<p>Drawing from the social influence theory and acknowledging that the others’ support within the work context affects employees’ learning, values, and behaviours, an alternative framework was proposed to explain employees’ learning satisfaction and future intention to participate in e-training programs in the current study. 578 survey data collected from employees of various corporations in Taiwan provide empirical support for our extended model. The results suggest that social support from peers and supervisors, a usually neglected factor, has significant effect on trainees’ learning satisfaction, while family support, an often neglected antecedent of e-learning choice, was surprisingly found to affect trainees’ continuous intentions to participate. Finally, the paper concludes with the importance of employees’ perceptions of social support in terms of organisational training. The impact of human resource management policies is also discussed.</p>

The purpose of this study was to investigate the effects of augmented reality (AR) technology on students’ learning outcomes (measured according to Bloom’s cognitive levels) and attitude toward biology. The print book was redesigned by integrating a form of AR into it. A quasi-experimental pretest and posttest designs were used to test the effectiveness of the developed book on learning outcomes and attitude toward biology. In addition, the students’ opinions about the AR technology and the redesigned book were collected. In all, 68 ninth-grade students participated in the study. They were divided into the experimental group, who used the print book and the AR technology as a learning supplement, and the control group, who used the print book only. The results indicated that using AR technology may have the potential to enhance students’ learning outcomes at the analyzing level and their learning attitudes toward biology. The students mentioned that AR could be effective in terms of enhancing their biology learning.

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REvitaLizinG tHE LiBRaRY opaC | mi anD WEnG 5The 1 More than half of U.S. residents used Google for their searches. Internet search engines dominate the information-seeking landscape. Academic libraries are the ones affected most, because many college students are satisfied with the answers they find on the Internet for their assignments, and they end up not taking advantage of the many quality resources in their libraries.For many years, before the Internet search engine emerged, library catalogs were the sole information-seeking gateway. Just as the one-time industry giant Kodak has lost ground to digital photography, academic library OPACs are losing ground to online search engines. All along we academic librarians have devotedly and assiduously produced good cataloging records for the public to use. We have diligently and faithfully educated and helped our faculty and students find the proper library resources to fulfill their research needs and assignment requirements. We feel good about what we have achieved. Why have our users switched to online search engines? ■ The evolution of user behaviorIt is technology and rising user expectations that have contributed to the changes in user behavior. As Coyle and Hillmann pointed out: "Today's library users have a different set of information skills from those of just a few decades ago. They live in a highly interactive, networked world and routinely turn to Web search engines for their information needs." 2 A recent study conducted by the University of Georgia on undergraduate research behavior in using the university's electronic library concluded that Internet sites and online instruction modules are the primary sources for their research. 3 The students' year of study did not make much of a difference in their choices. Recently, OCLC identified three major trends in the needs of today's information consumers-self-service (moving to self-sufficiency), satisfaction, and seamlessness.5 Services provided by Google, Amazon, and similar companies are the major cause of these emerging trends. Customers have wholeheartedly embraced these products because of their ease of use and quick delivery of "good enough" results. Researchers do not need to take information literacy classes to learn how to use an online search engine. They do not need to worry about forgetting important but infrequently used search rules or commands. In addition, the search results delivered by online search engines are sorted using relevance ranking systems that are more user-friendly than the ones currently employed by academic library OPACs. These are just some of the features that current academic library OPACs fail to deliver. In 2004, Campbell and Fast presented their analysis of an exploratory study of university students' perceptions of searching OPACs and Web search engines. 6 They found that "[s]tudents express a distinct preference for search engines over library catalogues, finding the catalogue baffling and difficult to use effectively." As a result, library OPACs, because they d...

This study aimed to explore whether the integration of virtual reality and augmented reality used in a specially designed science book could improve the students' science concept learning outcomes. A true experimental research design was conducted to check the effectiveness of the specially designed book in terms of learners' achievement. The sample for this study consisted of 80 fifth-grade students, divided into a control and an experimental group. The results revealed that using mixed reality (augmented reality and virtual reality) as a learning supplement to the printed book could improve students' learning outcomes, particularly for low spatial ability students. Finally, recommendations for future practices and research are discussed.