeks. The results revealed that the teaching material design for the four topics, including ultrasonic machining, abrasive jet machining, investment casting, and precision welding machining, significantly enhanced students’ learning achievement. However, the teaching material design for the topics of laser beam machining and electrical discharge machining did not have a significant effect on learning achievement. Therefore, the contents of the teaching materials for the topics of laser beam machining and electrical discharge machining required revisions.

Resource-constrained educational environments are unable to attain optimal pedagogical benefits due to impeding social, economic and cultural factors. This paper is an exploration of learning in these environments, employing Nigeria as the geographical context. The focus is on reported case studies of technological interventions and the associated learning outcomes. Findings reveal a limited number of studies, a sole preference for the quantitative research methodology and software-based educational technology. However, the reviewed studies are unanimous in their verdict of the impact of educational technology on the learning. Accounts of improved confidence, engagement, performance/achievement, retention, participation collaboration were documented.

In this study, we designed a course based on the STEAM concept. In order to better understand its impact on the learning performance and self-efficacy. The fifty-six participants from six-grade elementary school who voluntary participation in this course period eight weeks. The result points out that STEAM course we design can improve student’s self-efficacy and learning performance. Which discusses the improvement of self-efficacy, will give an initial explanation of the impact of the STEAM course on it. The results were discussed and recommends was proposed. It is expected that the design of the STEAM course will be applied in teaching strategies and materials design will be used as a mirror for the future.

This paper is aiming at contextualizing the challenges facing teacher education in a societal perspective and how these changes also must change what teaching and learning is to us and how it is practiced. This paper focuses on pre-service teacher education and I will argue that Future Classroom Labs are a viable path for teacher education to move forward in changing the way learning, teaching and competences are conceptualized and put into practice in pre-service teacher education. This is exemplified by Future Classroom Labs in Norwegian pre-service teacher education and the possibilities as well as challenges these examples bring forth.

Human cognition and learning are embodied in socio-cultural contexts and psychomotor activities and are mediated by “tools” on enactive, iconic and symbolic representational levels. Learning technology has been predominantly oriented to manipulatives or tangible objects on an enactive level and with the introduction of computers in education with visual representations. We examine the educational technology and computer-assisted learning that include perceptual-motor activities with a particular focus on whole body motion and learning. We want to explore how the motion capture technology supports the inclusion of sensual knowledge and body motion in the cognitive processes of learning. We focus on the motion capture technology to offer a more natural type of human-computer interaction and immersion into the digital world.

The aim of this paper is to highlight how the teachers learning strategies influence students learning outcome. Based on qualitative research we describe a digital online study-project. The results shows that teachers’ strategies highly influence students learning outcome. Communication and interaction by use of technology became a key element in the students own learning process. The teachers strategy related to use of technology made the student active include the social and professional environment in their learning process, which contributed to their own competence.

Collocation plays an important role in English article writing. This research builds a collocation corpus for academic writings in engineering and science fields. Based on the collocation corpus, this research also establishes a sentence-wide collocation recommendation and error detection system for academic writing. The corpus is built from Science Citation Index (SCI) papers and industry field thesis, which are collected and processed by a formal procedure developed in this research. The first step of the procedure uses the Stanford Parser to parse and retrieve collocations sentence by sentence from those papers and thesis. The second step classifies these collected collocations in different types and gathers their information to establish a collocation corpus specifically for academic article writings. The use of the corpus is through a web-based collocation system built in this study. Distinguished from other collocation systems found on the web nowadays, the system can do full sentence collocation error detections and recommendations. After several conducted experiments, the system is proved capable of giving satisfied feedbacks and recommendations for scientific article authors. Although the collocation corpus now is not complete enough to give the most precise results, the formal procedure can still keep enhancing the corpus and improving the system by automatically collecting articles from various fields.

