This study explores the integration of artificial intelligence (AI) assistant in educational settings, focusing on two key teacher-student interaction activities: Teacher-Student Book Talk and Book Wish Lists. Conducted at an elementary school in northern Taiwan, semi-structured interviews to identify the main challenges and difficulties faced by teachers. The literature review highlighted the significant potential of AI as an educational assistant. Using a design-based research approach, several interviews with teachers led to the development and optimization of a digital system designed to address these challenges. The identified challenges included tracking classroom book availability, managing students' reading histories with paper-based wish lists, and recording book talk activities. The implemented system enabled teachers to efficiently track students' reading histories, manage book recommendations, and facilitate AI-assisted book talk. Results showed that the system not only streamlined the management of reading activities, significantly reducing teacher workload, but also enhanced the quality of teacher-student interactions by providing personalized guidance. While some teachers noted an increased workload in managing new content, overall feedback was positive, with a strong willingness to continue using the system. This study addresses previous challenges in managing reading activities and demonstrates that AI-assisted book talk can improve both the efficiency and effectiveness of educational activities. Future research will explore the integration of AI with learning companions to further support reading among parents, teachers, and students.

This pilot study explores the potential of AI book talk companion to enhance students' self-efficacy, a critical factor in learning engagement, persistence, and academic achievement. The AI book talk companion system was designed to facilitate real-time interaction, providing immediate feedback and encouragement following students' reading activities. The study involved fourth to sixth-grade students, employing an exploratory design to assess the system's initial impact on their self- efficacy. While the findings did not indicate a significant increase in self-efficacy, there was a noticeable improvement in students' performance during book talk activities. This improvement suggests that the depth of interaction with the AI companion increased over time, with the quality of content output gradually approaching that of interactions with teachers. These preliminary results suggest that AI book talk companion hold promise for supporting student self-efficacy, meriting further investigation and application in educational settings.

Under the societal and cultural structure where education systems are heavily driven by examinations (especially in Asia) and the pursuit of excellence reigns supreme, competing for limited educational, environmental/natural, and capital resources is prevalent and appears unavoidable. Although great socioeconomic development and scientific advances have been achieved, it inevitably comes with adverse consequences (e.g., alarmingly increasing rates of anxiety and depression, diminishing learning interest and confidence, social inequity, conflicts, divisiveness, and lack of inclusiveness). The focus of this panel is if and how 'Global Harwell' (a term combining 'harmony' and 'wellbeing') can direct all stakeholders involved in education to a universally shared educational goal. This panel invites a group of international scholars to share their practices and research findings on how the values, principles, concepts, and elements of 'Global Harwell' (e.g., positive emotions, engagement, positive relationships, meaning, accomplishment, compassion, gratitude, empathy) can be or are being actualized in educational systems, with technologies playing a supporting or an essential role at the global, societal, family, and/or individual levels, for ultimate student wellbeing and a harmonious world.

Studies suggest that questioning is a potent cognitive tool that can guide students toward a more profound engagement with their learning and comprehension, mainly driven by their innate curiosity. In conventional teaching methods, instructors often assign writing topics directly, causing a lack of enthusiasm and hindering students' ability to generate original ideas. This circumstance can gradually breed an aversion to writing. In response to this challenge, our research aims to introduce a question-oriented activity that provides students with a participatory platform for idea generation and organization. By engaging in group collaboration and brainstorming, questioning elements are presented to stimulate students' curiosity. Participation in this activity allows students to compile a broad range of ideas for future writing tasks. The intended outcome is to aid students in developing coherent ideas, bolster their motivation for writing, and refine their skills in questioning.

Extensive reading enhances horizons, deepens understanding, and nurtures critical thinking. This study aims to gamify reading goals, turning teacher-recommended books into engaging game levels. Books are categorized and distributed by genre and depth. And we will design achievement medals, allowing students to earn medals upon meeting specific criteria. The goal is to boost reading interest, fostering a passion for learning through accomplishments. This research addresses selective reading, encouraging exploration of varied genres while nurturing a genuine love for reading.

The challenges in the writing classroom are caused by the lack of writing process in the conventional writing classroom. Writing goals should not focus on evaluation but for communication and the writing improvement during the process. At the prewriting stage, writers find and organize their ideas.To enhance students’ writing performances and promote a long-life learning in writing, we designed a Private Social Network Learning Sites (PSNLS) system by incorporating Mindmap-Supported Writing which includes a writing E-portfolio environment. The research result indicated that this system can well facilitate the Mindmap-Supported Writing Model and effectively improve the students’ writing performance in the draft and revision step. In the future, the immediate feedback and writing performances evaluation dashboard functions are suggested to be included in the system. The reasons are for self-evaluation and to track their writing improvement real-time.

