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Experiential learning is the process of creating knowledge through the transformation of experience and has been adopted in an increasing number of areas. This paper investigates the possibility of technological support for experiential learning. A learning activity flow (or script) and a mobile technology system were designed to facilitate students in experiential learning. An experiment was conducted on two fifth-grade classes at an elementary school, one class using personal digital assistants (PDAs) and the other working without them. The results indicate that mobile technologies are effective in improving knowledge creation during experiential learning. The interplay between the mobile technology affordances and the proposed learning flow for experiential learning is thoroughly discussed.

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This research aims to build a Wireless Technology Enhanced Classroom (WiTEC) that supports everyday activities unobtrusively and seamlessly in classroom contexts. This paper describes the integration of wireless LAN, wireless mobile learning devices, an electronic whiteboard, an interactive classroom server, and a resource and class management server to build the WiTEC. This contains a number of features that can support class members in various types of teaching and learning activities. Project-based learning is taken as a scenario to elaborate how teachers and students can engage in teaching and learning via WiTEC. Finally, a number of suggestions are discussed for further study.

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Anxiety plays an influential role in foreign language learning. However, a lack of attention was paid to examining the effects of anxiety levels on learning performance and gaming performance in digital game-based learning. To this end, this study developed a game-based English learning system and investigated how different levels of anxiety affected learners' learning performance and gaming performance. A quasi-experiment was conducted in an elementary school. The results showed that high-anxiety learners performed worse than low-anxiety learners in speaking, word/ sentence match, and overall learning performance. However, they performed similarly in listening performance. Moreover, the results showed that high-and low-anxiety learners demonstrated a similar level of gaming performance. A subsequent analysis showed that significant correlations existed between learning performance and gaming performance for learners with high anxiety whereas such positive correlations were rarely found for learners with low anxiety, indicating that high-anxiety learners' learning performance could be fostered by their gaming performance. The findings suggested that digital game-based learning was particularly beneficial to high-anxiety learners, whose gaming performance was a facilitative factor of their learning performance.