Nowadays there are qualitative changes in the Russian education related to the rapid development of foreign contacts almost in all spheres of life. In this regard, higher education is taking focus on the field of productive practical activity of future specialists. Field-oriented training of the university graduates often depends on the propensities and interests. This provision determines the development of personalized teaching as a purposeful formation of the integrative subjectivity of an individual.The purpose of this article is to study the problem of personalization in the context of the educational process of teaching foreign languages at non-linguistic faculties of the university. The article elaborates on the conceptual features of personalized teaching a foreign language; it undertakes an experimental study on the provision of conditions for personalization of a student, dwells on the components of the personalized teaching; covers the principles of personalized teaching a foreign language; examines modern technologies of personalized teaching a foreign language; showcases the capacity of implementation of the concept of personalized foreign language teaching. We came to the conclusion that the success of personalized teaching depends not so much on the content of language arts and methods of teaching languages, but on the consistent patterns of student’s intellectual activity.

Research indicates a diversity of factors that influence the use of online learning resources. Barriers, related to access and accessibility issues are often considered in the literature as inhibiting factors for people with disabilities. Following the established social cognitive theory and the model of digital inclusion, that both highlight interaction between environmental and personal factors, we conceptualise two different types of barriers, named environmental and contextual barriers. This article examines differences between students with SEN and their peers in perceived barriers for OLR use. Our results confirmed as expected that there are no significant differences in perceived contextual obstacles between students with SEN and their peers. However, contrary to our expectations, environmental barriers were not perceived as significantly more or less important in either of the two groups. We discuss possible reasons for such results.

This paper presents an action research project in its first phase, where technology is used as a tool to strengthen the teacher student’s active role in the learning-process. Using self-study methods, I focus on two different issues in this paper. First, I show and discuss how the students reacted to the use of video. Secondly, I use my own reflection log, and discuss how I as a teacher reacted to the video, and how this reaction directed the project in a different direction. In the last part, I discuss how the project can be developed further by using self-study as methodological approach, and the importance of doing research on teaching practice and technology.

In this study, we designed an online cross-cultural learning activity for participants from different countries, representing various cultures and speaking diverse languages. The participants interacted and exchanged culture-related information with each other in their native languages. We employed a speech-enabled language translation technology to support participant interaction and information exchange in order to facilitate their cross-cultural learning. We analyzed a social network of participants of cross-cultural learning activity and measured their perceptions related to cultural constructs. Finally, we investigated the relationship between cross-cultural learning and social network characteristics and between cross-cultural learning and cultural constructs. According to our results, first, cross-cultural learning of participants was facilitated in terms of declarative and procedural knowledge of foreign traditions and related culture. Second, Group II had better social network characteristics compared to Group I. Third, our results revealed that there is no relationship exist between cross-cultural learning and cultural constructs. We make several implications based on our results in this paper.

Web 2.0 technology has changed the way and setting where learning takes place. This study has attempted to contribute to the understanding of how children, aged 11 to 13 can use YouTube as an informal learning tool. This was accomplished by conducting four focused groups consisting of children aged 11 to 13. Thematic content analysis was used to analyse the interview data. The data has revealed that children use YouTube as home and at school (limited). They had multiple methods of access, although was constrained by parental control and limited by restricted data. The children further experienced two types of informal learning, self-directed and incidental. Interestingly, they did distinguish between appropriate and inappropriate content. Cognitively, they displayed low levels of self-regulation but were extremely self-efficient. Children had high expectations that there is entertainment on YouTube, and that resulted in them constantly using YouTube to entertain themselves. Finally, through observational learning, the children not only learnt how to use YouTube but they also acquired different skills from watching YouTube videos. These findings enhance the current understanding of the role YouTube can play in learning.

The growth of social media over the past five years is staggering with around 1 in 3 people globally on some form of social media. Seventy-five percent of US high school students are on some social media and educators are starting to use the technology in the learning process. However, recent reports are beginning to question the benefits of social media on one’s well-being. The purpose of this study is to see how social media sites are being used in the high school environment and what is the impact on the learning process and social well-being of students. A review of four educational technology journals will guide the discussion to answering the research questions. Outcomes of this study include an analysis of how these technologies are being used in the classroom and what are the perceptions of using these technologies on learning and well-being.

