<span style="font-family: 新細明體; font-size: small;"> </span><p>The purpose of this study was to investigate what factors affect students’ adaptation and continued use of a Wiki system for collaborative writing tasks through an extension of the Unified Theory of Acceptance and Use of Technology (UTAUT). This study was conducted in a general education course in a university in northern Taiwan. Data were collected from surveys of 103 students after their continued writing on the CourseWiki system for one semester. With structural equation model (SEM) analysis, results from this study partially confirm that, in the UTAUT model, factors of social influence have direct and significant effects on students’ actual usage of the Wiki system. Moreover, students’ actual use of the Wiki influences their intention of future use. This study successfully applies the extended UTAUT model and tests the predictive power in determining students’ acceptance of a Wiki system in terms of their actual use and their behavioural intentions of future use. It further provides suggestions for future research and practice, and should contribute to theoretical understanding as well as practical application of learning technology in post-secondary teaching.</p><p class="MsoBodyText" style="margin: 0cm 0cm 0pt;"> </p><span style="font-family: 新細明體; font-size: small;"> </span><p class="MsoNormal" style="margin: 0cm 0cm 0pt;"><span lang="EN-US"><span style="font-family: Calibri; font-size: small;"> </span></span></p><span style="font-family: 新細明體; font-size: small;"> </span>

The goal of an LMS, devised by a growing number of universities, is to offer faculty instructional support. The actual use of these programs, however, suggests thatsupport is elusive. An experience at National Taiwan University illustrates how a university can increase faculty usage through better LMS design.

While business schools aim to train students to develop specialized professional competencies, knowledge, and skills related to management and corporate functions according to their major programs, entrepreneurship education in higher education intends to develop students’ entrepreneurial competencies and intention. However, the entrepreneurial and managerial domains are not mutually exclusive but overlap to a certain extent. This study utilized the National Taiwan University (NTU) as a case to explore the effects of two paths of entrepreneurial education at NTU on the development of students’ entrepreneurial competencies and intention. The aim of this study was to investigate differences in business school students’ entrepreneurial competencies and intention between those who took the Creativity and Entrepreneurship Program (CEP) and those who did not, and to explore the context limits or facilitations in the entrepreneurship education of college students in different academic disciplines of management school. Results of the study showed that the CEP course did have positive impacts on all entrepreneurial competencies and intention, that the effectiveness on the attitude domains was more evident than that on the knowledge or skills domains, and that academic disciplines did have a context effect on students’ entrepreneurial competencies and intention. This study sheds further light on the “black box” of context limits or facilitations in entrepreneurship education. Implications of the study are that it may lead to a complementary framework of effectively integrating the entrepreneurial program with the business and management courses, which would better facilitate students’ learning of entrepreneurship competencies and may increase their intention to become future entrepreneurs.

In the research field of cognitive aging, games have gained attention as training interventions to remediate age-related deficits. Cognitive training games on computer, video and mobile platforms have shown ample and positive support. However, the generalized effects are not agreed upon unanimously, and the game tasks are usually simple and decontextualized due to the limitations of measurements. This study adopted a qualitative approach of design-based research (DBR) to systematically review and pragmatically examine the regime, presentation and feedback design of a cognitive training game for older adults. An overview of the literature of cognitive aging and training games was conducted to form the theoretical conjectures of the design, and an iterative cycle and process were employed to develop a mobile game for older adults who are homebound or receiving care in a nursing home. Stakeholders, i.e., elderly users and institutional administrators, were invited to participate in the design process. Using two cycles of design and evaluation, a working prototype of an iPad-based app that accounted for the needs of elderly adults in terms of form, appearance and working function was developed and tested in the actual contexts of the participants’ homes and an assisted living facility. The results showed that the cognitive training game developed in this study was accepted by the participants, and a high degree of satisfaction was noted. Moreover, the elements of the interface, including its size, layout and control flow, were tested and found to be suitable for use. This study contributes to the literature by providing design suggestions for such games, including the designs of the cognitive training structure, interface, interaction, instructions and feedback, based on empirical evidence collected in natural settings. This study further suggests that the effectiveness of cognitive training in mobile games be evaluated through field and physical testing on a larger scale in the future.