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An augmented reality (AR)-integrated gamification learning approach in an electronics course was developed in this study to help students better understand the concepts while simultaneously increasing their motivation. An experimental study was conducted to examine the effectiveness of the AR-integrated gamification approach on students' learning outcomes and motivation. A total of 29 vocational high school students was divided into two groups. The experimental group experienced AR-integrated gamification while the control group adopted conventional gamification. The results indicated that students in the AR-integrated gamification approach outperformed the conventional gamification group in the psychomotor learning outcomes, but no significant difference was found in cognitive and affective domains between the two groups. Concerning learning motivation, the experimental group only performed better intrinsic goal orientation than the control group while the other categories of motivation were insignificant. To compare the pretest and posttest in each group, the experimental group gained higher posttest scores in all domains of learning outcomes than the pretest scores after the intervention, but the control group only improved cognitive and psychomotor domains. Regarding learning motivation, the proposed approach pointed out the better posttest scores in all components compared to the pretest scores in the experimental group while only the posttest scores of extrinsic goal orientation, task value, and control beliefs about learning were higher than the pretest scores in the control group. The practical implications and recommendations for future work are presented.

The COVID-19 outbreak has had serious impact on remote education and service-learning implementation in Taiwan. To alleviate these impacts, the Digital Learning Companion, an online tutoring project, was proposed to bridge the digital divide and learning gap among remote children, while offering university students an online service-learning environment. This project recruited international students as tutors for local children. To explore tutors' perceptions of this project during the COVID-19 pandemic, qualitative research, particularly a case study, was conducted. Adopting purposive sampling, 15 participants were chosen for interviews at the end of the project, and 10 reflective videos were used to reveal further information to supplement the interview results. Content analysis was employed to analyse the data. The findings implied that using JoinNet and tutoring journals significantly facilitated the tutoring process, which led to tutors' remarkable development in skills, social relationships, multicultural experience, altruism, social responsibility, self-efficacy, and affective values. However, they encountered some challenges, such as technical problems, communication barrier, lack of tutee information, and short tutoring duration. The solutions to these challenges and insightful suggestions for the project development are pointed out. The results of this study contribute to tutors' cognitive, social, and motivational development, and support the online service-learning-integrated curriculum, which can become a reference for further studies regarding online service-learning implementation to bridge the research gap. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the effect of augmented reality (AR) using a 3D app in a smartphone on students' learning outcomes and satisfaction in teaching angle measurement error to vocational high school students with different spatial ability. A quasi-experimental pretest/posttest was employed. There were 197 students from three vocational high schools in the southern, northern, and eastern part of Taiwan participated in this study. To minimize the biased result, we established one control group and one experimental group in each school. The experimental group used multimedia teaching tools and AR technology as a supplement, while the control group was taught by multimedia teaching tools only. We assessed some factors that possibly affect the learning outcomes and learning satisfaction, including different spatial abilities and different digital materials as teaching tools. Our finding highlights that different teaching materials influence students' learning outcomes and satisfaction, whereas spatial ability does not affect. Further discussion and implementation are also identified in this study. [ABSTRACT FROM AUTHOR]