The definitions of online learning resources are discussed within two approaches for classifying existing learning technology, the pedagogical and the functional approach. The findings of a survey about online learning resources use among 1667 students are presented with a focus on differences among study disciplines. Average mean for a total sample and the differences according to disciplines are presented in five subsections: The Online learning content, Interactive technology, Social network sites, Communication and collaboration technology, Information organising technology.

In this study, we proposed a web-based annotation and search system named WASS, which not only provides annotation making but also peers’ annotation searching and reviewing for vocabulary learning. Four-week experiment was conducted among 75 vocational high school students, divided into experimental group and control group. The student learning behavior and their influence on learning achievement were explored, the results showed that experimental group outperformed control group in vocabulary post-test. Further investigation in experimental group showed low achievement students made more text annotation than the high achievement students and obtained more significant score gain, thereby indicating that our system is capable to motivate the low achievement students to make more text annotation, this is because through searching and learning peers’ annotation, low achievement students can make more annotation and acquire more vocabulary. Those findings may confirm that searching and reviewing peers’ annotation plays an important role in fostering vocabulary learning, especially for those low achievement students in vocational high school. Therefore, designing the supported powerful function to utilize annotations completely is vital (like searching tool for peers’ annotation in this study) and encouraging students to learn through their own annotation and peers’ by searching tool.

Compared with traditional learning, self-learning has supplemented it and with some great results. Additionally, digital game-based learning is an effective way to motivate the students and increase their learning performance. The purpose of the study is to examine the effects of the designed digital game on third-grade students’ English vocabulary learning. The data was collected by questionnaires that were given before and after using the designed digital game, observation sheet, and interview. It also investigated the relationship between learning styles and English vocabulary learning achievements using a digital game approach. The data showed that the overall gained scores of the experimental class were improved. The students’ attitudes toward English were significantly higher than before. This indicated that joyful learning approach of using digital games can enhance elementary school students’ attitudes toward English. The results show that using digital games motivates students to learn after school.

The rapid growth of the Internet has significantly changed the way English teachers transfer knowledge to their students. It is obvious that nothing is comparable with teacher-student interaction, but there is no doubt mobile applications have aggressively penetrated into the learning process and even proved their effectiveness, especially with Generation Z, for they facilitate meaningful learning environment. Mobile Assisted Language Learning (MALL) is the use of mobile devices to improve language acquisition. Authors of the research investigated the shift from teacher-led learning to student-led one studying the way under-graduates use the mobile application ELEVATE. The aim of this experimental study has been to find out the potential of using the interactive mobile application ELEVATE with Z-learners to upgrade their skills in English learning performance such as vocabulary, pronunciation, listening and comprehension of the ESL learners without teacher’s help as well as to develop critical thinking skills along the way. The results of the post-test showed that students in the focus group significantly outperformed those in the standard group, which means students’ learning performance considerably enhanced. Interview data showed that students have positive attitudes towards the creative ways of language learning. Meaningful learning paradigm can remarkably improve English learning effectiveness. There are some limitations in MALL approaches though they have high potential for further development and improvement. Enhancing mobile devices are sure to make MALL-based technology more efficient both for teachers and students.

Objective: Nowadays, technology plays an important role in learning; hence, it is important to explore the relationships between EFL learners’ usage of technology and their approaches to learning English. Method: This study involved 186 English department undergraduates in Taiwan and utilized two questionnaires to respectively survey EFL learners’ usage of technology and their approaches to learning English. In particular, the approaches to learning English survey used in this study is a newly designed questionnaire which includes eight factors: Intrinsic Interest, Commitment to Work, Relating Ideas, Understanding, Fear of Failure, Aim for Qualification, Minimizing Scope of Study, and Memorization. Results and findings: Exploratory factor analysis revealed adequate validity of the new questionnaire. The regression analyses indicated that EFL learners’ approaches to learning English were associated with their technology usage for learning English such as recommendation, usefulness, and ease of use. Discussion: This study will contribute to our understanding of EFL learners using technology for learning in the future.

