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Background: Behavioural intention (BI) has been predicted using other variables by adopting the technology acceptance model (TAM). However, few studies have examined whether BI can predict learning performance. Objectives: The present study used an extended TAM to investigate whether students' BI is a predictor of their listening learning performance (LLP) through vocabulary learning performance (VLP) in the context of mobile vocabulary‐assisted listening learning by using two mobile learning tools. Methods: A total of 129 college students with a pre‐intermediate level of English were recruited as participants, and a 10‐week mobile vocabulary‐assisted, listening‐learning course was conducted in 2022. In each task of this course, the students had to learn target words from a listening passage on Quizlet and then engage in listening activities on Randall's ESL Cyber Listening Lab. Quantitative responses obtained through an online questionnaire were analysed through partial‐least‐squares structural equation modelling. Results: The analysis results indicated that BI significantly predicted LLP through VLP. Perceived ease of use (PEU) and perceived usefulness (PU) were significant antecedents of BI. However, PEU did not significantly predict PU because of the difficulty of navigating between the two technological tools used in this study. The extended model demonstrated its effectiveness in explaining listening learning performance, as evidenced by an explained variance (R2) of 69%. Conclusion: The extended model validates the influence of BI on learning performance and it can also draw teachers' focus toward the significance of enhancing students' BI to improve their listening learning performance. Pedagogical implications based on the results are provided in this paper. Lay Description: What is already known about this topic?: TAM was used to study learners' acceptance of mobile‐assisted language learning.TAM incorporates latent variables to explore mobile‐assisted language learning.Investigating factors influencing BI is a primary research focus in extended TAM literature.Mobile tools could improve listening learning and vocabulary retention. What this paper adds to that: Learning performance was considered as a dependent variable in an extended TAM.BI might predict students' learning performance in vocabulary and listening in an extended TAM.Teachers used two mobile tools to design mobile vocabulary‐assisted listening tasks.Pre‐learning the target words facilitate students' listening learning performance. Implications for practice and/or policy: We show the importance of BI on predicting listening learning performance.The impact of BI on other factors became another focus of TAM research.Results highlight pre‐learning target words' importance for better listening performance.Existing mobile tools improve listening performance, avoiding new system development. [ABSTRACT FROM AUTHOR]

Scholars have suggested that flipped learning can be enhanced by designing effective in‐class learning activities to improve students' higher order thinking skills. Problem posing has been recognized as such a learning strategy that has great potential for improving students' higher order thinking skills. However, it has been reported as a challenging task for most students. Research evidence has indicated the potential of engaging students in group learning with step‐by‐step hints when conducting problem‐posing activities. Therefore, this study proposed a multilevel concept mapping‐based problem‐posing strategy to assist students in completing the problem‐posing tasks in flipped learning. To understand the effectiveness of the proposed strategy, a flipped learning system was developed and adopted in the science class of an elementary school. Seventy‐five fifth graders from three classes were divided into experimental group A, experimental Group B and a control group. Students in Group A used the concept map‐guided problem‐posing strategy for flipped learning (CMPP‐FL), students in Group B used the problem‐posing strategy‐based flipped learning, while students in the control group used the conventional flipped learning strategy. The results showed that the CMPP‐FL was effective in terms of improving students' learning performance, especially for students with higher levels of critical thinking tendency. Lay Description: What is already known about this topic: Flipped learning enabled teachers to have more class time to engage students in applying knowledge.Scholars have suggested that the value of flipped learning can be enhanced by designing effective in‐class learning activities to improve students' higher order thinkingProblem‐posing has been recognized as such a learning strategy that has great potential for improving students' higher order thinking. What this paper adds: This study proposed a multilevel concept mapping‐based problem‐posing strategy to assist students in completing the problem‐posing tasks in flipped learning.A flipped learning system was developed and adopted in the science class of an elementary school.It was also found that the results showed that the concept map‐guided problem‐posing strategy was effective in terms of improving students' flipped learning performance, especially for those with higher levels of critical thinking tendency. Implications for practice and/or policy: Employing concept maps as a guidance for problem posing is a promising approach.It is worth investigating the impacts of the concept map‐guided problem posing approach on the students with different personal characteristics, such as knowledge levels or motivational levels.It is worth applying the approach to other courses in the future to further explore its effectiveness. [ABSTRACT FROM AUTHOR]

Robotics education has received an increasing attention in recent years as a means to build students' motivation, team collaboration skills, and other valuable 21st century competencies. Yet there is a lack of experimental studies to investigate and identify strategies to facilitate robotics education. This study adopted a 2 × 2 quasi‐experimental design to investigate two strategies: the incorporation of augmented reality (AR) and the introduction of competition in robotics activities. Students' robotics task performance, team collaboration processes, 21st century learning competencies and learning motivation were measured as dependent variables. The results indicated that AR significantly improved students' motivation, team processes, and 21st century competencies. Moreover, the effects of AR were more pronounced with the competition groups. Implications are drawn to provide guidelines on the use of AR and competition in robotics education. Lay Description: What is currently known about the subject matter?Robots in education have been recognized as an effective approach to enhance learning competencies.The benefits of AR in learning gains and motivation. What their paper adds to this?To design robotics curricula that can be used in middle schools.To understand what middle school students can learn from the robotics curricula. The implications of study findings for practitionersHow to utilize AR in robotics education.What are the structure and pace of robotics curricula for middle school students? [ABSTRACT FROM AUTHOR]

