The acquisition of procedural knowledge is vital to learning content that emphasizes steps and sequences. However, such learning is difficult for learners in conventional teaching settings. Although research has confirmed that augmented reality (AR) is effective in enhancing learning-related memory, no studies have verified whether AR can effectively enhance memory of procedural knowledge. In this study, an AR mobile application was used to assist in the teaching of Microsoft Excel by guiding students through steps for performing Excel operations and thereby establishing their procedural knowledge of eight Excel formulas. The objective was to verify whether AR could effectively help students retain memory of procedural knowledge. This empirical study on 68 student participants revealed that students using the AR system retained adequate memory of procedural operations 2 weeks after completing the Excel classes.

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.

The main purpose of this study was to explore teachers' teaching beliefs, perceptions of Technological Pedagogical Content Knowledge (TPACK) and their teaching self-efficacy. A total of 200 teaching Chinese as a second language teachers (TCSL) of Taiwan were participants in this study for the data collection. In this study, three questionnaires were used, including teacher's teaching beliefs, the teachers’ perceptions of Technology-related Pedagogical Content Knowledge (TPK/TCK/TPCK) and teachers' teaching self-efficacy. As a result, the confirmatory factor analysis showed that the three questionnaires used in this study were valid and reliable. Besides, according to path analysis, the result indicated that the teachers with constructivism belief tended to have more perceptions of all the Technology-related Pedagogical Content Knowledge; on the contrary, the teachers with traditional belief showed that they tended to have fewer perceptions toward TPCK. Furthermore, it was found that teachers’ TPK could positively predict all of their teaching self-efficacy; their TPCK could positively predict their subject content self-efficacy and their TCK can positively predict their Teaching outcome expectancy. All in all, there was a positive relationship between TCSL teachers’ constructivism belief and their Technology-related Pedagogical Content Knowledge. Cultivating TCSL teachers’ constructivism belief was suggested in TCSL teacher development for enhancing their perceptions of TPACK and their teaching self-efficacy.

It has been shown in numerous studies that the application of Augmented Reality (AR) to teaching and learning is beneficial, but determining the reasons behind its effectiveness, and in particular the characteristics of students for whom an AR is best suited, can bring forth new opportunities to integrate adaptive instruction and AR in the future. Through a quasi-experimental research design, our study recruited 66 participants in an 8-week long AR-assisted learning activity, and lag sequential analysis was used to analyze participants' behavior in an AR learning environment. We found that AR was more effective in enhancing the learning gains in elementary school science of learners who prefer a Kinesthetic approach to learning. We hypothesize that these effects are due to the increase in opportunity for hands-on activities, effectively increasing learners' concentration and passion for learning.

This study presents a conceptual framework of applying mobile augmented reality technology on peer assessment to reduce the bounds of work reviews and assessment. According to mobile technology and augmented reality, students can show their design in various ways at di fferent places or in different situations. This paper proposes a novel mobile peer-assessment system which combines augmented reality with the reviewing and assessing processes. This framework enable s students to enhance work interpretation, frequently interact with peers, represent their thinking and reflect upon their own works. Furthermore, the mobile AR technique provides personalized and location-based adaptive contents that enable individual students to interact with the mixed reality environment and to observe how works are possibly applied to the real world in the future. The whole process assists students in reviewing works based on various dimensions, gaining proper knowledge, cultivating critical thinking skills and reflection as well as promoting meaningful learning.

The aim of this study is to develop a diagnostic system for mathematical concepts. By adopting a Bayesian network for its high recognition rate in artificial intelligence and diagnosis, and combining and applying deduction methods in computerized tests, this system helps students to understand the difficulties they encounter in mathematical learning, and subsequently helps in implementing immediate remedies. The computerized diagnostic tests established in this research module can diagnose the types of mistakes students make; and in addition to helping students realize their erroneous concepts, this system also helps teachers to grasp the types of mistakes students make, and to implement group remedial teaching accordingly. The study result indicates that the mean recognition rates of the computerized diagnostic system developed in this study are 95.72 %, 99.10 %, 98.73 %, 99.02 %, and 98.96 %; this system can effectively and automatically detect the types of mistakes that students make.