Previously, the research team designed a game-based writing environment to support students’ writing development. However, students are not good at peer response. It decreased the effect of talking for revising strategy. Therefore, the purpose of this study designed writing mini-lesson and enhanced students’ skill of giving peer response and revising their draft based on the received response. A quasi-experiment was conducted and 108 three-grade students from 4 classes participated in. The experimental group received the three writing mini-lessons during the semester and the control group received general instruction. Both of these two group students wrote three writing article on game-based writing environment. The writing minilesson was implemented in the beginning of every writing course and cost around 5-8 minutes. The results showed that there is no significant different on the number of peer response between control and experimental group. In contrast, the type of peer response was different between these two groups. It implied that writing mini-lesson could provide students how to give concrete response and proved the effect of writing mini-lesson for elementary school students.

In this study, we investigated the effect of game-based writing environment for improving students’ participation, performance and interest of writing. An experiment was conducted to evaluate the effectiveness of two conditions in language art courses at an elementary school. Total of 245 third graders students participated in the experiment during a year. 139 students were assigned to the experimental group and learned with a game-based writing environment (GWE), and 106 students were in the control group and learned with an online writing environment (OWE). From the empirical results, it was found that GWE could effectively promote students’ writing participation, writing performance, interest on writing, as well as their perceptions of the use of educational self-management games. Moreover, some implications about the experimental results were also discussed.

Existing peer response approaches majorly take place in traditional educational contexts, where students may not be highly motivated. On the other hand, game-based learning takes a joyful way to enhance students’ motivation. Accordingly, we propose a joyful peer response (JPR), where game-based learning and peer response are integrated together. Furthermore, two empirical studies were conducted to investigate how high- and low-ability students perform in the JPR and how their perceptions are associated with their performance. Regarding the former, the findings suggest that the JPR is beneficial to high- and low-ability students. Regarding the latter, the findings imply that the writing performance of the high-ability students is majorly related to their perceptions of game elements. On the other hand, the writing performance of the low-ability students is related to their perceptions of both game elements and peer response.

Students may inevitably make errors when learning mathematics. We should positively regard these errors, which could be used as a valuable learning resource. For this reason, this study designed a computer-based learning game, called Math Detective. The game comprised a learning process of error detection, correction and explanation. In this game, students can play the role of detectives to find out errors in multiplication and figure out the reasons. A questionnaire was carried out to preliminarily evaluate students' opinions about their own performance in the activity and the functions of the system. Although the results did not show any tendency for their self-rated performance, students thought the functions of the system helped them a lot. Even so, more design on assisting them to explain errors still needed to be provided and investigated in the future.

There is no doubt that peer response facilitates learning. Yet, the knowledge features in the process of peer response still need further identification. In this paper, we identify four knowledge features of peer response process through the connections of early grades’ writing revision. In a suburban elementary school in northern Taiwan, a class of second grades participated the intervention of peer response on writing revision. Students reviewed the drafts from classmates and gave comments. After receiving comments from peers, writers went back revising the drafts. The result finds four knowledge features of peer response in early grades’ writing response process. Moreover, early grades benefit more from the the knowledge that they learn from the peer response process than the knowledge from peers’ explicit comments. Such findings have shed light on extending the knowledge of peer response process.

The purpose of this study is to contribute insights into how math creation integrated peer tutoring can facilitate students’ mathematical expression and explanation. Twenty-five second-grade primary students play the role of teachers to construct their math creations as the teaching materials to teach their partners. Specifically, the students need to solve given word problems and produce three forms of creation—including drawing expression, arithmetic expression, and solution explanation—to justify their solutions. This study shows that peer tutoring can promote students’ drawing expression and solution explanation by providing opportunities for students to reexamine their math creation mutually. However, the progress of arithmetic expression does not achieve significantly. Besides, this study also finds that high and low achievers have different sequences in completing math creations and ways of participation. Finally, how computers facilitate and change students’ mathematical expression and explanation compared with paper-based environment is also discussed.

