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Classroom community in higher education benefits students’ learning because it can soothe students’ anxiety about isolation. However, only a small number of studies investigated the key factors behind the cohesion of a classroom community. It is a vital issue because previous studies have pointed out that cohesion is crucial for the survival of a community. Against this background, this study developed a research model that incorporates social presence and social capital, so as to identify the decisive factors behind the cohesion of a classroom community. Our research findings demonstrated that social presence plays a pivotal role in affecting the cohesion of a classroom community. The former not only directly influenced the latter, but also affected it indirectly via structural and relational social capital. This result implies that increasing the interaction among community members (e.g. engaging them in discussion rather than allowing them to ignore read messages) is the first priority if we are going to alleviate students’ anxiety about isolation with classroom community. As students’ interaction increases, their social ties and mutual trust will become stronger, and their cohesion will be strengthened as well.

Learning maps allow learners to organize and personalize their learning materials, thus helping them to more effectively achieve their learning objectives. Accordingly, there has been ongoing research about learning maps with the goal of developing a comprehensive, easy to use, and powerful learning map. At present, the two most frequently used maps have either an ontological basis or take their design from the Petri net. These both provide a useful learning tool for learners. The ontology-based learning map represents integral concepts of knowledge and the relationships among concepts; however, it lacks the ability to control the learners' progress. The Petri net-based map can handle and personalize learning progress and designing the map is relatively easy, but its representation of the subject matter is relatively weak. The aim of this study is to design useful learning sequences and a representation interface that combine the above strengths. To do this, it offers the Dynamic Learning Paths Framework (DLPF), which is based on schema theory and the concept of collective intelligence. With the DLPF system, learners can provide feedback and contribute to a specific learning schema by submitting extra learning material. The self-improvement mechanism in the DLPF is designed to maintain the quality of learning materials to avoid the bias of collective intelligence. To evaluate the DLPF, questionnaires were developed and experiments to ascertain learning performance experiment were conducted. The results show that the proposed framework provides the well-organized learning materials, presents subject material effectively and can contribute to an improvement in learners’ academic performance.

Desktop services have been widely used among educational institutions, because they enable students to learn anywhere and anytime via the Internet. Students can learn by using the paid software pre-installed on the virtual desktop without limitations. However, the factors behind students' continued use of desktop services have received surprisingly little attention, which may be detrimental to the promotion of such services. Previous studies have shown that students' acceptance of a given educational technology does not necessarily lead to their continued use of it. Hence, this study developed a model based on expectation-confirmation and social influence. The former serves as the internal factor behind students' continued use of desktop services, while the latter external. From the data collected from 167 sophomores using a questionnaire, the findings indicate that (1) the external factor (e.g. the teacher's opinion) of the desktop service exerted a more significant influence than the internal one (e.g. satisfaction) did on the subjects' continued use; (2) subjective norm (i.e. the teacher's opinion) was the sole source of the external influence on the subjects' continued use, and the subjective norm was affected by social identity and group norms; and (3) satisfaction wielded the strongest internal influence on the subjects' continued use, and the degree of satisfaction was determined by effort- and performance-expectancy. These findings revealed an implication for the promotion of desktop services, namely, it was not so much the merits and drawbacks of such service as the teacher's opinion that played a decisive role in the subjects' continued use.

Middle-aged adults have a stronger sense of urgency about health apps that not only enhance their health management but also help them administer self-treatment. However, middle-aged adults’ attitudes toward health app usage have received surprisingly little scholarly attention, which has hampered the promotion of this kind of apps among them. To remedy this deficiency, this research specifically investigated this vital issue and presents findings contributory to promoting health apps. Our research findings indicated that (1) middle-aged adults with no health management habit tend to find health apps valuable and get a favorable impression about them, while those who already have the habit do not; (2) most middle-aged adults do not decide to use health apps out of sentimental reasons; and (3) middle-aged adults’ confidence in using smartphones significantly influences their cognitive evaluation of health apps. In sum, these research findings suggested that middle-aged adults look at health apps in a non-affective manner, and their confidence in using smartphones facilitates their use of health apps.