The grasp of main ideas as a learning strategy and activity can have various benefits on learners in different instructional objectives, such as reading comprehension, memory, and discerning the main points of reading content. A necessary condition for grasping main ideas is determining the importance of sentences [2]. Thus, this study attempts to explore the interaction of a reciprocal teaching digital annotation automatic matching system with teachers and learners, and how it affects learning activities. This study hopes to assist teachers in using computer systems to quickly assess how student groups are marking important points, and uses the computer to automatically evaluate the similarity between class markings and teacher markings, so that the teacher can have a general idea of how students have different markings from the teacher. This is used to understand students’ learning conditions and the distribution of their markings for later instructional discussion of important points, so that learners can receive better learning guidance in a limited period of time. The concept of the system in this study can allow the teachers and teaching assistants to provide timely assistance to learners in the teaching and learning process, and provide suitable support, with the objective of “internalizing” the development of learner ability development. The whole system concept proceeds in a digital learning environment, and serve as a learning motivation for learners and a direction for instructors to improve their teaching, so that they can achieve the purpose of offering individualized teaching.

This paper describes the field experience of two prospective teachers of Chinese as a Second Language (CSL) in the teacher-training programme, regarding the differences in pedagogic skills between the face-to-face and the virtual world of Second Life. The student teachers recounted how they made pedagogical changes in relation to the extent of the consciousness raising, decision making and perception towards the different environments. A qualitative approach was primarily adopted to elicit this information from the data that consisted of post-teaching interviews and reflection reports. The preliminary results confirm that, to some extent, the prospective teachers’ pedagogical knowledge was influenced by their previous experience (e.g., foreign language learning). The findings derived from a self-rating scale further reveal that the student teachers felt confident about their pedagogical knowledge and skills in the face-to-face context, e.g., conducting activities, but not confident in the virtual classroom, e.g., managing students’ conduct. Both the student teachers opined that teaching in the virtual world was feasible to engender the involvement and interest of learners. The teachers’ knowledge transferred from the conventional classroom to the virtual world has implications for teacher education.

The aim of this research is to develop a hands-on spatial geometry learning system to facilitate students’ geometry learning. The system is developed with Duval’s four critical elements of geometry apprehension including perceptual apprehension, sequential apprehension, operational apprehension and discursive apprehension. The system supports senior high school students in the process of spatial geometry problem-solving, allowing them to hands-on manipulate spatial geometry graphics and develop their visualization and mental imagery. In total, 58 participants from different classes were recruited. The experimental group used the hands-on learning system, whereas the control group followed the traditional paper-based approach. The study investigates the effects of the hands-on geometry learning system on students’ perceptual apprehension, sequential apprehension, operational apprehension, overall spatial geometry scores and learning attitude. The results revealed more learning attitude, and higher perceptual apprehension, sequential apprehension, operational apprehension in the experimental group.

This paper provides an overview of implementing self-directed learning by utilizing weblogs in elementary studentspsila independent study. The key feature of studentspsila independent study in Taiwanese elementary settings was used to teacher-directed learning. By utilizing weblogs in studentspsila science study, it is found that students seem to behave more self-directed learning behaviors and more active in pursuing their study goals because of the feedbacks and participation by the peer community.

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.

In this paper, we designed a wireless peer-assisted leaning system for early EFL reading to enhance online collaborative EFL reading and provide distributed EFL learners with an opportunity to teach and learn with each other. Compare with the control group, the result shows that wireless EFL reading is emerging as a flexible and portable solution to the pedagogical challenges exist in conventional EFL reading teaching instruction.

Mobile techniques make information transform more efficiently. Many learning strategies will become more effectively under the supporting of significant and real time information. Three kinds of information awareness mechanisms using mobile devices are proposed to assist students to promote learning performance of students. Mechanisms for improving learning status awareness, schedule awareness, and mentor awareness are developed to recommend students what should learn, what should do and who could be of help for a problem by transferring information through cell phone short message to students. Experiments have been performed and the results show that most students satisfy with system's recommendation and these awareness mechanisms have positive affect to students.

