Numerous scholars have applied conceptual graphs for explanatory purposes. This study devised the 'Remedial-Instruction Decisive path (RID path)' algorithm for diagnosing individual student learning situation. This study focuses on conceptual graphs. According to the concepts learned by students and the weight values of relations among these concepts, this study established the remedial-instruction paths to identify their real missing concepts. This study applies diagnostic and remedial learning strategies to two courses -'Introduction and Implementation of RS-232' and 'Electronic Circuits Laboratory'. By analysing the scores of the midterm and final exams, evaluations of remedial learning yield positive experimental results. Participants who adopt the diagnostic and remedial learning strategy have better academic performance.

The world has seen a rapid development in mobile devices in recent years. Mobile devices have the advantage of immediacy and convenience. Their uses are not restricted to desktops and classrooms. Many assisted learning systems run on mobile devices. These systems give students the opportunity to learn anytime and anywhere. Language learning is one of the key research issues underlying the development of such systems. There are many ways to use mobile devices to teaching English. This includes the use of pictured flash card to learn English vocabulary, a teaching approach that has been shown to be effective. In the current research, an assisted learning system was developed for learning English vocabulary. It combines pictured flash cards with stories. The goal was to see whether the addition of stories to pictured flash cards for learning English vocabulary could have a significant effect on learning motivation, learning achievement, and anxiety. As the result of an associated educational experiment showed, students generally agreed with the use of such a system to help them learn English vocabulary, and they also made use of leisure time to learn. Compared to students using “plain” pictured flash card for learning, students using pictured flash cards with stories had a significantly lower level of anxiety, and they also learn better as far as learning motivation and achievement were concerned.

No abstract

Game-based learning is to present the instruction by games in learning, with the main purpose of triggering learners’ motives instead of instructing the courses. Thus, increasing learning motive by game-based learning becomes a common instructional strategy to enhance learning achievement. However, it is not easy to design interesting games combined with courses. In 2011, Echeverria proposed a design to combine characteristics of games with elements of courses by matching the virtual scenarios in games with proper courses. However, in the past game-based learning, students were gathered in regular places for several times of game-based learning. Students’ learning was limited by time and space. Therefore, for students’ game-based learning at any time and in any places, based on theories of design elements of online community game Aki Järvinen, this study treats Facebook as the platform of games. The development by online community game is easier, faster and cheaper than traditional video games. In 2006, Facebook allowed API program of the third party. Therefore, by Facebook, this study provides the platform for students to learn in social lives to explore students’ activities in online community games. Questionnaire survey is conducted to find out if the design of non-single user game is attractive for students to participate in game-based learning. In order to make sure that the questionnaires can be the criteria to investigate students’ intention to play games, by statistical program of social science; this study validates reliability and validity of items of questionnaire to effectively control the effect of online community games on students’ learning intention.