The purpose of this study is to investigate the use of e-books, as well as interactive and non-interactive elements, as a way to present learning content, and the effect of application of e-books to nursing education on learning effectiveness and cognitive load of students in Department of Nursing. This study used quasi-experiment research method to conduct an experiment on two classes of different students receiving instruction from the same teacher and using the same teaching materials. The research results showed that e-books had a significant effect on the improvement of learning effectiveness in both classes. Compared with students using non-interactive e-books, the improvement of learning effectiveness of students using interactive e-books was more significant. In terms of cognitive load, cognitive load was gradually decreased during learning process. However, a certain extent of cognitive load still existed.

The aim of this research is to explore learners’ learning behavior differences in a customized augmented reality (AR) English learning system (CARELS) by analyzing the learners’ behavioral history. The results show that male learners lost the scan directions of AR learning targets more often than female learners, while female learners learning in one AR target was more careful and detailed compared to male learners. One implication of these results is that researchers should consider the gender difference, and give adaptive feedback or teaching materials when designing this type of AR English learning system.

The 12-year Basic Education Curriculum Guidelines by the Ministry of Education in Taiwan includes learning performances related to computational thinking and programming languages in technology courses. The students will develop other important competence through programming. Learning a programming language should not only involve focus on writing the programs, but should also stimulate students’ computational thinking competence and allow them to solve daily problems through information techniques. Situated learning emphasizes students’ learning in real scenarios where knowledge is applied as the tool in these real situations. Without such scenarios, the tool has limited value. Likewise, computational thinking competence can be translated as effective problem-solving by the means of information technology. Hence, the thinking process involves analyzing the problems resulting in answers. In addition, the Bebras learning model is based on a concept of informatics which supports comprehension of information science phenomenon and development of computational thinking. This study explored the effects of computational thinking competence on the Bebras test performance. The study targeted senior high school students’ who learned program design using a situated learning strategy.The results confirm the importance of the situated learning strategy when cultivating students’ computational thinking competence. Based on homogeneity of two groups of students, the experimental group’s posttest score of computational thinking is higher than that of control group. The experimental group were exposed to a situated learning strategy and the control group was not. Significant difference between the two groups shows that the situated learning strategy reinforces computational thinking competence.

Being a critical stage for mathematics enlightenment, the establishment of quantity conservation in lower grades of elementary schools is the key in learning various measurements. Assisting students in establishing strong problem-solving strategy is an important task for teachers. Aiming at the length measurement concept of students, a problem-solving strategy based interactive e-book learning system is developed for the length measurement instruction in this study. The research findings show that applying the problem-solving strategy based interactive e-book to the length measurement instruction could enhance students’ learning outcome and help them learn good problem-solving strategy and establish correct measurement concepts.

The purpose of this research is to design a digital-based e-book “Plant World View”, it combines the diversity of multimedia and natural science, which meets different personal needs in learning method. The research sample are fifth grade students from an elementary school in Tainan, they usually divide students into two classes, 20 students with normal teaching style, and 20 students used tablets as learning tool in class. The way they divide students into two different classes made it easy to study and analyze the interaction satisfaction and the system’s usability. As a result, as for system’s usability, students with the multimedia tablet teaching method picked up faster than the students of normal teaching method. For the user interaction satisfaction, the student with tablet’s subjective feeling is better than the students of normal teaching method.