Concept maps have been widely put to educational uses. Concept maps in the past were limited in their assessment standards. Some only take concept nodes into consideration; other evaluation criteria use concept nodes as the basis, with relation links playing a minor role. To address this problem, this study proposes a new style of concept map, called weighted concept map, which assigns a weight to each proposition in a concept map to represent its importance. This study proposes a new assessment with qualitative comparison founded on a weighted concept map.

A concept map, typically depicted as a connected graph, is composed of a collection of propositions. Each proposition forming a semantic unit consists of a small set of concept nodes interconnected to one another with relation links. Concept maps possess a number of appealing features which make them a promising tool for teaching, learning, evaluation, and curriculum planning. We extend concept maps by associating their concept nodes and relation links with attribute values which indicate the relative significance of concepts and relationships in knowledge representation. The resulting maps are called attributed concept maps (ACM). Assessing students will be conducted by matching their ACMs with those prebuilt by experts. The associated techniques are referred to as map matching techniques. The building of an expert ACM has in the past been done by only one specialist. We integrate a number of maps developed by separate experts into a single map, called the master map (MM), which will serve as a prototypical map in map matching. Both map integration and map matching are conceptualized in terms of fuzzy set discipline. Experimental results have shown that the proposed ideas of ACM, MM, fuzzy map integration, and fuzzy map matching are well suited for students with high performances and difficult subject materials.

Three-dimensional (3D) modeling based on an ensemble of multilayer self-organizing (SO) neural networks is described. Our objective for 3D modeling is to construct a representation of a 3D object shape from sensed surface points acquired from the object. Current modeling techniques can be classified into two categories: the static and the dynamic approaches, where the former grounded in computational geometry, and the latter rooted in the mechanics of elastic materials. In this paper, a neural-based dynamic modeling approach is presented. The method used is proved to converge and experimental results are shown which support its applicability to real problems.

The problem of wiring a channel of movable terminals in a VLSI chip is presented. Two subproblems are addressed: maximum alignment and wireable placement. Maximum alignment is to reassign terminal positions in the channel in order to maximize the number of nets that can be implemented as straight connections. Wireable placement is to find an assignment of the movable terminals to the vertical tracks in the channel that eliminates the vertical conflicts between nets. A restriction is imposed on the number of unconnected terminals in the maximum alignment problem to ensure that the number of columns in the channel is not increased in the process. The two subproblems are solved using two heuristic algorithms. Some well-known examples, including Deutsch's difficult example, are used as test cases. The results show that both channel width and via usage are reduced significantly by using the procedures.>

Article Free Access Share on Constrained via minimization with practical considerations for multi-layer VLSI/PCB routing problems Authors: Sung-Chuan Fang Department of Electrical Engineering, National Taiwan University, Taipei, Taiwan, R.O.C. Department of Electrical Engineering, National Taiwan University, Taipei, Taiwan, R.O.C.View Profile , Kuo-En Chang Department of Information and Computer Education, National Taiwan Normal University, Taipei, Taiwan, R.O.C. Department of Information and Computer Education, National Taiwan Normal University, Taipei, Taiwan, R.O.C.View Profile , Wu-Shiung Feng Department of Electrical Engineering, National Taiwan University, Taipei, Taiwan, R.O.C. Department of Electrical Engineering, National Taiwan University, Taipei, Taiwan, R.O.C.View Profile , Sao-Jie Chen Department of Electrical Engineering, National Taiwan University, Taipei, Taiwan, R.O.C. Department of Electrical Engineering, National Taiwan University, Taipei, Taiwan, R.O.C.View Profile Authors Info & Claims DAC '91: Proceedings of the 28th ACM/IEEE Design Automation ConferenceJune 1991 Pages 60–65https://doi.org/10.1145/127601.127629Published:01 June 1991Publication History 15citation536DownloadsMetricsTotal Citations15Total Downloads536Last 12 Months43Last 6 weeks6 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteeReaderPDF