The rapid advancement of digital technology has transformed mathematicseducation. This paper explores tablet-based tools using constructivist theory toenhance engagement and tactile exploration. A primary school case study confirmedtheir effectiveness in improving learning outcomes. The integration of Unity'sGeometric Drawing Application with Moodle LMS offers a comprehensive educationalexperience. The paper emphasizes the need for further research, technologicalimprovements, and cost-effective solutions to make education technology moreaccessible.

This paper presents a VR and AI integrated baseball batting training system that leverages VR to provide an immersive and realistic training environment and uses AI for performance analysis and personalized feedback. The system compares the user's performance with professional athletes and provides actionable feedback and training recommendations. Experimental results demonstrate the effectiveness of the proposed system in enhancing baseball batting skills. The paper contributes to the research on the application of VR and AI in sports training and addresses a gap in the literature by exploring the integration of these technologies in baseball batting training.

This paper addresses the significance of pragmatic competence development for language learners in a globalized world. To improve language learning experiences for Taiwanese junior high school students, a VR-based immersive English pragmatics learning game was developed. The game focuses on expressions of requests, apologies, and compliments, aligning with the junior high school English textbooks. Initial framework completion allowed for a SUS (System Usability Scale) survey with 15 urban and 15 rural students, evaluating the system's usability. The survey showed an average SUS score of 74, indicating user satisfaction while also revealing areas for improvement. Future work involves optimizing the system and conducting practical research to assess the game's effectiveness in enhancing students' English language learning outcomes.

This study investigates how students’ self-regulated learning affect their learning satisfaction and performance within flipped classroom courses. Eighty–eight undergraduate computer science students taking a flipped classroom course from a private university in the Central Taiwan participated in the study. A Web–based questionnaire was used to collect data on students’ demographics, self-regulated learning as well as learning satisfaction and performance. According to the examination of Pearson’s correlation coefficients, findings show that the effects of flipped classroom are positive correlated with self-regulated learning of students. In addition, self-regulated learning between students' gender is significant difference in this flipped classroom course as well as learning satisfaction and performance. The effects of flipped classroom are also significant difference between retaking students and other students.

This study investigated the effects of mixed-modality vocabulary learning strategy use on vocabulary retention. To fulfill the purposes of this study, a CALL system called MyEVA was employed. A within-subjects experiment was conducted to examine the effects of three vocabulary learning tools: MyEVA, internet dictionary, and traditional paper-based dictionary. The findings indicate that mixed-modality with preference strategy setting stimulates the greatest vocabulary acquisition and the best retention for L2 students.

This paper presents a system, Web-based Multimedia Annotation (WMA) system, for English as Foreign Language learning in writing skills. The whole correcting process, including the instructor's voice and navigation events (i.e., tele-pointer (cursor), highlight, pen strokes, markings and annotations), can be captured through our system for later access. We address the issues of exploring involved media correlation to benefit adaptable presentation in a synchronization manner from temporal, spatial and content domains. The proposed computed synchronization techniques include speech-event binding process in the temporal domain, tele-pointer movement interpolation and adaptable handwriting presentation in the spatial domain, and visualized annotation erasing in the content domain. The experimental results show that in the speech-event binding process 74% of speech access entries for accessible visualized annotations are found. The acceptable rate of human perception of tele-pointer movement is higher than 85% if time interval is selected carefully. The accuracy of visualized annotation erasing for content removal is about 71%. Our user study shows that students can devote their efforts to writing practice because they can better understand their own mistakes corrected by the instructors using this multimedia presentation.

Nowadays, many applications support the capturing of lecturing information such as speech/video and the writings on the whiteboard to integrate with the presentation slides for later access. This method provides a meaningful way to keep a piece of information presented to audience in a classroom or seminar because they usually have to spend much time on perceiving the complex concepts conveyed by the instructor or speaker. With the successful integration of captured materials and access interfaces, students could review the lectures again and again. In this paper, we keep the core ideas of automated capture for classroom experience and structural access for multimedia documents in mind to develop an application which can be used to record the lecturing process when teaching/learning a language. All recorded materials of a lecture are packaged in the form of Web documents which can be accessed via the Internet (online) or from the local computers (offline).

This paper presents a multimedia objects sharing framework on the basis of Internet news infrastructure (NNTP) to facilitate e-learning content access and distribution. Through this framework, a Web-based e-learning system can publish sharable learning objects by posting them to a news server nearby, so that the objects can be automatically spread to world-wide news servers through NNTP forwarding mechanism. Instead of hunting for the desired materials from many different e-learning systems, users can access learning objects shared from different e-learning platforms easily, and in a unified way. Moreover, we deal with severe data redundancy problem occurring especially when the shared object contains multimedia data (e.g., instructor's speech, image, and video). A system prototype has been implemented in our university to share English lectures with others.

In this paper we propose a marking-based synchronized multimedia tutoring system (MSMT) to enhance our previous work, the Web-based synchronized multimedia lecturing system (WSML), for language learning in writing skill. For non-native users, writing is usually a barrier when they are learning a foreign language. Therefore we simulate several symbols which are common use in the traditional paper-based writing correction by state-of-the-art technologies. The system not only provides an easy-to-use interface for instructors to simplify the composition editing tasks, but also provides visualized editing markings for learners to grasp the writing mistakes. A system prototype has been implemented to support ESL composition studies. An overview page that presents the system features with demonstrations can be accessed at http://english-csie.ncnu.edu.tw/OWL/.

This paper is devoted to explore media correlation and media synchronization in a composite multimedia document, the so-called navigated hypermedia document in our language learning system, to facilitate the multimedia authoring, presentation, and access. Two levels of media correlation in temporal, spatial, and content domains are investigated: syntactic level correlation and semantic level correlation. We devise a capturing mechanism to record all the media streams and relations between them, including voice and event streams, for replaying the lecturing in a form as close as possible to the original classroom experience. The syntactic level correlation is based on specific timestamps of the media stream and used to reconstruct the recorded lecture for synchronized presentation. Furthermore, to integrate media objects with specific segments within the media stream, some computed synchronization processes are required to discover semantic content of the media. The proposed computed synchronization techniques, including speech-event binding process for temporal domain, tele-pointer (i.e. cursor) movement interpolation and adaptable handwriting presentation for spatial domain, and erasing handling for content domain, will be addressed. Experimental results show that in the speech-event binding process 74% of speech access entries for accessible visualized events are found. The acceptable rate of human perception on tele-pointer movement is higher than 85% if time interval is selected carefully. Finally, the accuracy of erasing handling for content removing is about 71%.

Synchronization anomalies, or so-called out-of-sync problems, may occur in a composite multimedia document presentation especially when a presentation tool receives unexpected events that destroy intermedia relations in the document. This work proposes an adaptive synchronization framework (ASF) to solve this problem by adopting a resynchronization procedure. In contrast to the existing approaches focusing on temporal synchronization only, spatial and content relations for a more general presentation are also considered and incorporated into the proposed synchronization core. The experimental results show that the proposed framework can adapt a document to an unsupervised presentation environment and the performance is satisfactory (85%) under some synchronization-killer operations.

This demonstration presents a web-based multimedia lecture system that perfectly integrates multimedia lecturing with static HTML pages and enables their presentation in synchronization. We develop key techniques to reproduce vivid web-teaching scenarios for on-demand access, including events capturing scheme and synchronized mechanism. To facilitate multimedia lectures creation, the easy-to-use authoring and managing tools specially designed for teachers have been also included in the development. In addition, integrated presentation and efficient access issues are also discussed for the student's aspect.