Since convenience is one of the features for mobile learning, does it affect attitude and intention of using mobile technology? The technology acceptance model (TAM), proposed by David (1989), was extended with perceived convenience in the present study. With regard to English language mobile learning, the variables in the extended TAM and its explanatory power were analysed and antecedent factors that affected acceptance of English mobile learning were also examined. Participants were 158 college students from the middle part of Taiwan. After conducting English mobile learning with a PDA, data was collected by questionnaires. The results revealed that: a) perceived convenience, perceived ease of use and perceived usefulness were antecedent factors that affected acceptance of English mobile learning; b) perceived convenience, perceived ease of use and perceived usefulness had a significantly positive effect on attitude toward using; and c) perceived usefulness and attitude toward using had a significantly positive effect on continuance of intention to use. Overall, the extended TAM in the present study was effective at predicting and explaining the acceptance of English mobile learning. In the past, there were few mobile learning related studies examining the relationships between perceived convenience and other variables in the TAM. Therefore, the findings in the present study provide a reference for the future TAM and mobile learning related studies.

There has been a little research on emotion, cognitive load, or learning performance for digital game-based learning (DGBL). However, there is still a dearth of research on investigating the interactive effects of scaffolding DGBL and cognitive style on the above three outcomes. Participants were 97 middle-aged and elder adults from a community college and randomly assigned into three groups. Taking prior knowledge as the covariate, 3 × 2 two-way MANCOVA was adopted to verify the interactive effects of scaffolding DGBL (hard scaffolding DGBL, soft scaffolding DGBL, and non-scaffolding DGBL) and cognitive style (Serialist and Holist). The findings presented that there exited significantly interactive effects of scaffolding DGBL and cognitive style on learning emotion, cognitive load, and learning performance. In hard scaffolding DGBL, learning emotion, cognitive load, and learning performance of Serialist learners were significantly better than those of Holist learners. Conversely, in soft scaffolding DGBL, learning emotion, cognitive load, and learning performance of Holist learners were significantly better than those of Serialist learners. Learning emotion, cognitive load, and learning performance of Serialist learners using hard scaffolding DGBL and Holist learners using soft scaffolding DGBL were significantly better than those of learners using non-scaffolding DGBL. The findings demonstrated concrete contributions and implications on practical promotion and theoretical development. This study ensures sufficiency of applying the cognitive-affective theory of learning with media (CATLM), cognitive load theory and cognitive style theory on DGBL, suggesting to extend the application of these theories to scaffolding.

This study aims to explore psychomotor performance and perception on task-centered hands-on STEM learning of educational robotics. The study adopted a convergent parallel mixed method to gather both quantitative and qualitative data in the same period of time. Participants were 42 tenth-grade students (25 male students and 17 female students) from one class at some senior high school. They were divided into 21 teams with 2 members in each team. The results showed that one-sample t-tests in each dimension of psychomotor performance all reached a significant level. Programming showed highest psychomotor performance, and sailboat design and mechanical assembly followed sequentially. One-sample t-tests for each dimension on perception all reached the significant level. Teacher teaching reached the highest perception, and learning material, learning difficulty, administrative service, learning activity, and course schedule followed sequentially. This study confirms that task-centered hands-on STEM learning approach is effective to students’ educational robotics learning. Finally, the study proposes the implication and recommendation for robotics education.