With the advance of technology, the price drop and the increasing reliance of personal computers showed possibilities on transforming our current education. As mentioned in Bloom’s 2-sigma problem (Bloom, 1984), one-to-one classroom learning proved a significant learning outcome compared to the conventional. Therefore, with the assist of technology, applying 1:1 learning in the regular practice might be the ultimate goal for the educational transform. In this study, we explored the experiences and showed encountered problems for 1:1 learning in Taiwan. The experience was categorized into users and technology, followed by the analysis of criteria that based on empirical observations. As a result, the observation provided a guideline for the technology readiness, which consisted of the perception of users (teachers & administrators, students & parents) and the stability of pedagogical and hardware integration (pedagogy/software and devices). The result of this study also suggested that further attention should be addressed on the hardware infrastructure and the teacher’s professional training, because there were over 50% of encountered problems that were mainly the problems for stability of computer hardware (54.41%). Most problems encountered by teachers & administrators could be solved by effective professional trainings and flexible school assessments (31.00%). Nevertheless, neither students nor parents showed a high participation ratio in this study (14.59%).

The ability to formulate and apply principles are crucial 21st Century skills. These skills are inherent in Mathematical thinking processes, which require learners to search for abstract problem-solving methods that would serve as analogy-enhancing bridges enabling transfer between different task situations. Consequently, two component skills that need to be mastered are pattern recognition and reasoning. In this exploratory study, we adopted an inquiry- based approach to design technological scaffolds. Wre aimed to investigate the relation between the teacher's beliefs, his design of instructional practices, the design of technology and students' learning outcomes. We discovered that epistemic agency can be used as the core design factor, redefining earlier definitions of context. Furthermore, teachers' beliefs clearly influenced how he sequenced the classroom curriculum, how he relates Mathematical problems with real life, how he identifies, interprets and addresses students' misconceptions (especially with regards to the lower-performing students) and how students should be motivated to learn. From the students' perspective, based on the Technology Acceptance Model, the highest score was for satisfaction when using the system, followed by usefulness (i.e., the system helped them to reason and think), ease of use and opportunities to practice. We inferred from this high score that students liked being challenged by diverse problems of increasing difficulty. comparisons between their pattern recognition and fill in the blanks answers eshowed that our system was able to identify implicitly how students actually think, areas students need further help with and most importantly, may be able to utilize students’s thinking strategies to implicitly predict student performance in Mathematics. Based on these findings, we suggest implications to teacher professional development/TPACK.

In this paper, we propose d a practical model of language learning which combined 3 kinds of activities: reading, creating, and sharing. Students need to read some books, create their own products, and share them. In particularly, this model incorporates voluminous reading and sustained creating into substantial sharing in order to develop the students’ competence of language. Based on this model, we developed a learning environment , entitled iBookTalker. In iBookTalker environment, students play the role of booktalkers; they can recommend their favorable book freely through richly varied expressions, such as drawing form, written form, and oral form. That is, students will be transformed from a reader into a creator.

In generally, most people learn about typing skills by practicing, and emphasizing on learners’ familiarity with the keyboard and position. Chinese input methods are not simply typing by looking, it needs decoding by phonological or character shape in different forms and then the decoded as input keying sequence. In Zhuyin input method, for example, typist knew through literacy pronunciation after saw the character, then decoded and get a “key sequence” to enter by pronunciation decoding. Literacy skills of children are not as good as adults, it is a key about the character can be successfully decoded by pronunciation. In this study, we tried to analyze the process of students’ practice typing. The practice duration may affect the students’ level of typing ability. Most important, there is a significant impact on enhancing children’s typing skills as improving their one of literacy skill.

The research of peer response has been majorly focused on older age students. However, we argue that young age students obtain the possibility of doing peer response under the context of writing revision. In this paper, we develop a peer response experiment in the classroom for second-grade students in order to facilita te their story revision. The result indicated that second-grade students were able to revise their writing through the two peer response experiments. In addition, students’ preference on certain kind of comment types was also discovered. That is, second-grade students preferred using praise and reminding comments. Meanwhile, students tended to directly adapt given prompt example sentences and create personalized comments. One special revision behavior was found that second-grade students revised their writing beyond the scope of received comments. This is an ongoing research and further analysis and studies will be continuously processed.

For elementary students, mathematical communication ability is a fundamental learning objective. Previous studies have showed that self-explanation could allow students to inspect what they have learned in the learning process, while peer tutoring could facilitate students to reorganize their learning knowledge as well as to express their idea. As a result, both could enhance students learning performance. Therefore, this study aims to design a system that may increase the mathematical communication abilities of elementary students. The study also conducts a learning activity which incorporates representation generation, self-explanation and peer-explanation in mathematical word problem solving. Preliminary evaluation shows that the integrated model may facilitate students’ mathematical communication abilities.

