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In recent years, the innovative applications of integrated augmented reality (AR) into educational settings had increased rapidly in Taiwan. AR provides the scene of the real world while interacting with the virtual and physical objects and increases students' learning motivation. This paper presents an empirical study that investigated the middle-school students learning health education courses related to human body structure knowledge integrating AR technology with different learning style preferences. A two-way t-test was applied to examine the experimental (AR-based) or control (traditional lecture) group in health education courses for four consecutive weeks, comparing with pre-test and post-test scores. The findings revealed that students in the AR experimental group apparently had a higher learning achievement than the students in the control group. Moreover, students with different learning styles had the significant differences in learning achievement. The research outcomes provided the practical implications for educators in incorporating AR applications for enhancing learning motivation and to study the differences in students' learning style.

Recently, the applications of mobile technology integration into innovative pedagogical approaches have resulted in new opportunities and challenges. The rapid development of mobile technology encourages student participation, knowledge sharing, collaboration, and the social interaction necessary to form authentic learning communities around student-generated content anytime and anywhere. Most health education interventions remain focused on traditional lecture methods and neglect the importance of student-centered learning approaches, few studies have examined the effectiveness of mobile technology on health promotion. Therefore, this paper designed a mobile learning system for learning correct medication use and investigated students' continuance usage intention. The findings revealed that students' satisfaction with mobile learning was the major factor predicting continuance intention.