The purposes of this research is to solve the problem we may face in buying new furniture. For instance, in judging the size of furniture and the choice of decoration, it would be helpful through replacing real objects with augmented reality. This measure can greatly reduce effort and time consumption. In the study, we combine the augmented reality technology with smartphones; tablet PCs and wearable devices to build a simulation system of virtual furniture system. Users of this system can use a variety of virtual furniture model to simulate the display in virtual world. In this study, we tested 55 subjects. After brief instruction about how to operating system, our subjects would be asked to experience our system through the smartphones, tablet PCs and wearable glasses. The result shows that the subjects have a positive assessment of the usability and interactivity of the system. Therefore, the system is of practical help to help the selection and arrangement of furniture in the real world.

With the advent of the era of multiple learning, the game-based teaching provided has also being increasingly diversified. However, in game-based learning, there may be fewer games concerning complementary colors. Nevertheless, the basic knowledge about colors is associated with students’ development. Therefore, this study mainly investigated, developed, and designed the game based on the concept of complementary colors in chromatics. This study attempted to integrate game concepts with teaching. In particular, the features of Serious Mini games are simple and easy-to-learn. This study used the basic knowledge of complementary colors as the rules, and integrated them with Serious Mini game, which was divided into 5 stages: definition, testing & modification, modification & game rule setting, second testing, and completion. This study explained each stage phase by phase, and predicted the effect after the actual future introduction.

Creativity is currently regarded as one of the critical competence in numerous learning theories. With cultivation of positive creativity, the reinforcement of critical ability and thinking will be advantages in the era. At present, many evaluations on creativity result are mainly based on students’ finished work. As to the analysis, the discussion mostly focuses on single dimension. However, there are various factors of creativity and it lacks the study on correlation among creative style, creative climate and creativity. Thus, based on creativity learning, this study applies PBL, Project-Based Learning, in information engineering project and conducts pretest and posttest of Torrance Tests of Creative Thinking (TTCT) and the indicators of creativity. In the course of project, it introduces SCAMPER creative thinking strategy in learning platform and learners fill in questionnaires of creative style and creative climate after the class. According to analytical result, pretest and posttest of the TTCT show significant difference. In questionnaire of creative style, learners’ creative core characteristics and creative assistance habit reveal significant and positive feedback; as to questionnaire of creative climate, it is significant. Students recognize the importance of atmosphere and positive creative climate reinforces development of creative competence.

This study investigated the use of multimedia e-book by nursing interns to promote health communication. The characteristics of e-book were utilized to facilitate the health communication. It aimed to explore the outcomes of health communication in a group setting, for both large and small groups, in order to determine whether nursing interns could use e-book to enhance the outcome of health communication and strengthen their literacy of nursing informatics. Comparison was conducted. This study selected 32 junior nursing students that are about to enter their senior year from a national university of Taiwan. Questionnaire survey was based on Likert 5-point scale. The results showed that in either large or small group, outcome of nursing students’ personal communication by multimedia e-book and cultivation of personal nursing informatics literacy are significant. Field feedback is also positive. Hence, multimedia e-book can effectively assist with nursing students’ community health communication.

Massive Open Online Courses (MOOCs) have been considered disruptive innovative service that potentially pose threats to traditional higher education. However, few people carefully consider how MOOCs services support and co-create values for post-secondary institutes, on-campus students, and working professions from the perspective of value co-creation and service system. Through the analysis of in-depth interviews of nine cases, five qualitative categories of perceived values with structural hierarchy were profiled and analyzed: (1) learning new knowledge, skills, and perspectives, (2) verifying learning process using certificates, (3) supporting on-campus learning and teaching, (4) solving real-world problems at work, and (5) co-learning with world-wide learners. Implications will be presented and discussed in the paper.

