Logical thinking and reasoning of geometric space are among the key abilities of science and technology education. This research developed a framework of an alternate reality-based board game incorporating augmented reality (AR) exploration with multi-dimensional scaffolding, including cognitive scaffolding, metacognitive scaffolding, and peer scaffolding. Features included alternate reality games, board games, and AR technology. An educational alternate reality game Lost in Space based on the above framework was developed, and scaffolding was designed to help players focus on spatial and logical thinking. Participants were 127 tenth-grade students from northern Taiwan. Empirical analysis was conducted with the aim of exploring the learners’ learning outcomes, flow state, and perceptions of the multi-dimensional scaffolding as well as its usefulness. The results showed that there was no significant difference between the learning achievement of the students in the experimental group (using game learning) and the control group (using general teaching materials). However, students in the experimental group showed significant improvement in learning achievement after the game, while students in the control group showed no significant improvement in learning achievement. Moreover, experimental group learners could sense most of the cognitive scaffolding, metacognitive scaffolding, and peer scaffolding.

This is a comparative study that explores preschoolers’ English vocabulary acquisition in Taiwan and tries to look for a better pedagogy. After Taiwan’s government announced the policy of developing a “Bilingual Nation,” English is the second language in Taiwan. The reforming of English instruction is in urgent need. Under this background, this research aims to investigate whether English vocabulary acquisition will occur in a variety of GBL. In this study, we grouped participants into four instructional groups. Two groups are designed as instructional groups of “flashcard game” in learning 2 words or 3 words per day. Another two groups are designed as groups of “driving games” in learning 2 words or 3 words per day. Without explicit instruction, the study’s result showed that preschoolers’ English vocabulary acquisition can occur autonomously by GBL, and “2 words per day” is the best and suitable vocabulary size for preschoolers to acquire English in their memory. We found that games can produce children's autonomous learning, and the numbers of children’s vocabulary memory can be taken into consideration. Besides, the appropriate amount of information can train children to enter long-term memory. The above findings will benefit language learning, game-based learning (GBL), and interactive learning.

This study aims to explore the application of Transactional Distance theory in distance teaching in the post-epidemic era. Covid-19 has brought us unprecedented challenges in all schools in the world. Information and Communication Technology (ICT) can solve the technical problems of distance learning, but cannot bring efficient learning just through the online version of the existing courses by tools. The key to improving distance learning efficiency is to increase interactivity. According to that, this study echoes Moore’s theory of transactional distance (TD) and designed a learning space on Gather to observe the class online and collect research data through Questionnaires and focus groups. We analyzed a total of 17 students in a junior high school in North Taiwan. We found that 1. the space design of a distance learning classroom can help students’ rate of dialogue in the instructional events and reduce the transactional distance. 2. Multiple expression channels are helpful for teachers to obtain more judgments of students’ current learning progress, and then adjust the speed and method of teaching activities. 3. Distance teaching activities still take place on the screen, which is an extension of the physical space, and this makes the physical space in which the learner lives becomes more dimensional.