360° videos give viewers a spherical view and immersive experience of surroundings. However, one challenge of watching 360° videos is continuously focusing and re-focusing intended targets. To address this challenge, we developed two Focus Assistance techniques: Auto Pilot (directly bringing viewers to the target), and Visual Guidance (indicating the direction of the target). We conducted an experiment to measure viewers' video-watching experience and discomfort using these techniques and obtained their qualitative feedback. We showed that: 1) Focus Assistance improved ease of focus. 2) Focus Assistance techniques have specificity to video content. 3) Participants' preference of and experience with Focus Assistance depended not only on individual difference but also on their goal of watching the video. 4) Factors such as view-moving-distance, salience of the intended target and guidance, and language comprehension affected participants' video-watching experience. Based on these findings, we provide design implications for better 360° video focus assistance.

In traditional teaching, teachers transmit knowledge, and students receive the information passively in the classroom. There are few opportunities as well as proper situations for students to apply the acquired knowledge, in other words, students do not know how to use what they have learned in their daily lives. In this study, we designed a system for learning by authoring scripts, setting stage, and performing comic dramas. Students may effectively practice and write scripts based on the content in textbooks. In addition, students will use the shooting and recording function in a tablet to perform their freeze-frame drama, they can be more creative and apply their knowledge to authentic situations. This learning system has been applied in the English course of sixth-grade students in an elementary school for one year. The experimental result shows that authoring script and performing comic drama could enhance student's ability of applying the learned knowledge in various situations.

In this study, we adopt the concept of freezeframe dramas in transforming the learning objectives in textbooks into the four-cell comic drama performance. Learners utilize tablet computers to record sounds and images to complete their dramas as the means of increasing their motivation in learning. We name such freeze-frame comic dramas on tablets as the Video Comic Drama. In order to enhance students' participation in class, we suggest to perform dramas in groups. We ask instructors to do heterogeneous grouping based on students' learning situations. Students follow the instruction given by the system to complete their own four-cell comics in groups. We have observed that in group activities, group members would create social interdependence within their groups because students had mutual goals to achieve, which helped increase the opportunities for peer discussion. Both overachievers and underachievers have become more engaged in the activities. Moreover, the teacher may soon realize the learning situation of each student with a tablet, and conduct the group work demonstration in class. The demonstration enables students to learn from peers and to do reflexive thinking on their own dramas. The Video Comic Drama has been applied in the fifth-grade English course in an elementary school for one and half years. Both the interviews with teachers and the analysis of questionnaires showed that the Video Comic Drama largely improved all students' learning motivation and participation.

The purpose of this study was trying to understand what relationship exists between altruistic behaviors and learning styles. The proposed system provided opportunities for self-reflection, and encouraged students to do better assignments. When each style of learners learns with proper strategy, they can improve their learning efficiency. Environment for children to grow up will deeply affect their preference for learning styles and altruistic behaviors. In this way, for each style of learners who had altruistic behaviors, we can provide them some suitable learning approaches to help them. There are 47 technological and vocational schools' students in Taiwan participated in this experiment. The result showed that students whose learning style was tend to active, sequential and intuitive had significant correlation in one or two altruistic behaviors.

In order to let all students concentrate on their learning, teachers presented learning content with projector, projection screen and computer. However, it is not easy to immerse into their learning content and apply knowledge to real life. We construct an immersive and interactive learning playground with classroom and textbooks' content. Students can immerse into a virtual environment under authentic learning. In this research, we have an experiment in a school for a semester and discover that our system enhanced students' feeling of immersion and provided more interaction in learning.

Nowadays, it’s more and more important to have authentic instruction which lets students interact with learning context and apply their knowledge into real life. In this research, we construct a learning cinema authoring system. Teachers may edit backgrounds, characters and dialogues to construct a situation which is based on teaching context. Moreover, students could have an opportunity to learn in an authentic situation. After experiment, we discover that the system could help teachers on preparing authentic learning material. Students also have better motivation when they learn in the authentic situation.

In recent years, we have seen that users edited and shared information actively on various Social Network Sites (SNSs) and those sites are getting richer and more interesting. We expect students can have this mindset similarly on our learning stage. Our study proposed a social networking site for education. Like a stage for students, they can watch and show themselves. We observed altruistic motive and behavior of students on the platform. There were 30 college students participated. We had found that there were six altruistic behaviors. And Students’ altruistic motivations are enjoyment and self-development.

In our study, we will look at how the substantial context-embedded authentic tasks had been done under a high-interactive gaming structure in classroom basis. We analyzed the difference of intrinsic motivation (enjoyment, perceived competence, pressure, etc) and learning effectiveness between team players and individual players in the game-based learning environments.

This study used learning video portfolio to improve student's metacognition through actual learning. LVP lets students have the opportunity to review and self-assess: learning through imitation, self-monitoring, teacher assessment, expert reference system, and the whole concept allowing students to upgrade and enhance metacognition. We held an experiment to verify the effectiveness of this system and the results show that LVP can effectively enhance the Comprehension monitor and Evaluation.

In order to let students learn authentically, we provide an opportunity for them to learn naturally and apply knowledge by adding authentic learning experience in classrooms. We wanted to know whether integrating embodied interactions in authentic learning can enhance authentic learning experience, and even improve learning performance. In this research, we proposed a near-authentic environment that students can engage in a designed situation with their body movements. This study analyzed how this learning mechanic could enhance learning motivation or performance. We observed the subjects' perceptions of learning experience through the designed activity and examine whether they were engaging. This research uncovered that their intrinsic motivation was relatively high in this activity and there were some interesting behaviors among students' interactions.