Sounds are invisible, though they surround our lives, we cannot realize the form of sounds. However, visualization of sounds can be produced using Digital Arts to make sounds visible or even interact with people. This study created a voice-based composition of digital art in the form of joint exhibition. During the joint art exhibition, details such as light effects and the design of exhibition area help to promote the quality of the exhibition. After the exhibition, spectators were asked to fill out a questionnaire designed by [18], the results of which were later analyzed with descriptive and inferential statistics to account for satisfaction and procedures of the exhibition, reception aesthetic, playability of substantial device and spectator’s feeling from the composition in exhibition. The analytics of this research helped to account for key elements of the overall exhibit, including satisfaction, receptional aesthetic, playability of substantial devices, and spectator’s perceptions, as well as the correlations among them.

It is important for the modern library to cultivate the public’s information literacy and reading literacy. When these two important tasks can be rooted in the children’s readers, the function of the library can be even more meaningful and demanded. Therefore, all public libraries try their best to attract more children to come to the library, and naturally parents come together with children to enjoy reading in the library. Because children have only limited vocabulary ability, reading plain written books is very difficult for them and it is not even effective. As a result, various digital children’s readings have been developed over the years, such as pictures (picture books), audio (CD audio books), and video (multimedia e-books). However, the interaction between these materials and children is limited to 2D flat touches, such as texts, pictures, and audios/videos. Children would not feel touched and interactive when listening to the stories read by adults who have no training for reading aloud skills. Therefore, this study intends to combine the robot with the existing digital picture books of the library to complete a “robotic storytelling service for children.” In this study, we designed a scenario that combined a digital picture book with added robot voices and body postures/movements that match the mood of stories. This allows the robot to tell a story and perform a story like a human being with body movements to attract children’s interest and attention. And the robot can also draw the children’s attention to the story and increase the listening effects. This service has received a very enthusiastic response from the children readers. It also enabled the children to be close to the robots and listened to the robots to tell stories for them in a very focused and exciting manner. Furthermore, they seem to be motivated to go to the library to find the corresponding story books to read. Therefore, the robotic storytelling approach may have a potential to promote children’s reading interests and can be widely implemented in the future.

Although scholars of extensive reading and vocabulary pedagogy confirm that the two research fields have a strong connection to improve one’s language competence, little seems to be implemented on students who are studying English as a foreign language (EFL) in the reading courses. This paper, first, used a case study in an EFL university context such as Taiwan to show that there is a need to examine the facts behind the deficient training of extensive reading. We then proposed a possible solution via some help of technology and created a mobile reading system. During the system implementation period, we observed one selected subject who might not be seen as an active or motivated EFL learner in reading classrooms and had a very low level of English proficiency, but our preliminary finding shows that his vocabulary ability can be enhanced because of the extensive reading opportunities guided by the system. Suggestions and future development of the system are finally indicated.

With the proposal of “China’s students’ development core qualities”, the new period puts forward higher requirements for students’ innovative spirit and practical ability. Problem solving, as one of the qualities needed for practical innovation, occupies an important position, and there is very little research on instructional design to improve student problem-solving skills from the perspective of teachers. At the same time, with the continuous development of new technologies such as big data and internet of things, teacher education must also follow the trend. Teachers need to think about how to reshape and grow professionally in the wave of education reform. This article selects a junior high school geography teacher as the research object and tries to construct a teaching design strategy that aims at the cultivation of students’ problem solving skills. There are situation-constructed strategy, task-driven strategy, and thinking-inspired strategy, and based on these strategies we create an aided analysis table and an teaching design evaluation scale, so as to provide valuable reference for teachers’ teaching design, and improve students’ problem-solving abilities.

With the development of Internet communication equipment, educational resources are rapidly accumulating on the Internet. While learners enjoy the convenience of the information age, they often face problems such as “resource disorientation” and “learning theme drift”. As the most effective personalized recommendation technology, collaborative filtering is mainly based on the dual relationship between learners and resources. This paper utilizes the association of learners, knowledge points, and learning resources to construct associated matrix of the learners, knowledge points and learning resources. It introduces the related knowledge information into user similarity calculation and scoring prediction of traditional collaborative filtering algorithm, which can make the recommendation results conform to learners’ learning needs and improve the recommendation quality of personalized recommendation.

