Few practice-oriented courses are currently integrated into online learning platforms, such as OpenCourseWare, Khan Academy, and Massive Open Online Courses (MOOCs). It is worthwhile to explore how learners respond to information technology and new teaching methods when practice-oriented course are placed online. Therefore, this study probes learner willingness to participate in a practice-oriented course distributed through a MOOC platform, investigating relationships among perceptions, behavioural intentions, and actual behaviour.The current research framework integrates the Technology Acceptance Model and the Theory of Planned Behavior as its core theoretical basis. Empirical data were collected through a cross-section survey. All participants were students of 2D Animation Production, with a total of 272 respondents. The questionnaire data

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Past research has proven the significant effects of game-based learning on learning motivation and academic performance, and described the key factors in game-based design. Nonetheless, research on the correlations among learning motivation, cognitive load, learning anxiety and academic performance in gamified learning environments has been minimal. This study, therefore, aims to develop a Gamification Software Engineering Education Learning System (GSEELS) and evaluate the effects of gamification, learning motivation, cognitive load and learning anxiety on academic performance. By applying Structural Equation Modeling (SEM) to the empirical research, the questionnaire contains: 1. a Gamification Learning Scale; 2. a Learning Motivation Scale; 3. a Cognitive Load Scale; 4. a Learning Anxiety Scale; and 5. an Academic Performance Scale. A total of 107 undergraduates in two classes participated in this study. The Structural Equation Modeling (SEM) analysis includes the path directions and relationship between descriptive statistics, measurement model, structural model evaluation and five variables. The research results support all nine hypotheses, and the research findings also show the effects of cognitive load on learning anxiety, with strong learning motivation resulting from a low learning anxiety. As a result, it is further proven in this study that a welldesigned GSEELS would affect student learning motivation and academic performance. Finally, the relationship model between gamification learning, learning motivation, cognitive load, learning anxiety and academic performance is elucidated, and four suggestions are proffered for instructors of software engineering education courses and for further research, so as to assist instructors in the application of favorable gamification teaching strategies.

This study focuses on serious virtual reality games, and how users can increase their understanding of the sustainable innovation learning (SIL) model and their familiarity with sustainable development strategies. “Users” of serious games consists of all possible target groups that are interested in attaining knowledge of sustainability through the use of games that are designed for a purpose beyond entertainment, in this case, for sustainable education. This research investigates the sustainable innovation experiential learning model by using a virtual chemistry laboratory to affect academic achievement. A questionnaire was completed by students who had used the virtual lab, and structural equation modeling (SEM) was applied for analysis. Importance-performance matrix analysis (IPMA) was able to help expand the basic partial least square (PLS)-SEM result with the fraction. The results show that experiential learning significantly affects learning motivation and academic achievement. Cognitive load and self-efficacy significantly affect learning motivation. Involvement significantly affects academic achievement. The virtual chemistry laboratory significantly affects academic achievement. Students who used the sustainability innovation experiential learning model obtained a better understanding of the chemical concepts. Moreover, a virtual lab promotes students’ motivation in regard to chemistry.

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In 2019, the United Nations released its 10-year policy of “ESD for 2030”. Many schools around the world have actively participated in the transformation and have included the United Nations Sustainable Development Goals (SDGs) in Education for Sustainable Development (ESD). Many developed countries hope to combine the concept of STEAM education (Science, Technology, Engineering, Art, and Mathematics) with interdisciplinary learning, and apply it to ESD. This study intended to integrate the sustainability concept into Virtual Reality (VR) system-aided STEAM education, in order to provide school children with integrated interdisciplinary STEAM education. A literature review was conducted and the research hypotheses were proposed. The empirical method and questionnaires were used as research methods to investigate the influence of the proposed system on the students’ satisfaction, self-efficacy, and learning outcomes after cognition learning. The results of this study showed that the combination of STEAM education, with VR-aided experience courses, could help to improve the learning satisfaction and outcomes of students and to arouse their learning motivation. However, the proposed system needs an ESD that is based on students’ traditional culture (such as designing a role-playing game), so that they can improve their self-efficacy through playing a VR game. Although VR games are interesting, they are difficult for some students to play. Therefore, it is necessary to adjust the teaching materials, methods, and strategies appropriately by using information technology, so that ESD can be achieved by inspiring students to explore continuously. The findings can serve as a reference for further relevant studies.

This study aims to explore the factors in a patient's rehabilitation achievement after a total knee replacement (TKR) patient exercises, using a PCA-ANFIS emotion modelbased game rehabilitation system, which combines virtual reality (VR) and motion capture technology. The researchers combine a principal component analysis (PCA) and an adaptive network-based fuzzy inference system (ANFIS) to present a predicting, artificial emotion model with a Plutchik emotional wheel in a 3D Gesture gamification rehabilitation system, and illustrate the value of the Plutchik emotional wheel. Also, this study tries to improve a rehabilitant's self-efficacy, based on interesting games and the use of Kinect technology to capture a rehabilitant's motion. This quasi-experimental design required two months to collect the PRS rehabilitation treatment data from the study's participants, who were divided into experimental and control groups. The experimental group, rehabilitated with a PRS, filled out a questionnaire and evaluated whether the system operations and self-efficacy changes affected their rehabilitation achievement. These findings could be referenced for related researchers designing auxiliary tools and for helping physical therapists improve rehabilitants' performance. Meanwhile, these findings recommend that patients have the operation in the early stages and that they form regular exercise habits for a better rehabilitation outcome.

This study aims to discuss the correlations among learning styles, meaningful learning, and learning achievement. Directed at the rather difficult to comprehend human blood circulation unit in the biology materials for junior high school students, a Mobile Meaningful Blood Circulation Learning System, called MMBCLS gamification learning, was developed. In the study, the instructional design is based on meaningful learning and follows the principles of digital game-based learning models to design after-class multimedia materials, which allow learners to enjoy learning. With a quasi-experimental design, Kolb's learning styles scale and meaningful learning scale were utilized as research instruments. Taking a G8 class as the subject, 46 valid questionnaires were returned. The research findings show divergences in mobile game-based learning styles: students with convergent styles highly regarded the well-designed curriculum in meaningful learning; student gender presented no significant difference in curriculum design and learning achievement in meaningful learning; students with different learning styles revealed remarkable differences in learning achievement; and students in the experimental group apparently had a higher learning achievement than the students in the control group, with notable differences. The research outcomes could be cited by teachers for designing material and provide educators with a reference for the mobile as meaningful media material design..