Integrating science learning with game experience and physical manipulatives not only overcomes the rigidity of traditional teaching, but also makes the learning experience pleasant for students and improves their science inquiry ability. Today, with the popularization of mobile devices and technology, both the value and feasibility of gamified science learning have increased significantly. However, several studies showed that students might get lost or feel bored during science inquiry. To let students enjoy the science inquiry process and improve their science process skills, the researchers combined mobile technology, game design elements, and science inquiry and designed the gamified science inquiry activity “we are aircraft designers”. Here, students designed and manipulated a smartphone-controlled paper airplane by mobile devices connected via Bluetooth. To investigate the effects of the gamified science inquiry activity, the flow state and science process skills of 71 students of a junior high school in China were explored. The proposed gamified science inquiry activity enhanced flow and science process skills of students with high and middle level flow. No differences were found on flow and science process skills between males and females. Based on these results, the guidelines for the design of a gamified science inquiry activity are discussed.

No abstract

No abstract

MOOC as a type of online education, it integrates the connectivity of social networking, and a collection of freely accessible online resources. Now the online education has entered Post-MOOC era, when various types of online education emerge and improve the development of education. In this paper, we present a new hybrid learning mode based on the concept of MOOC, CH-SPOC, which is applicable for university students. CH-SPOC is a kind of cooperative and hybrid learning for online and offline, which was put into undergraduate course "Information Technology and Teaching" at Zhejiang University during the Summer 2014 semester.

Abstract-Time plays a fundamental role that benefits and challenges online discussions. It requires considering the temporal aspect for both analyzing how learning takes places through online discussion and for designing effective structures to support discussion activity. The purpose of this study was to examine the temporal patterns of group and individual participation in a discussion forum. Data were collected from the logs and postings of college students. This study first investigated the temporal patterns of group participation in the discussion forum and then analyzed how promptness and initiative of individuals in online discussion related to their grades at the end of the semester. Results revealed that students posted mainly in the first 23 days and at the deadline. Students preferred discussing something related to the course content with others as soon as possible after they learned. They were willing to post in the morning and evening. There was strong relationship between students' promptness and initiative in the online discussions and their grades. Reasons for these results are discussed.Index Terms-discussion forum, temporal pattern, pace, sequence I. INTRODUCTIONOnline discussion deals with the time and space restrictions that occur in traditional class. It has been widely used to support interaction between students in online courses. It allows students to seek help, offer advice, and receive others' perceptions by reading and responding to postings [1]. The asynchronous nature of online discussion provides the flexibility of the temporal scale or duration of an activity [2,3]. Students could take as much time as they needed to reflect on the others' perceptions and to contribute their own ideas in responses at their own convenience [4]. That means students could compose thoughts at their own speed rather than rushing to comment before others move on [5].The asynchrony of online discussion, which refers to communication across "delayed time" [6], also presents challenges to meaningful conversation. For example, students must log in to the discussion forum repeatedly and wait for unknown and variable amounts of time for responses to their comments [7]. Longer response times can inhibit students' expectations and need for acknowledgement [8].Time plays a fundamental role that benefits and challenges online discussions. Effective online discussion requires considering the temporal factors of discussion activity [9]. Understanding students' participation patterns in the online discussion forum from a temporal perspective could enhance explanatory power, support discussion progress, and facilitate student learning. Teachers could utilize this temporal knowledge to choose appropriate timeframes to build discussion activities or monitor discussions in real-time to decide when a new discussion topic is needed. The exploration of the temporal patterns would also suggest alternative ways to anticipate and design discussion intervals and environments to promote higher levels of discussion. Despite the i...