Previous study indicated that self-generated drawings strategy possible will play a key role on students’ learning to speak and write from emergent literacy to conventional phase. Hence, this study developed a self-generated drawings environment to support young children writing and storytelling. We implemented an activity integrated of drawing, writing, and storytelling. In particular, each student used the tablet PC to share a story with drawing and writing product. Besides, some implications about three future directions were also discussed.

In this study, we argue that the development of flow-based typing games should not only stimulate motivation but also sustain motivation of the design of typing Chinese words. In particularly, this system combined level- and star-mechanism to adjust the content of level (challenge) and the speed of typing (skill) of typing games; it possible enables children to sustain the flow experience. Findings revealed that the potentiality of flow-based typing game for sustaining the flow experience of children and facilitating the accessibility of numerous Chinese words. Besides, some implications about the experimental results were also discussed.

For the past 1 1/2 years, eight second-grade Taiwanese classrooms (n = 207) have used BookTalker to draw pictures and write stories. Although, this allows for easy sharing of one’s story, students still seem to lack an understanding of what constitutes a “quality” story or how to self-improve. The study proposed in this paper aims to extend the use of BookTalker to enhance the quality of students’ stories by incorporating scaffolding through the process of asking questions regarding the content of peers’ stories, critical analysis of asked questions, and story revision.

To improve the design of game-based learning systems for elementary school students in the subject domain of financial management, this study investigates how students use concepts and strategy in a game-based stock investment environment. An interview approach was conducted on 23 fifth-grade elementary school students who used the system to collect their opinions on stock investment functions. The results showed that (1) students were easy to unilaterally interpret the stock descriptions and misunderstand some key investment vocabularies; (2) students’ understanding were majorly influenced by significant others and media reports so that their key concepts were shaped. Based on these results, several suggestions for future development of financial management systems were also discussed.

Learning retention is an important issue for instruction. However, traditional mathematics teachers tend to use direct instruction to tell students a formula, and ask them to keep in mind. But students may forget it very soon. This study adopts a variation based discovery learning strategy, which controls the similarity and difference among examples and problems to guide students to discover the critical features of mathematical concepts through personal observation and inference. A one-to-one technology-enhanced learning system is therefore designed to provide cognitive tools and scaffolding mechanisms for the guidance of discovery. To investigate the learning effect, a pre-test and a post test were conducted. The result of post test showed that the average score of the experiment group were significantly higher than that of the control group. The interview data revealed that the perspectives of some students showed higher self-confidence and learning motivation.

Previous study developed a game-based learning environment, entitled My-Pet-My-Quest (MPMQ), for arithmetic practices. The purpose of this study is to understand the learning process of game-based learning in long-term real world. The study considered to define how the behavioral patterns be implemented and which coding scheme be used in the behavior analysis approach. For understanding students‘ behaviors in the environment, two processes were carried out. This study attempted to implement long-term intervention in an elementary after-school club as well as students‘ home, and then to analyze the learning process. Furthermore, this study adopted a sequential analysis approach, based on a designing framework, to help us examine and understand the each aspect of behaviors on students‘ learning and playing. These results can provide suggestions and references for the design of efficient learning environments in the future.

Although game-based learning recently draws an increasing number of researchers' attention, few studies, on one hand, emphasize the usage of game quests for educational purposes. One the other hand, current work still lacks enough successful cases to demonstrate how we can relate digital games with school curriculums well. In this paper, we design a game-based environment, Quest Island, to attempt to address the two issues. We hope our design experience and some lessons learned could be helpful to tackle the issues.

Competition is a powerful motivator in game-based learning but direct competition might bring negative influences on students when they lose the competition, such as damage to confidence. In this paper, we propose an approach to alleviate such negative influences—learning by pet-training competition, which provides an indirect competition environment to enhance students to learn through training their pets. That is, students learn Chinese idioms in a pet-training game scenario, and their mastery is related to the pets’ strength to win the competition. In such environment, the competition result might be regarded as a matter whether students spend enough time in learning. This attribution might alleviate the negative influence that results from the direct competition.

Most studies indicated that reading is very important for learning of students. However, not all students know how to read an article. The sentence combining is a key point, because the strategy help students not only know sentence structure but also understand sentence proposition, and the meaning of article. In order to address this issue, we first examined and clarify the Taiwan’s elementary textbook about sentences learning. Furthermore, we proposed a Sentence Wizard, to enhance students’ proposition and reading comprehension. In future we will add peer review function which each student can closely inspect and active give comments of their classmates.

