The aim of the present research was to enhance students' English learning achievement, situational interest, and engagement through the use of a LINE chatbot with an escape room design. The participants in the study were 58 grade six students, with 29 students in the experimental group who engaged in the escape room design, and another 29 students in the control group who completed self-regulation tasks. The results indicated that students who participated in the LINE chatbot with escape room design were able to enhance their learning achievement, situational interests, and engagement with English learning, compared to students in the control group. However, the use of the LINE chatbot with escape room design did indeed have significant effects on students' learning achievement, situational interest, and engagement in three domains, due to its novel learning experience. For future research on chatbot design in English learning, it is suggested that the instruction of chatbot design should involve students at different levels and incorporate multiple learning content. Moreover, to gain a deeper understanding of the true effects of chatbot design on learning, it is suggested that future research should address more types of experimental groups.

The purpose of this study was to explore the effect of enhancing students’ learning motivation on bilingual integrative activities classes with augmented reality (AR) creative video. One hundred and six 5th grade elementary students filled in the motivation questionnaire with Likert 5-point scale after the bilingual classes were conducted, those assigned to the non- augmented reality (AR) group, and an individual AR group. For the non-AR group, students discussed the outdoor activities orally with the traditional teaching method, and the individual AR group used group work with the “AR Makr” APP to make outdoor activities videos which were created on iPad. The results showed that integrating AR enhances students’ learning motivation and self-efficacy in bilingual classes in a multimodality learning environment. It is suggested that teachers can incorporate multimodalities instruction in bilingual and language teaching in order to enhance students’ learning motivation on language.

This study aims to examine the effects of audio and tactile biofeedback based on EEG attention levels in anti-phishing education on university students’ relaxation. The study developed an attention feedback system to provide learners with audio and tactile biofeedback by collecting learners’ EEG attention signals and converting them to attention levels. The research method employed a quasi- experimental design. The participants were 90 university students who had no prior anti-phishing learning experiences. A random grouping was adopted to divide the participants into a non-immediate feedback group, an audio-immediate feedback group, and a tactile-immediate feedback group. Each participant was required to wear a portable EEG device that was connected to an attentional feedback system to collect their EEG attention and relaxation signals during the learning activity. After the learning activity, participants were asked to complete a post-activity feedback questionnaire. The results showed that the tactile-immediate feedback group displayed a significantly higher level of relaxation as compared to the audio-immediate feedback group. The study suggests that instructors may consider using tactile-immediate biofeedback based on learners’ attention levels to help regulate attention and improve relaxation in online learning environments.

This study aims to use PLS-SEM to investigate the influence of smart instant feedback with goal setting and task strategies functions on learners’ germane cognitive load and extraneous cognitive load in the contexts of online courses. Thirty-live graduate students were recruited to participate in our experiment and complete four units of digital learning materials and questionnaires. Results show that task strategies have significant mediation effects between behavioral engagement and extraneous cognitive load and between cognitive engagement and extraneous cognitive load. Finally, according to the research findings, we provided some suggestions to online learners, instructors, and researchers whose interests are online course design. Inappropriate use of task strategies such as worked examples results in increased extraneous cognitive load.

This study examined behavior patterns from the perspective of student engagement in VR co-creation. This causal-comparative research involved 66 tenth-grade students, including 39 males (59%) and 27 females (41%) at a public senior high school in northern Taiwan. 22 out of 66 were engaged in VR co-creation, where more than 50 hours of video data were chronologically analyzed in 5-second slots based on the Interaction Analysis Model (IAM). A total of 31,592 behavioral codes were visualized in the transition pattern. The study suggests that learners' accumulated co-creation time and experiences may help develop cognitive attributes and preferred learning modality, resulting in significant behavioral and cognitive engagement, whereas the strength of novelty in raising VR co-creators' initial affective responses may decline inevitably.

This ongoing study proposes two types of feedback for reducing learners’ cognitive load in digital storytelling, namely instructional and interactive feedback. An expected number of 60 students in northern Taiwan will be participated, assigned to the control group (no feedback), experimental group A (instructional feedback), and experimental group B (interactive feedback). The hypothesis of this study is the interactive feedback can significantly reduce learners’ cognitive load. Thus, after getting the result, we hope the findings of this research can be used as a reference for teachers’ curriculum planning, as strategies to reduce students’ cognitive burden in speaking English using digital storytelling, and can contribute to the application of digital learning in the future.

This study aimed to examine the effect of an immersive virtual reality interactive feedback system on university students’ situational interest and learning achievement in a pour over coffee brewing lesson. A total of 103 university students participated in this experiment. They used the immersive virtual reality interactive feedback system to learn the steps of making pour over coffee. In addition, they were required to complete a prior knowledge test, a situational interest scale, and a learning achievement test. The results of this study indicate that the immersive virtual reality interactive feedback system can trigger sub-dimensions of situational interest to an average level except for the challenge dimension, while it also improves learners’ learning achievement. It is suggested that teachers can use an immersive virtual reality interactive feedback system to teach learners multiple-step lessons or trigger learners’ learning motivation.

This study aimed to investigate the effects of incorporating personalized learning based on students’ learning styles (visual or verbal) into wearable or audio museum guides. Personalized learning is achieved by matching participants’ learning styles with either a wearable or an audio guide. The participants in this study consisted of 79 university students divided into four groups: audio guide-visual, audio guide-verbal, wearable guide-visual, and wearable guide-verbal. The students’ cognitive load (intrinsic, extraneous, and germane) and learning achievement (remembering, understanding, and analyzing) were assessed and compared. In this study, it was found that personalized learning helps to reduce students’ intrinsic cognitive load and extraneous cognitive load, while increasing their germane cognitive load and improving their ability to memorize. It is suggested that museum educators refer to our classification of learning styles, provide visitors with personalized devices, and incorporate wearable guide devices into their museums’ learning processes, in order to improve visitors’ learning achievement.