Correlating massive resources with knowledge points can help to achieve effective aggregation of resources and to improve learners learning efficiency and learning experience. This paper proposes a result integration mechanism based on the crowd wisdom to determine the association of learning resources and knowledge points, and ensure the final annotation result has certain credibility. Accordingly, we propose a user confidence to evaluate the user’s ability to complete the tasks. The experimental results show that the proposed algorithms improve the accuracy and efficiency comparing with the majority voting method, and algorithm to estimate user’s confidence can converge to actual value efficiently.

This study proposes an analytic approach which combines two predictive models (the predictive model of successful students and the predictive model of at-risk students) to enhance prediction performance for use under the constraints of limited data collection. A case study was conducted to examine the effects of the model combination approach. Eight variables were collected from a data warehouse and the Learning Management System. The best model was selected based on the lowest misclassification rate in the validation dataset. The confusion matrix compares the model’s performance with the following parameters: accuracy, misclassification, and sensitivity. The results show the new combination approach can capture more at-risk students than the singular predictive model, and is only suitable for the ensemble predictive algorithms.

This paper proposes a systematic approach to analyze the learners’ behavior equipped with sports bracelets. The study begins with the step counts retrieved from the mobile database, transformed to behavior events and behavior states, which then are represented by consecutive strings of discretized step counts. Such behavior state strings are then decomposed and clustered to get behavior parameters: behavior lengths and behavior strengths.An integrated flow chart with behavior decomposition and behavior clustering algorithms are illustrated. The approach is implemented and verified by a five-month pilot experiment, through which 153379 step counts of 19 learners’ mobile sports bracelets are obtained. Henceforth, 2833 person-days behavior states with 72 time-periods are derived. Finally, these 19 learners are clustered into four groups: 9 for no exercise, 7 for average exercise, 2 for long-term exercise and 1 for very long-term exercise. Such behavior models may give more precise exercise planning in physical education.

Music composition for songs is difficult for people, due to the necessity of the complicated music composition theory and the combined artistic conception and emotion-based ideas. The emotional representation can define the valence and arousal coordinate, and it is possible to perform the mapping technique between music and emotion, according to lyrics emotion. The proposed emotion-based algorithmic music composition uses song lyrics emotion to classify music segments, and use the mapping between music and emotion. It can make people who even don’t know music theory easily compose a song. Some demos finally show the result of the research. Therefore the proposed method can be applied to such fields as the popular songs composition, background music, musical edutainment, education musicale, etc. Some traditional sources of entertainment have embraced AI to compose music and create stage performances. AI will increasingly enable entertainment that is more interactive, personalized, and engaging. In the future, more sophisticated tools and apps will become available to make it even easier to compose music. The creation and dissemination of entertainment will benefit from the progress of technologies such as ASR, dubbing, and Machine Translation, which will enable content to be customized to different audiences inexpensively. This democratization and proliferation of AI-created media makes it difficult to predict how humans’ taste for entertainment, which are already fluid, will evolve.

The specially-designed educational game are effective for the improvement of the motivation and outcome of learning. However, the development of the learning game is the labor-intensive and time-consuming work (High Cost) and the application of the learning scope is limited to a specific learning subject (Learning Scope Limitation). The concept of the subject-free learning game is able to address the Learning Scope Limitation well, but the High Cost is still the pressing issue for all kinds of games. Therefore, in this work, a Reconfigurable Subject-free Learning Game System based on a Collaborative Subject-free Learning Game Scheme, called ReSfLGS, is developed, a reconfigurable scheme of which is able to reconfigure and integrate the various game content according to the proposed I/O protocol, the definition of which enables that various games can be controlled and communicated with ReSfLGS. Moreover, the game content is able to be efficiently created using the Web-based visualized authoring tool in ReSfLGS for addressing the High Cost issue.