In this paper, we describe a simulation-based game environment, My-Investment, which is developed to foster primary students’ financial management learning. Before introducing the detailed functions of the My-Investment system, we elaborate two design guidelines to underpin the system development, including fostering participation cycle as well as offering learning by doing opportunities. According to the two principles, six major functions are developed in the My-Investment system.

E-learning systems now currently existing almost using the mouse and keyboard to interact with learners. Apart from learners should waste time to learn how to manipulate the mouse and keyboard and also increase their cognitive loads on learning tasks. In the case of the teacher marking corrections on students’ homework, the teacher need to correct the same questions again and again by each student, and the teacher usually can only find whether their answers were right or wrong. In particular, when the answers were wrong, it is difficult for the teacher to understand the problem solving process and to grasp the bottlenecks the students encountered. In this study, the authors develop a pen-based system to assist students in mathematics problem solving. The system can record problem solving process and in peer assessment process, students can review the record by each other. The preliminary results showed students can use the system more naturally and learn different problem solving methods from the peers.

Scaffolding can develop a student’s ability to internalize new information on the basis of prior knowledge. However, it assumes that all students are novices and likely limits students’ way of thinking. Therefore, this paper incorporates the concept of help seeking in the usage of scaffolds, so that students can think as a whole before using scaffolds. The authors preliminarily designed an activity flow of seeking scaffolds. Furthermore, a trial study was conducted to investigate students’ behaviors of choosing and using scaffolds. The result showed that the activity flow encouraged students to make attempts first without the limitation of scaffolds. Yet, it was also found that students lacked the ability to use scaffolds appropriately, suggesting further improvement.

In this study, we design a blog-based peer assessment composition model for the elementary school students and try to identify the specific benefits of the blog-based assessment. This study spent effort to explain the characteristics of blog-based peer assessment through designing a composition model. In addition, the preliminary evaluation to understand teachers’ initial opinions about this composition model was also provided.

Motivation is an essential element for successful learning, the process of goal setting can be an important source of motivation. On the other hand, video games can also motivate students’ learning motivation. Thus, this study designed a negotiation mechanism in a game-based learning environment to increase students’ learning motivation. Game was used to initiate students’ learning motivation and provide feedbacks. The negotiation mechanism was used to help students set learning goals to maintain their learning motivation. The results showed that the game environment engage students in the learning tasks and helped low-confidence students improve their self-efficacy.

Due to the current method on sentence combining, which results a frustrated and bored outcome on Taiwanese student’s motivation, this study provides an enhancement model for stimulating student’s motivation. Through integrating the in-class lecture with teacher-centered design, this model focuses on an after-class activity with student-centered design which concentrates on the impact of peer pressure. During the after-class learning activity, this study applies a drill-and-practice pedagogy. Student would accumulate personal cognitive knowledge as every student would have generated their self-constructed learning outcome, and s/he would be rewarded for her/his effort. Then the students would return to the in-class activity, and the teacher would allow the students to begin peer-evaluation. Every student starts to rank their peers’ answers; as a result, the students own both a score on their efforts and a score on peer-evaluation. As soon as the peer-evaluation ends, student’s personal identity (score) would be initiated. Student would have an opportunity on comparing their identity with the other students, so that there would be a peer pressure established among students. Students could enhance their self-motivation, and to work harder in the next stage of practicing (after-class activity). This study describes the design on the enhancement model for student’s motivation, and further study would be mentioned at the end of this article.

Recently, many researchers are interested in the game-based learning environment. However, few empirical studies investigated the issues of surrounding influence between real classroom context and virtual environment context. Hence, this study examines the interactions among students in the situation of competitive games. We implemented a game-based learning environment, entitled My-Pet-My-Quest, and a study was conducted in an elementary after-school club for 29 students over a four-month period. This study employed a mixed approach for data collection and analysis that contains collecting system records data, observation comments, and questionnaires, as well as adopting social network analysis and regression analyses. The results showed that 1) the students’ self-reported friendship states predict the extent to which they interact with their friend in on-line environment; 2) the interactive patterns of schoolboy and schoolgirl differ regarding their genders in game-based learning environment; and 3) an elementary school student in the competitive game not only competed with others, but also enhanced the social interaction and emotional communication. Some suggestions about the results were also discussed. Firstly, researchers could use mixed methods to explore the patterns of interaction on game-based learning environments; secondly, researchers could adopt social network analysis for the design of game-based learning environments; finally, researchers could comprehend the interactive patterns of real classrooms and virtual competitive games.