Previous studies have shown diverse applications of technologies to facilitate language learning, and positive adoption of flipped instruction over conventional approaches. They have affirmed the Technology Acceptance Model (TAM) as a dominant model in exploring the perceptions of learners about technological acceptance. Nevertheless, research in light of TAM into mobile-based flipped learning among learners of different proficiency levels in an EFL setting remains scarce. This study therefore performed critical analysis of the dynamics embedded in EFL learners' technological acceptance. The participants were 42 sophomore English-majors taking English Oral Training classes. A mixed method was employed to analyze multiple sources of data, including pre- and post-tests of oral proficiency, the TAM questionnaire, and semi-structured focus-group interviews. The results revealed positive effects of the mobile-based flipped instruction over the conventional lecture-based approach, and yielded the determinant role of attitude about the use of LINE in learners subsequent behavioral intention to accept the integration of such technology in language learning, albeit differences in the construct relationship among students of difference proficiency levels. The authors present insights into factors affecting EFL learner acceptance of a chosen technology, perceptions of flipped learning experience, and pedagogical recommendations for future practice. Review of innovative pedagogical practices in language learning in light of TAM.TAM analysis of MALL-based EFL flipped learning at different proficiency levels.Benefits of MALL-based flipped instruction found over lecture-based instruction.The role of attitude in EFL learner intention to accept a chosen technology.Differences in TAM constructs among students of difference proficiency levels.

Educational computer games have been widely employed to facilitate students’ learning. Studies have pointed out that these games may improve students’ learning effectiveness when they are equipped with appropriate learning strategies. However, the role of learning strategies in students’ acceptance of educational computer games has received surprisingly little scholarly attention. Hence, this research proposed two learning scenarios to address this question. Students in the first scenario were offered an educational computer game with a learning strategy, while those in the second were offered the same game without the strategy. A quasi-experimental design with a research model was constructed to examine the role of learning strategies in students’ acceptance of the given game. In this study, 65 students participated in the two learning scenarios. Two research findings are presented: (1) the adoption of the learning strategy not only affected students’ acceptance of the game, but also made their perceived ease of use significantly influence their perceived enjoyment, perceived usefulness, and attitude towards using; (2) with or without the learning strategy, perceived enjoyment was the most important factor that affected students’ acceptance of the game, while perceived usefulness, attitude towards using, and perceived control exerted no influence on this issue.

Cloud services have been widely regarded as a useful tool to support collaboration. However, exploring the intention to use cloud services in collaboration contexts among students who enroll in private vocational universities in Taiwan has received little scholarly attention. Most of these students are low academic achievers or not very interested in learning, which has become a great challenge to their teachers. Previous studies have indicated that collaboration among students is beneficial to their learning. Accordingly, in this study, cloud services were used to facilitate student collaboration and to further understand their intention to use such services. The results show that facilitating conditions significantly influence perceived ease of use and attitude toward using and social influence greatly affects perceived usefulness and behavioral intention. These results imply that the educational training or problem solving involved in using cloud services can help make students aware that the services are easy to use and can generate a positive attitude toward using them and that the opinions expressed by teachers or classmates are valuable with regard to leading to a belief that the services are useful for learning and contribute to behavioral intention.

Cloud services have been widely used in education in recent years. However, the factors that determine students' continuance intention to use such services have received surprisingly little scholarly attention. Previous studies have shown that students may discontinue using a specific technology even if they have initially accepted it. Therefore, this research seeks to identify what factors may influence students' continuance intention to use cloud services. This research not only developed a research model by incorporating social and technological factors but also tested a series of hypotheses derived from the model. Our research findings suggest that (1) attitude toward using is the most important factor behind students' continuance intention to use cloud services; (2) social presence is the most significant factor that directly influences students' attitude toward using cloud services; (3) perceived ease of use plays a more important role than perceived usefulness in influencing students' attitude toward using cloud services. We explore factors that predispose students to continuously use cloud services.Attitude toward using is the most important determinant.Social presence is the most significant factor that influences attitude.Perceived ease of use is more than perceived usefulness in influencing attitude.

