Humanoid robots were introduced into the education sector as tools, tutors and companions for students to make learning more effective. This research does reliability and validity test for a proposed questionnaire which looks at various perceptions issues such as how students perceive gender and the role that humanoid robots have. Such a valid and reliable questionnaire could help the research team get the whole picture of students' preference, attitude, and level of interaction with humanoid robots for educational purpose. The research could help to determine what and how these issues will affect the acceptance and integration of humanoid robots into the education system.

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.

The study aims at investigating how the fitness between learners' learning styles and adopted learning modalities influences the learning of English as a foreign language (EFL) by elementary school students. A quantitative research was adopted. 87 fifth graders participated in this study. They were randomly assigned to three groups of learning modalities: video, gesture-based, and 3D virtual. They learned 18 English phrases related to motions for 3 times, once a week. Both performance test and learning style questionnaire were administered after the treatment completed. The analysis results of the current study show that the EFL learners' performances did not differ among the three learning modalities. However, EFL learners' learning styles also influence their performance. Implications of this study for language education and teaching are discussed.

How to motivate students to learn and improve the efficiency of interactive teaching is a challenging issue. The purpose of this study is to develop a new game-based learning system using toy robots to enhance students' learning motivation and effectiveness. The new learning system integrated wireless communication technologies, digital multimedia contents, world map, many attractive tri-dimensional toy models and toy robots, etc. Two learning modes are designed to assist the teacher in teaching and the students can perform a self or active learning. With the help of our new game-based learning system, the students are motivated to learn knowledge as though they are playing the game with toy robots. As a result, the students' learning quality is significantly improved.

Considering learning styles in technology enhanced learning seems to be a promising concept for making learning easier for students. However, contradictory opinions exist on this issue. In this paper, we aim at investigating the possible benefits of providing students with courses that fit their learning styles based on the Felder-Silverman learning style model, showing whether and for whom adaptivity can be helpful, how it can support students, and how effective adaptivity can be for students with particular learning styles. The results of the analysis, conducted with data from 147 students, showed that students with different learning styles benefit from adaptivity in different ways and extents. The findings provide deeper insights and help in understanding the effects and effectiveness of adaptive courses, considering different learning styles.

Making students aware of their learning styles and presenting them with learning material that incorporates their individual learning styles has potential to make learning easier for students and increase their learning progress. This paper proposes an automatic approach for identifying learning styles with respect to the Felder-Silverman learning style model by inferring their learning styles from their behaviour during they are learning in an online course. The approach was developed for learning management systems, which are commonly used in e-learning. In order to evaluate the proposed approach, a study with 127 students was performed, comparing the results of the automatic approach with those of a learning style questionnaire. The evaluation yielded good results and demonstrated that the proposed approach is suitable for identifying learning styles. By using the proposed approach, studentspsila learning styles can be identified automatically and be used for supporting students by considering their individual learning styles.

Although the approaches about how to manifest the technology innovation could contribute to the development of innovative learning technologies, the neglect of teachers’ individual differences in technology applications may interrupt the technology diffusion. In this paper two case studies about teaching with innovative learning technologies (including mobile learning environment and interactive response system) are discussed to show how teachers' characteristics influence their teaching with technology and to display a useful way to help teachers apply the technology in their best way. We expect that considering teachers skills, and attitudes while introducing new technologies for learning will provide wider acceptance of the technology implementation in education.

In order to explore why some learners have better learning effects with the simulation tool, and the others do not, the researchers used the quasi-experimental design and think-aloud method to investigate the relations between individual differences and learning effects from students’ learning processes with the simulation tool, Dynamic Simulation Assisted Statistical Learning (DSASL). The results show that the DSASL can correct the students’ misconceptions and enhance their concept understandings. However, there are individual differences in students’ learning effects when learning with DSASL. Finally, the researchers analyze the transcripts of think-aloud and find that the learning process may influence the students' learning effects.

This paper presents an infrastructure for developing problem-based pervasive learning environments. Building such environments necessitates having many autonomous components dealing with various tasks and heterogeneous distributed resources. Our proposed infrastructure is based on a multi-agent system architecture to integrate various components of the environments. The infrastructure includes a location- and context-awareness service, a question and answer service, an adaptive mechanism; problem based ubiquitous learning models, social networking issues, and the evaluation of multimedia inputs. Furthermore, student modeling issues among components are considered. The design of the infrastructure as well as its components is discussed. This paves the way towards the development of pervasive learning applications.

Developing school based curriculum is one of the important strategies to facilitate teachers involving in education reforms. However, the curriculum development processes, which comprises analysis, design, implementation, and evaluation, are very complexity and difficult. Thus, how to enhance the effectiveness of school based curriculum development is seen as an important research issue. This paper presents a Web-based performance support system that can assist SBCD by providing various tools for three levels of school hierarchy in the development processes.

We believe that with regard to the information technology applications in education, one student one computing device is the future and long-term trend. Many related studies on learning systems have been carried out, from applying the simplest functions of the remote controller to the very powerful capabilities of the tablet PC. Based on this research spectrum, this paper focuses on the improvement of the pocket electronic dictionary, which is a very popular personal device among students to facilitate English learning, to serve as an individual's learning device called English learning mobile device (ELMD). From using it simply to learn English, its functions are expanded to provide interactions in the classroom. At the same time taking into account the teachers and parents' participation to form a completed English learning scenario. Thus, a learning-centered, class-centered, and interactive-centered wireless technology enhanced language learning environment could be realized in ordinary classroom.

Human activities are always driven by events. Event-driven learning refers to learning taking place during the preparation process of the event, not necessarily during the participation process of the event. In the study, the authors extend the previous research "EduClick" and design the learning model of the event-driven learning. They process a competition using EduClick to drive the students' learning interests. Students can do goal setting, learn actively by themselves during the preparing period, and then accumulate enough strength to participate the competition event. They hold an across-classroom competition event, and hope students' learning motivation can be driven by the event.

This paper describes a system, called reading contract system, based on the concept of mission-based learning. The system is developed in order to foster children's reading habits and active learning attitudes under the design of mission-based learning. Activities in a reading contract are designed to include the steps of dealing with a contract. During the process, children must take risks to fail and try to develop responsibility for accomplishing the task in limited time. The spirit conforms to the most critical characteristic of mission-based learning. The reading contract system is built on a reading website. In this learning environment, some aids and tools are provided to help children setting and achieving their learning goals on reading. The role of parents and teachers is to assist children facing their tasks and collaborate with them in the learning communities.