Digital games can be regarded as a possible vehicle for changing the students’ behaviors. However, not all digital games could produce these possibilities. In order to address this issue, we proposed a preparation-before-competition approach and adopted it to design a game-based learning environment, entitled My-Pet-Trainer, to foster the habit of endeavor. That is, students make more effort to learn; they will win more easily. The system encourages students to improve their learning in the preparation phase where the virtual pets represent students’ profiles before the competition phase. My-Pet-Trainer was used in an elementary after-school club and students’ home; we evaluated it by the field observation and the interview of individual student. The findings showed that rich phenomenon about the effect of My-Pet-Trainer. During each observation and interview, we re-adjusted continuously My-Pet-Trainer according to students’ feedbacks and behaviors.

This study proposes inductive discovery learning supported with computers to facilitate mathematics learning in Taiwan’s elementary education. It is hypothesized that students can learn mathematics concepts better when they are engaged in the induction process, including observing some instances of a concept, searching and testing the pattern behind those instances, and generalizing their findings with proper written words. With supports of the one-to-one technology, students can devote their thinking efforts in such an individual learning task and discover on their own. To investigate the effectiveness of inductive discovery learning, three third-grade classes were involved in the experiment. The result suggests that students have better concept retention, especially for the high and medium performance students through the learning material of inductive discovery.

The objective of this paper is to develop a PDA-based learning game for mental computation, entitled EduTetris. As mental computation skills are used in everyday life, many researchers have indicated that mental computation skills facilitate students’ arithmetic computation. It is important to teach students about the skills and strategies of mental computation in their mathematics learning. In this study, we implemented a game on PDA and designed a unique material for learning digits which sum to 10. The game was used to help students practice mathematics addition and mental computation. In addition, an evaluation of the system was also conducted.

The effort-making behavior is significant for learning, since it involves beliefs students hold within. In this paper, an animal companion approach is proposed to foster students' such learning behaviors through nurturing virtual pets, in which learning tasks are regarded as “work” and the value of effort is cultivated. In addition, inspecting open learner models is also encouraged by interacting with animal companions, which might be helpful to students' self-awareness for their efforts made.

This paper proposes an emotional responsibility strategy to design educational virtual characters, named animal companions. Different from the cognitive responsibility strategy, animal companions attempt to apply emotional attachment to deepen human-computer-interaction. Meanwhile, game strategies are also adopted to engage students in the interaction. A preliminary usage test was also conducted and reported by three fifth-grade elementary students.

Distance education has been around for a while and allows students and professors from different geographic locations to share and learn from each other. This paper proposes a prototype mobile synchronous instruction environment (MSIE) that allows remote clients to connect to an existing digital classroom environment (DCE). We explored different scenarios of using our MSIE and DCE systems and conducted a simple preliminary evaluation in a Masters level course. Some of the challenges and issues faced were discussed. The main contribution of this paper is to provide a gateway for outside sources to connect into the existing DCE classroom.

With the features of supports by one-on-one educational computing, students can not only be a knowledge receiver, but also take more responsible in the learning activities. AGQ which stands for asking a good question was proposed to describe a learning model for student question generation in the classroom. A trail test was conducted in a graduate course, and some problems were found in this model. In this work, we present an extended AGQ model to address these problems and encourage students to have more cognitive operations for the learning materials. A follow-up experiment was carried out to get more experiences for the usability and feasibility of the model for the paper reading task in the graduate course.

Peer tutoring has already been proved to be effective for students' learning. This paper describes how students, with the support of a prototype system called P/sup 3/T, learn from peer tutoring in one-on-one computing environment. Collaborative learning is embedded in the designed models. In addition, two experiments were executed in the courses of graduate school, and after valuing the result, we improved this designed system. This paper discusses the design of P/sup 3/T models and system, and reports on what is found in experiments.

Technologies gradually take part in pedagogical progress, and some play a role as a mediating object. In this study, we construct a system to help teachers easily apply peer instruction (PI) and just-in-time teaching (JiTT) pedagogical models. After having a pilot experiment which adopts PI and JiTT on general physics course with freshmen at the department of electrical engineering, we found two problems. One is pre-class assignments participation rate, and the other is in-class process issue. Therefore we designed a pedagogical method, named think-individually-then-peer-share (TIPS), to deal with these two problems.

This paper describes a collaborative learning supporting system, called PuzzleView. We raise several issues on designing mobile computer support collaborative learning (MCSCL) tool and propose novel examples to describe how those examples encourage students' participation. The design concept of PuzzleView is that the student can real-time view other teammates' annotations and information displayed on their tablet PCs, this function can facilitate the data communication in the group. With this feature, PuzzleView is useful to collaborative learning (CL), because CL emphasizes the importance of group members' communication and negotiation to accomplish the group's mission. We also propose some examples designed on PuzzleView. Through those examples we want to describe that some disadvantage can be avoided in CL activities and encourage students' participation with the appropriate design.

The past researches indicated that game-based learning attracts and motivates children. More and more educational games are developed for children in classroom. At the same time, a growing number of children have their own portable computing devices such as personal digital assistant (PDA), notebook, tablet PC, etc. in their life. One-on-one digital classroom environment means every student uses digital learning devices to participate learning activities. In this paper, a multi-player game system supported for one-on-one educational computing named "Joyce" is presented. In Joyce system, the game mechanisms are applied for learners to practice fractions, and dynamic grouping mechanism is implemented to enhance interaction of competitive environment.

Developing school based curriculum is one of the important strategies to facilitate teachers involving in education reforms. However, the curriculum development processes, which comprises analysis, design, implementation, and evaluation, are very complexity and difficult. Thus, how to enhance the effectiveness of school based curriculum development is seen as an important research issue. This paper presents a Web-based performance support system that can assist SBCD by providing various tools for three levels of school hierarchy in the development processes.

We believe that with regard to the information technology applications in education, one student one computing device is the future and long-term trend. Many related studies on learning systems have been carried out, from applying the simplest functions of the remote controller to the very powerful capabilities of the tablet PC. Based on this research spectrum, this paper focuses on the improvement of the pocket electronic dictionary, which is a very popular personal device among students to facilitate English learning, to serve as an individual's learning device called English learning mobile device (ELMD). From using it simply to learn English, its functions are expanded to provide interactions in the classroom. At the same time taking into account the teachers and parents' participation to form a completed English learning scenario. Thus, a learning-centered, class-centered, and interactive-centered wireless technology enhanced language learning environment could be realized in ordinary classroom.

Games have been used as a medium for teaching and delivering course content to students. Drill and practice software can help children develop competence in skills such as counting and sorting. In this paper, we described a bingo-like system for arithmetic and English vocabulary skill building. The functions and features of the system are presented in the paper and one example scenarios is also outlined and discussed.

An instructional plan, like a lesson plan, is a strategy made by teachers before starting a class. Instructional Planning Assistant SyStem (IPASS) assists teachers in creating an instructional plan and arranging learning materials for learning activities on the instructional plan. In a wireless technology enhanced classroom (WiTEC), it is important to provide an easy method for resource and class management server (RCMS) to obtain the instructional plan. This investigation defines an instructional plan meta-data to describe the instructional plans, activities, and materials. Additionally, the specifications of an instructional plan package (IPP), which contains the meta-data and physical learning materials files, are presented.

Many researchers used computer technology over the last decade to build a virtual learning community in Web-based learning environment. However, building and managing a sustainable learning community remains challenging. One of the goals of this study is to try to identify some major events that affect learning community growth, and another goal is employ these events to develop a regression model for forecasting accumulated effective users in learning communities in the future. This study uses a Web-based learning system, as a preliminary analysis environment. Four major events that influence learning communities were identified, and these events were used to establish a regression model for calculating accumulated effective users. Future works will attempt to prove that the forecast regression model affects community building.

Mobile technology extends accessibility to Internet and intranet anytime and anywhere, thus enabling more novel forms of interactions to emerge in learning activities. Learning content is important in various learning scenarios. However, even a perfect learning material still must be matched with an appropriate learning activity. Thus, learning content involves learning activity plus appropriate material for use in that activity based on T.W. Chan (2004). To construct the content development infrastructure, this study proposed a supporting framework and system for learning content development.

EduCities is a network city for educational purposes. At the moment, there are more than 1 million EduCitizens registered in EduCities. 2,000 schools (more than half of schools in Taiwan) have built their EduTowns (smaller version of EduCities) and 18,000 classes are running their EduVillages. But these figures only represent an infrastructure, a bare skeleton, of a future network learning society. Based on the authors' work on EduCities, they argue that a network learning society will not be a 'tribal' learning society or a learning ecology, as portrayed by John Seely Brown in his keynote at ICCE98. Instead, it will be a 'structured' learning society. This structure mimics the current real world society we are used to today. The essence of the power of network is connectivity - connecting people, physical objects, information repositories, almost everything in the world. The question is how we use this network capability to link the old social structure, and from that, cultivate and diffuse learning elements into this structure, and expand the structure to form a larger but connected learning society. These strategies and actions taken are what we call the social design of a network learning society. If network learning is a learning ecology, then it must evolve around an existing structure.

