This study designed an online massively multiple online role-playing card game that integrates a multi-dimensional scaffolding framework. The learning goal is to develop students' reading comprehension and contextual problem-solving skills. The game components include task cards (contextual problem-solving texts) and knowledge cards (corresponding to the learning content of the task cards). Students first need to read and analyze the text and learning information of the task cards and match the correct knowledge cards within a limited time. Multi-dimensional scaffolding provides students with three different dimensional clues in the game to help students complete the game tasks. Preliminary experimental results showed that students have a high degree of flow in this game activity. They think the game is easy to operate and will not cause excessive anxiety.

Modern interior design relies on design thinking to tackle complex ethical, environmental, and technological challenges with strategic and innovative solutions. While design thinking is widely valued in interior design education, instructors often find it difficult to teach, and students struggle to grasp and apply these concepts effectively. Research indicates that educational games can improve learners' understanding and application of design thinking, especially for complex problem-solving and learning transfer. This study introduces a game-based learning approach within interior design context, using multidimensional scaffolding and techniques like Empathy Map and Floor Plan to build design thinking competency. Players role-play as novice interior designers, interacting with NPCs to gather information and guidance (scaffolding) to complete game missions. Flow and anxiety levels were measured among 15 participants, showing high flow scores and low anxiety. Preliminary findings suggest this game-based approach is an effective tool for interior design education.

In the digital age, the job roles and skills required of modern museum professionals have changed significantly, and many museums have begun to apply digital technology to the training of museum professionals. In this study, we sought to address the shortcomings of traditional training methods by designing a museum gamification training activity to enable learners to develop their museum skills in a highly simulated virtual space. Preliminary results indicate that the gamification of the interpreter training was able to provide learners with flow and learning motivation and that the learners were highly receptive to the training activities and highly appreciated the use of the simulated virtual space to help them learn museum interpretation.

Music appreciation is one of the most important courses in arts education. In this study, we designed a music education board game "Soul Mate" with mobile devices, which provided learners with multiple representations learning context. In the game, learners scan the QR codes on the cards with their mobile devices to listen to the music. Through the process of listening experience, learning experience and observing interaction, learners can make judgment, understand their own emotional perception of listening to music, and learn about music theory. Preliminary results indicate that gamified learning is effective in enhancing learners' learning outcomes and is able to maintain learners' flow and keep them engaged in learning.

With the development of urbanization, local towns are at risk of losing their local culture as a result of out-migration. Local literature and history education is limited by time and teachers’ qualifications. In this study, we designed a board game “Walking on Puzi Street” to assist students’ learn local history and culture by combining scaffolding on the cards with the mobile conceptual scaffolding provided from the mobile app. Learners take on the role of a tour guide, leading travelers on a tour of the town of Puzi in Taiwan. The preliminary study investigated participants’ flow, acceptance and sense of place. The results showed that the game mechanism can engage learners in the game, facilitate local literature and history learning, and bring them sense of interest in the place. Also, high rates of learners used mobile scaffolding.

This study adopted Theory of Cognitive Development in the design of an educational game for Chinese history learning, Void Broken 2.0© . An empirical study was conducted to explore whether this game can help students improve their history learning performance and have good evaluation results. Sixty-six high school students (24 boys and 42 girls) participated in this study with an average of 16.26 years old. The results showed that the student's history learning performance improved significantly after playing the game and the mean scores of game evaluation in all dimensions were above the median. Although male students perceived the game as more useful and easier to use compared to female students, the history learning performance and the evaluation of the game elements showed no significant of gender differences.

There is an increasing growth of Social Network Services (SNSs). A variety of SNSs are applied in online interpersonal platforms. Among them, asynchronous and synchronous discussions are widely examined. However, there is a lack of research into the effects of integrated discussion services that combines asynchronous and synchronous discussions. Thus, the study investigates users’ performances and behavior patterns in a mixed discussion model that integrates asynchronous and synchronous discussions with a lag sequential analysis. The results showed that most groups chose to adopt the mixed discussion model (i.e., using both synchronous and asynchronous discussions), and only one group totally adopted the asynchronous discussion model. The study further analyzed the learners’ learning effectiveness and behavioral patterns, and the results indicated that the groups using the mixed model had a positive performance to a certain extent in terms of learning effectiveness and knowledge construction. In addition, users with the mixed discussion model demonstrated diverse behaviors, which were more complex than that of those with a single-way discussion model. Furthermore, regarding the groups using “balanced synchronous and asynchronous discussions” and the groups “mainly using synchronous discussion supplemented by less asynchronous discussion” in the mixed model (simultaneously using synchronous and asynchronous discussions), those users who mainly used synchronous discussion supplemented by asynchronous discussion had more diverse behaviors of knowledge construction.

To better understand the collaborative creativity, this paper employed a project-based creativity learning activity incorporating Facebook to support learner's online discussion. Revised Bloom's Taxonomy was used as the coding scheme to analyze the cognitive processes exhibited in learners' online discussion of a collaborative creativity project. This study employed Quantitative Content Analysis (QCA) and Lag Sequential Analysis (LSA) to delineate the content structure and behavioral patterns of learners during the online discussion. Based on the results, the advantages and suggestions of using Facebook to support creativity learning were proposed. Moreover, results of this study are expected to serve as guidance for subsequent collaborative creativity research.

Synchronous discussion and asynchronous discussion have different advantages and disadvantages. However, it is unclear how students react to these two models. Thus, we developed a learning environment that combines these two models, and then examined how students selected them. The findings show that students selected different models at different discussion stages. Additionally, the mixed discussion model, which combines synchronous and asynchronous models, can achieve better performance in discussion, regardless of the types of discussion activity.

This study aims to explore the time-management patterns of learners' interactive behaviors during online project-based learning (PBL) from an empirical observation without teachers' interception. According to the derived pattern, the study found how learners allocated their time and how these interactive activities influence learners to allocate their time more appropriately. Finally, we also gave some suggestions for teachers' interception and guidance for promoting the quality of students' projects.