Team messaging services represent a type of cloud computing applications that support not only the messaging among users but also the collaboration in a team. Accordingly, team messaging services have great potential to facilitate students' collaboration. However, only few studies utilized such services to support students' collaboration and further investigated the factors that influence students' acceptance of these services. To remedy this deficiency, this research not only employed a team messaging service to support the subjects' collaboration but also conducted a survey with a questionnaire designed for identifying the factors that influenced their intention to use the service. The research findings demonstrated that (1) social presence not only played an important role in influencing the subjects' intention to use the service, but also significantly affected their motivation in using it; (2) the subjects' intrinsic motivation played a more significant role than their extrinsic motivation did in influencing their attitude toward using and behavioral intention; (3) the subjects' attitude toward using the service exerted no influence on their intention to use it. These findings suggested that, when students collaborate through a team messaging service, their awareness of others' presence will significantly influence their motivation and intention to use the service. [ABSTRACT FROM AUTHOR]

Social mindtools are cloud-based and visual thinking-oriented tools capable of facilitating synchronous collaboration. Such services have been widely applied to enhancing students' collaborative learning. However, students' continuance intention to use these services has received little scholarly attention. To remedy this limitation, we employed a social mindtool to support participants' collaborative learning regarding game design, and developed a research model as a means to examine their continuance intention to use it. In this model, social support and social influence had direct effects on continuance intention, while perceived synchronicity affected the latter indirectly. Our research findings suggest that social influence exerted the most significant and direct influence on continuance intention, while perceived synchronicity, having a critical role though, had indirect impact on continuance intention via social support and social influence. These results imply that the synchronicity social mindtools offer (e.g., seeing others' action in real time and receiving others' prompt assistance) will affect students' interactions when the tools are applied to students' collaborative learning, which will further impact on students’ continuance intention to use the tools, and peer opinions will be most valued.

Face-to-face computer-supported collaborative learning (CSCL) was used extensively to facilitate learning in classrooms. Cloud services not only allow a single user to edit a document, but they also enable multiple users to simultaneously edit a shared document. However, few researchers have compared student acceptance of such services in face-to-face CSCL between the single-user mode and the multi-user mode so as to explore which one is accepted by students more readily. Our findings indicate that students prefer to use the multi-user mode and further reveal that when the multi-user mode is used in face-to-face CSCL, (1) social influence plays a vital role related to students’ intention to use; (2) training and problem-solving assistance are helpful to familiarise students; (3) strategies for students engaging in the multi-user mode should be considered, otherwise each student has the authority to edit the shared file, which leads to it being difficult to reach a consensus.

Computer supported cooperative learning (CSCL) has attained considerable attention in recent years, but most CSCL systems do not consider ways of supporting learners in finding appropriate learning companions. In this study, we propose an intelligent learning companion recommendation mechanism (ILCRM) to deal with this problem. Specifically, ILCRM comprises three agents: (i) a candidate retrieval agent (CRA), (ii) a candidate evaluation agent (CEA), and (iii) a GA-based learning companion composition agent (GLCCA). The CRA and CEA are used to search a series of learning companion candidates based on two criteria (expertise level and participation level), and the GLCCA is employed to compose an appropriate cooperative group in which group members could be able to help learners solve the problems they face. The experimental results show that the proposed approach obtains a near optimal learning companion recommendation, has a significantly low computational cost, and satisfies the specified demands.

