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Augmented reality (AR) technology provides context-aware experiences by overlaying digital information onto the real world to enhance learning effectiveness and reduce cognitive load. This study aimed to develop an AR Mobile Learning System (ARMLS) to address the limitations of traditional teaching materials and help elementary-school students learn geometric concepts. The ARMLS was designed based on the fifth-grade mathematics curriculum, covering topics such as definitions, geometric properties, different views of prisms and pyramids, and their relationships. A teaching experiment was conducted to compare students' learning achievement, motivation, and cognitive load when using the ARMLS versus traditional teaching materials. This study adopted a quasi-experimental design, where four fifth-grade classes were selected from an elementary school in northern Taiwan as experimental subjects. A total of 66 students participated in the experiment, divided into two groups: 32 students from two classes as the experimental group (using the ARMLS) and 34 students from the other two classes as the control group (using traditional teaching materials). In the teaching experiment, data were collected through pre-tests, post-tests, and questionnaires. Achievement tests assessed learning effectiveness, while learning motivation and cognitive load were measured with standardized scales. System satisfaction was evaluated using a questionnaire. The Johnson–Neyman method determined the regions of significance in the analysis of covariance. Independent-sample t-tests evaluated differences in learning motivation and cognitive load between the groups, and descriptive statistics summarized system satisfaction responses. The results indicated that (1) the ARMLS enhanced the learning achievement among low- and moderate-achieving students, (2) there was no significant difference in learning motivation between the two groups, (3) the ARMLS helped reduce students' cognitive load, and (4) most students expressed satisfaction with the ARMLS according to the questionnaire results. The ARMLS enhances engagement and deepens understanding by making abstract geometry topics more accessible. It effectively overcomes the limitations of traditional teaching materials, providing elementary students with an interactive, hands-on approach to learning geometric concepts. [ABSTRACT FROM AUTHOR]

Beginning learners of English frequently use flashcards as a tool for learning vocabulary. However, because of the consciousness difference between the picture-readers and picture-drawers on vocabularies, errors may be involved in the learners' comprehension of the vocabulary terms on the flashcards. This article develops and evaluates an English vocabulary learning strategy for tablet devices on which learners' viewing and drawing corresponding to vocabularies on the mobile devices. Fifty-two elementary school students were recruited and divided into two groups: The first group read the printed flashcards from electronic files, the second group read the flashcards drawn by students themselves. The results indicated that the drawing learning strategy was beneficial for increasing both their learning motivation and memory retention. The learners could create their own learning content by drawing pictures in such a manner that the pictures were highly relevant to the meaning of the target word, thus transforming their learning pattern from passive to active.

The goal of this study is to develop a virtual farm for educational applications. Users can play the role of a farmer by planting vegetables and raising poultry on the virtual farm to observe their growth through online learning activities. The virtual farm possesses educational and entertaining functions, and it is designed by simulating the real situations of being a farmer to enhance users' interest and motivation in learning agricultural knowledge. It also provides an alternative way for city people to experience interesting farm life. The virtual farm is highly interactive with 3D visual effects and the attractive features of distance learning, and thus it can be used as an assistant tool in elementary science education. A teaching experiment was conducted and the results showed that the virtual farm could enhance students' learning effectiveness and motivation. (Contains 8 figures and 2 tables.)

Ecological ponds can be a good teaching tool for science teachers, but they must be built and maintained properly to provide students with a safe and suitable learning environment. However, many schools do not have the ability to build and maintain an ecological pond. This study used virtual reality technology to develop a web-based virtual ecological pond, supported by situated learning theory and the instructional design of "Aquatic Life" learning unit. Elementary students can explore in the virtual ecological pond to observe aquatic plants and animals for obtaining important concepts of aquatic ecology. A teaching experiment was conducted to investigate the learning effectiveness of this instructional design, and the results showed that using the virtual ecological pond could improve students' critical-thinking ability. Most students found the virtual ecological pond interesting and easy to use, so it is helpful to learning aquatic life and ecological conservation. (Contains 6 figures and 5 tables.)

The objective of this article is to investigate the computer animation and virtual reality technologies for developing a virtual marine museum. The museum consists of three exhibition areas. The first area displays fishes in freshwater, including creeks, rivers, and dams in Taiwan. The second area exhibits marine ecology and creatures of different species in the ocean. The third area is an undersea transparent tunnel where one can see sharks, tuna, and lovely butterfly fish swimming around beautiful coral reefs. Since the museum is developed by computer animation and virtual reality technology, it provides 3D visual effects and interactive user interface. People can breed their favorite fish in the virtual aquarium, and make observations through networks for educational and recreational purposes. A qualitative study was conducted and the results showed that the virtual marine museum could raise students' interest and learning motivation. Therefore, it can be used as an assistant tool in science education for learning marine ecology and promoting ecological protection of oceanic environments as well. (Contains 12 figures.)

To monitor and enhance the learning performance of learning groups in a Web learning system, teachers need to know the learning status of the group and determine the key influences affecting group learning outcomes. Teachers can achieve this goal by observing the group discussions and learning behavior from Web logs and analyzing the Web log data to obtain the relevant information. However, Web logs are not systematically organized and the discussions are extensive. Consequently, teachers must struggle to extract information from logs and intuitively apply teaching rules based on experience when managing the groups. Rather than using statistics packages to evaluate hypotheses, this work presents a methodology of applying existing data and text mining tools to automatically gather learning status and predict performance of learning groups from the contents of discussions and from log records of learning behaviors. Meanwhile, the methodology infers a causal network exists between learning features and learning performance. Knowledge is inferred based on statistics and probability reasoning and social interdependency theory. The causal network can suggest means of enhancing learning performance to teachers. Simultaneously, teachers can use the knowledge of learning groups obtained to manage group learning process on the Web. Experimental results of applying the novel methodology to manage a group learning class organized over the Web and containing 706 students are also presented. (Contains 11 tables and 3 figures.)

Describes how to design a Web portfolio system that teachers can use in learning assessment. Evaluation of the Web portfolio system by students indicates that the applied technologies help students control their learning processes through developing portfolios. Students also believe Web portfolios serve as an effective communication channel and media that can increasingly integrate their learning outcomes for assessment purposes. (AEF)

Discusses the use of Web logs to record student behavior that can assist teachers in assessing performance and making curriculum decisions for distance learning students who are using Web-based learning systems. Adopts decision tree and data cube information processing methodologies for developing more effective pedagogical strategies. (LRW)