The purpose of this research was to compare the effectiveness of physical and virtual tangrams on preschool children's learning engagement and achievement. Children listened to an e‐storybook narration and solved puzzles individually. The experimental group (N = 31) completed puzzles embedded in the e‐storybook using virtual tangrams, while the control group (N = 30) completed the same puzzles using physical tangrams on outlines drawn on a paper. Results indicated that the experimental group had significantly higher overall engagement than the control group. The experimental group had significantly higher learning achievement (time taken to complete outlines) when using virtual tangrams. It is hoped that the study will be beneficial to classrooms concerning how to use tangrams in teaching and learning and to instructional designers on how to design an e‐storybook for young readers. [ABSTRACT FROM AUTHOR]

Because the microworld can create a learning environment that allows learners to interact with the real world, the view of the microworld has been widely used in education and training. In this study, the simulated transactional interactive concurrent system (STICS) was used to provide an environment that simulates the stock market trading of the Taiwan Stock Exchange; the goal is to explore the effectiveness of using STICS in enhancing the financial literacy of students. This study adopts a quasi‐experimental design approach and divides students into two groups. The intervention group was made up of 42 students who learned financial knowledge aided by STICS, with a comparison group consisting of 43 students who learned with traditional lecturing and dictating methods. The study found that learners who used the STICS as an aid to learn financial knowledge had significantly better learning effectiveness than those who did not use STICS, in terms of motivation, attitude, and achievement. The intervention group also made significant improvements in average scores in learning motivation and achievement after 8 weeks of experimental teaching and learning. Lay Description: What is already known about this topic This study employs the microworld perspective as a learning scaffold which simulates the real financial environment through computer assistant learning.By means of the computer assistant learning pattern of STICS, it not only enhances the financial literature of learners, but also increases the happiness and fun in the learning process. What this paper adds This allows learners can free from the barrier of insufficient investment funds by using STICS computer assistant learning.The STICS computer assistant learning system have the potential of promoting interactivity between learners and instructors, and improving the students' financial achievements. Implications for practice and/or policy The benefits of the STICS computer assistant learning are not only to enable students to deepen their understanding of the content of the textbook, but also to experience practical trading environment, such as profitability, risk, delivery and payment, long‐buying and short‐selling, etc.From this study, it is known that improving students' financial literacy not only contributes to personal wealth, but also avoids the recurrence of financial turmoil.In the future, we should devote ourselves to teach students how to apply knowledge to the real environment in an immersive learning, without being out of reality. [ABSTRACT FROM AUTHOR]

This study investigated how students designed English academic oral presentations via a blended language learning environment. Data were collected from focus group interviews, observations of students, and instructor perspectives to explore how students develop academic presentation skills. In addition, a total of 36 oral presentations were assessed by a rubric and frequency counts of presentation language and features. By adopting an ecological approach, we identified the interactions between different factors that influenced learning. Interview findings and observations suggested students welcomed the immediacy of the technology and demonstrated signs of autonomous learning by self‐selecting the chat application Line for group collaboration. Participants preferred both online and face‐to‐face collaboration, as students discovered the limits of online communication. Results indicated that group oral presentations improved, with stronger introductions, linking devices, and visual elements. However, students had problems constructing conclusions and trouble linking the main ideas to the content. Lay Description: What is already known about this topic? Group oral presentation projects train students in 21st century competencies such as multimedia skills, critical thinking, problem solving, and collaboration.Cloud computing collaborative environments have the potential to help students develop language and communication skills.Users are aware of some of the affordances of mobile devices for language learning. What this paper adds? A description of the design and development of a blended language learning environment (BLLE) for English undergraduate oral presentations.Identified improvements in oral presentation introductions, cohesion, and visual elements from using this BLLE.Provides deep, qualitative insights on student perspectives for collaborative, mobile‐based learning from an ecological approach. Implications for practice and/or policy Oral presentation skills can be developed in a BLLE providing the instructor involves students in the design process.Instructors need to discover the right blend for language learners between online and face‐to‐face collaboration to facilitate project development.Collaboration, instruction, effective learning technology, and convenience are the four main factors that interact and influence how students develop and perform group oral presentations in a BLLE. [ABSTRACT FROM AUTHOR]

Abstract: This study presents a model for the early identification of students who are likely to fail in an academic course. To enhance predictive accuracy, sentiment analysis is used to identify affective information from text‐based self‐evaluated comments written by students. Experimental results demonstrated that adding extracted sentiment information from student self‐evaluations yields a significant improvement in early‐stage prediction quality. The results also indicate the limited early‐stage predictive value of structured data, such as homework completion, attendance, and exam grades, due to data sparseness at the beginning of the course. Thus, applying sentiment analysis to unstructured data (e.g., self‐evaluation comments) can play an important role in improving the accuracy of early‐stage predictions. The findings present educators with an opportunity to provide students with real‐time feedback and support to help students become self‐regulated learners. Using the exploring results for improvement in teaching and learning initiatives is important to maintain students' performances and the effectiveness of the learning process. [ABSTRACT FROM AUTHOR]

The primary goal of this study is to create and test a lecture-capture system that can rearrange visual elements while recording is still taking place, in such a way that student performance can be positively influenced. The system we have devised is capable of integrating and rearranging multimedia sources, including learning content, the instructor and students' images, into lecture videos that are embedded in a website for students to review after school. The present study employed a two-group experimental design, with 153 participants (145 females and 8 males) making up an experimental group in which lecture courses were recorded using the new lecture-capture system, and 149 participants (140 females and 9 males) forming a control group whose lectures were recorded by traditional means. All participants were in the freshman college and studying Introduction to Computer and Information Science in one of six classes, and were randomly assigned to one of the two groups. The participants' midterm examination and final examination scores were collected as indicators of their academic performance, with their mathematics entrance scores used as a pre-test. The findings obtained from analysis of covariance (ANCOVA) suggest that appropriate rearrangement of visual elements in lecture videos can significantly impact students' learning performance. [ABSTRACT FROM AUTHOR]