Chromatics has been an important subject in design education since colors can make significant differences in the meanings and values of designed objects. However, only a few studies sought to assist students in learning chromatics, let alone to investigate their views on mobile game-based learning of this subject. To remedy these deficiencies, we firstly developed a color game to help students learn chromatics through color mixing. Then, drawing on reasonable and emotional factors, we designed a research model to investigate the students’ decision-making about the game. After analyzing the feedbacks from a total of 205 students, this study showed that (1) perceived attractiveness was the most significant emotional factor behind the subjects’ intention to play the game; (2) perceived usefulness was a reasonable factor that indirectly influenced the subjects’ intention; (3) perceived enjoyment, as another emotional factor, exerted a significant and direct influence on the subjects’ perceived usefulness. These findings indicated that emotional factors played not only a pivotal role in the subjects’ intention to play the color game but also a leading one in their reasonable response to the game.

Classroom is a professional field of teaching and learning. After going to classrooms, teachers have to face curriculums, each student, and other dimensions and needs. Besides careful management, adjustment of teaching strategies should be considered according to individual difference, and this can achieve win–win relationship between teachers and students, and create a friendly learning environment. Thus, satisfying learners’ different needs for learning is an important issue in the education domain. Owing to the advent of e-book, it provides educators a new way to conveniently assess every student’s learning status in diverse dimensions. For example, one potential advantage is the greater flexibility and accessibility of e-books over paper books, and the characteristics of e-books could provide authentic contexts and activities. Therefore, e-books have the potential capacity to achieve authentic learning instead of traditional textbooks. With the experiences in the development of e-books and educational technologies, we have seen an emerging trend in the application of e-books to authentic learning. Therefore, this chapter aims to investigate the suitability of different kinds of e-books for the educational environments, and the potential benefits of integrating e-book in authentic learning. It is hoped to suggest readers a further research blueprint for this topic.

Recently the quick development of virtual technology has made technology-aided learning more versified and education revolution more advanced. With visual and audio stimulation, technology-aided teaching can make student pay more attention than traditional way. Currently the way of learning idioms in elementary school is of more traditional way, which, without multiple interactions with students, can only have limited learning result. In consequence, students will have little impression and result in lack of interest in learning. Traditional way often emphasizes learning through repetition rather than usage, depriving students of learning motivation. Multisensory Learning is a versatile, interactive way of learning. By using multiple channel of visual, audio, touching to stimulate senses, memory of learning content will be reinforced and fortified. Game-based learning, which has been practiced with positive results abroad, can greatly improve learning result through “learning through entertainment” method.

The learning of plants has garnered considerable attention in recent years, but students often lack the motivation to learn about the process of plant growth. Also, students are not able to apply what they have learned in class in the form of observation, since plant growth takes a long time. In this study, we use augmented reality (AR) technology to develop the ARFlora system, which can assist students in observing the changes in plant growth while in the classroom. More specifically, students are able to use AR markers to manipulate various virtual objects (e.g. sunlight) and observe the changes they have on plant growth. Meanwhile, a quasi-experimental evaluation is in place to substantiate the effectiveness of ARFlora in the learning of plants and to compare it with digital video learning. In the quasi-experimental design, 55 elementary-school students participated in the study. The participants are divided into two groups, an “experimental group” and a “control group.” The experimental group was taug...

Chromatics provides a theoretical basis for the production of visual effects that is crucial to design education. As one of the pillars supporting chromatics, knowledge about color mixing is thus necessary for students who plan to design products. However, students tend to be bored by traditional learning methods in this regard. To remedy this deficiency, this study designed a mobile color mixing game to assist students in learning color mixing. On a more specific basis, this game not only enables students to learn color mixing anytime and anywhere but also provides them with an effective mechanism for exploring the potentials of this technology. Using the technology acceptance model, this study developed a questionnaire concerning the subjects’ perceptions of the mobile game, according to which the effectiveness of the game was evaluated. The research findings of this study showed that most of the subjects found the game not only easy to use but also of significant help for them to learn color mixing.