Game-based learning is to present the instruction by games in learning, with the main purpose of triggering learners' motives instead of instructing the courses. Thus, increasing learning motive by game-based learning becomes a common instructional strategy to enhance learning achievement. However, it is not easy to design interesting games combined with courses. In 2011, Echeverria proposed a design to combine characteristics of games with elements of courses by matching the virtual scenarios in games with proper courses. However, in the past game-based learning, students were gathered in regular places for several times of game-based learning. Students' learning was limited by time and space. Therefore, for students' game-based learning at any time and in any places, based on theories of design elements of online community game Aki Järvinen, this study treats Facebook as the platform of games. The development by online community game is easier, faster and cheaper than traditional video games. In 2006, Facebook allowed API program of the third party. Therefore, by Facebook, this study provides the platform for students to learn in social lives to explore students' activities in online community games. Questionnaire survey is conducted to find out if the design of non-single user game is attractive for students to participate in game-based learning.

The strategies of cooperative learning have students help each other and make up for each other's learning differences, in order to enhance personal learning achievement and achieve learning objectives. Therefore, educators use the online platform to aid teaching, students can do various learning activities and discuss with classmates on the platform. Online platform not only provide students to learn the material, but also use the system to record the learning activities of students on the platform, students can also seek the assistance of peers on the platform. However, the discussion activities of the learning issues for each student are not necessarily structured type on learning platform, how do get information from the online discussion activities of students, discussion activities of the quantitative and qualitative analysis has become an important research topic. The study is based on Liu and Tsai proposed the interactive model as the cooperative learning group interaction on the classification, the paper is a way of observing and analyzing manually to determine the interaction patterns of each group. The study design the questionnaire of interactive mode, it can used automatic classification of group interaction scale, in order to reduce the load on manual observation and analysis. To ensure the interaction questionnaire can actually classified the interactive model, the study used statistical package for social science to verify reliability and validity of the subject content of the interaction questionnaire, in order to effectively grasp the cognition of student interaction.

Questioning is an essential process of learning and thinking. However, few students are willing to ask questions in class because of the pressure from many sources including their past experiences, teachers, peers, or themselves. A computer system NATA was designed in this research based on the two-phase questioning process to help students ask questions by reducing their questioning pressure. An experiment was conducted to study the effectiveness of NATA. More than 85% of the students in this research agreed that NATA made classroom questioning easier and more comfortable and could promote their questioning and the class' questioning atmosphere. The results also showed significant improvement of students 'questioning behaviors after using the system.

The Broadcast Over Remote Guide System (BORGS) is a web based system that supports teachers to synchronously broadcast the global web pages and other electronic files to students.

In this paper we use an accuracy counter (AC) to develop the "Web design" course and to be the evaluation way for measuring and recording the learning status of students. The counts recorded by AC are used to be one of the grading criteria for the students' performance. Students can look others' achievement via the AC website, and may want to compete with others either they are classmates or not. Through the counts recorded by AC and the final scores given from other learners, this paper evaluates the possible competitive conditions and its relations between counts and scores.

Computer-assisted learning can be either single-thread or multithread. When learning is single-thread, the learner works with one learning unit at a time; having passed or failed the "current" learning unit, the learner then moves on to the next learning unit. When learning is multithread, several learning threads may be "developing" simultaneously, and the learner switches among (the current learning units of) the learning threads. The learning-path approach is adequate for supporting the development of learning threads on a coarse level of granularity, such as planning the sequences of topics to study. But for learning that occurs on a fine level of granularity, the learning-path approach may not work so well. We introduce the concept of curricular automata, and show how this formalism can be used to support both single-thread learning and multithread learning.

Web counters are usually used for recording the number of times a web page has been visited. Apart from the recording of pageviews, advertisement publishers also use Web counters to count the number of clicks made by potential customers on the Internet ads. As performance-based Internet advertisement pricing models are becoming popular and generally acceptable, there is a need from the perspective of the advertisers to ensure the accuracy of the values recorded by Web counters. This paper describes the idea of a virtual IP, and proposes a mechanism for assuring the reasonableness and fairness of the values of Web counters. The result is an accuracy counter (AC). The AC is a real system. It has been successfully tested in a related class project.

We present a decision support system which is based on the transferable belief model (TBM), a model to represent someone's degree of belief based on belief functions. The system performs reasoning and decision making by integrating a system for belief propagation and a system for Bayesian decision analysis. The two subsystems are developed within the framework of the valuation-based systems. They are connected through the pignistic transformation as described in the context of the TBM. The system takes as inputs the user's beliefs and utilities, and suggests either the optimal decision or the optimal sequence of decisions. An example concerning a nuclear waste disposal problem is given to demonstrate the applicability of the system in a real-world domain.

The tier automation is presented as a model for communication protocols. Several advantages of the model are cited, among which are universality of representation and manipulability. A scheme for using the tier automation to model specific distributed architectures and their protocols is described. The scheme is then used on a sample protocol and a transmission session with the sample protocol as exhibited.