This study aims to explore the teaching and learning innovation by using higher-order thinking. Many studies have found that although there are significant and considerable effects in the teaching and learning of higher-order thinking, there still lacks elaboration and analysis of higher-order thinking in teaching thinking method, learning thinking method and curriculum thinking design. This study first elaborates the implications and characteristics of higher-order thinking, the thinking process of higher-order thinking and the level analysis of higher-order thinking. It then proposes the teaching strategies of higher-order thinking in teaching and learning, and combines the 3P Thinking approaches (Problem found, Definition problem and Problem solving), as well as the analytical teaching curriculum planning and goal practice. Finally, it discusses the nature of higher-order thinking and proposes specific strategies for applying higher-order thinking in university teaching.

According to statistics, most weightlifting training injuries occur in the training process, and the upper part of the body has most injuries, followed by the waist. For the injuries caused by weightlifting, light injuries harm muscles and joints, and severe injuries may result in permanent disability. The purpose of this study is to provide a protection measure for weightlifting exercise that allows the barbell to be lifted in the same way as the normal weightlifting process, when the force is provided by the user; but when the barbell is lowering, the support is provided from the mechanism of the product, so that the weightlifting unit hangs instead of falling to cause damage. The safety device of this study includes a one-way transmission unit, a winding transmission unit and a very light counterweight unit. When the barbell is lifted, the one-way transmission unit moves in the direction of the barbell without any resistance as the general freewheel. Now the main weight of the barbell is supported by the user, so the purpose of weightlifting training can be achieved. If the user stops the barbell lifting force, the one-way transmission unit generates a reversed supporting force, so that the barbell will not fall due to the user’s stopping the force. This can ensure the user’s safety during weightlifting training. This study adopts a mechanical structure with low cost, easy installation and a quick-return mechanism to complete the safety measures, which takes into account both the convenience and safety of the user.

Hosting mega sport events will build of the events venues and infrastructure, and the operation of the events involve huge environmental resources, activities, and construction projects that might negatively affect cities’ natural environment. Since Olympic Games would damage to the natural environment of host city. In order to protect the natural environment and mitigate the disturbance at host city, International Olympic Committee (IOC) introduced environment into the Olympic Games as the third pillar associated with sport and culture since 1996. The environment has become an important factor for hosting Olympic Games. Both host and non-host residents felt that environmental legacies were the most important aspect, as it was highly relevant to their quality of life. Mega sports events also potentially impact on local ecosystems. But the environmental impacts of sport events are difficult to assess quantitatively. This study introduces environmental concept into sports event to resolve the problem of estimation and help to offer benefit/cost analysis information sufficiently. The aim of this research is to discuss the evolution of sports event and environment. This research is also to construct a feasibility analysis method on the evaluation of sports event based on environment estimation methods.

This paper aims to improve the plane meridian and acupoint figure omissions and gaps, and combines the acupoint-located method by anatomical landmark of traditional Chinese medicine with innovative 3D composition method to complete a highly personified digital prosthesis teaching model. This system is fabricated by using four techniques of computer drawing software Maya, such as modeling, material and texturing, lighting and render, it will contribute to the accuracy of acupoint location, and it can convey important academic and theoretical basis of acupoint, so as to clarify the interlaced and complicated human channel trends and acupoint locations, reducing the learning-use fall, and enhancing the efficiency and quality of teaching and learning.

Due to the changes of the environment and policy of higher education, the college-level Physical Education (PE) in Taiwan is now facing the bottleneck of drastic transformation. In order to address the dilemma and achieve educational excellence, the education community has been developing innovative teaching as an important solution. The integration of information technology in teaching has not only become a common sight at educational premises but also offered an important tool for innovative teaching. The integration of information technology in the development of Physical Education courses, however, has often been hampered by the nature of the sports discipline and competence of PE instructors. This study explored innovative teaching and integration of information technology based on the nature of PE courses in hope of offering a fresh perspective in the development of college PE courses.