Human activities are always driven by events. Event-driven learning refers to learning taking place during the preparation process of the event, not necessarily during the participation process of the event. In the study, the authors extend the previous research "EduClick" and design the learning model of the event-driven learning. They process a competition using EduClick to drive the students' learning interests. Students can do goal setting, learn actively by themselves during the preparing period, and then accumulate enough strength to participate the competition event. They hold an across-classroom competition event, and hope students' learning motivation can be driven by the event.

How to apply the online social learning communities into physical social learning communities is an important research issue. This work describes the design and implementation of multilayer educational services platforms for learners to construct their own online social learning communities and to integrate their online environments into a large public learning portal site-EduCities. In order to integrate different kinds of learning environments, multilayer framework were designed. An architecture called EduX is proposed and implemented to integrate with K-12 learning communities. One year after the EduX system was released on the Internet, 1802 schools, 13023 classes, and 96222 individuals in Taiwan had registered to use the system to construct their own online learning communities. Evaluation results indicate that the system is satisfied with teachers and students in building K-12 learning communities.

The purpose of this study is to develop a passport system based on ARCS model for Internet users to learn basic information technology skills. The system is designed to increase learners' motivation and use it actively. Due to an assistant teaming mechanism, it can improve learners' information literacy. The teaming contents are about information technologies. The styles of the test include multi-choices and practical manipulation tasks. The system automatically evaluates the results, records the process and outcome of the test. The system adopts a role-play strategy, so that users can proceed to the test in the form of games. When a user encounters problems in the test, he/she can find relevant information to assist his/her teaming. The main users of the system are teachers and students of junior high schools and elementary schools at Taoyuan County in Taiwan. From December 1999 to June 2001, 1273783 users have already used the system.

This paper describes a system, called reading contract system, based on the concept of mission-based learning. The system is developed in order to foster children's reading habits and active learning attitudes under the design of mission-based learning. Activities in a reading contract are designed to include the steps of dealing with a contract. During the process, children must take risks to fail and try to develop responsibility for accomplishing the task in limited time. The spirit conforms to the most critical characteristic of mission-based learning. The reading contract system is built on a reading website. In this learning environment, some aids and tools are provided to help children setting and achieving their learning goals on reading. The role of parents and teachers is to assist children facing their tasks and collaborate with them in the learning communities.

In light of constructivism and cognitive psychology a networked learning system enabling students to construct multiple-choice questions, which can be assessed, viewed and answered by peers, was described in the paper. A preliminary study evaluating various functions and features in the system and its learning potentials was conducted with 52 six-graders. Overall, students rated favorably on the system's interface design and potentials in promoting their cognitive capability in the content domain. Student written responses combined with classrooms observations further provided descriptive evidence for the system facilitative effect for student learning. Via playing the roles of question posers, assessors, viewers, revisers and answers at different points in the learning process, students tended to actively engage in the learning process by constructing and re-constructing their own interpretations of the world of information around them, which is facilitative for their own understanding and cognitive development.

Adding a learning companion, a computer simulated social agent, to a computer based learning system can enhance its educational value by enriching the way in which the computer and the user interact. This paper presents a novel simulation approach, named General Companion Modeling (referred to hereinafter as GCM), to implement learning companions in a general problem-solving domain. DwestAgent, a learning companion system, is also implemented using the GCM approach to demonstrate the feasibility of the proposed approach. In addition, the approach can help developers of learning companions clarify implementation issues and requirements involved in simulating: (1) domain competencies, (2) learning competencies, (3) behaviors as a peer tutor, and (4) behaviors as a peer tutee of a learning companion. Using GCM, one can simulate learning companions with various characteristics by adjusting parameters within the proposed simulation framework.

Recently, considerable interest has arisen in integrating object-oriented and logic programming. In this paper, the authors describe an object-oriented logic programming language and discuss its extension by exploring its role and representation in an artificial intelligence frame system and production system. In particular they describe how to add derived slots into classes and to represent production rules in an object-oriented production system, forming a framework of knowledge-based systems with multiple paradigms.>