This study is an ongoing research which aims to renovate the current science learning environment in Taiwan by establishing a Smart Classroom 2.0 through various innovative smart classroom technologies. In this paper, one of the Smart Classroom 2.0 systems, namely the Speech-Driven PowerPoint (SDPPT) system, will be introduced. The SDPPT system is a novel educational advance, which utilizes automatic voice recognition technology to assist PowerPoint Presentations in university teaching. Before the development of various Smart Classroom 2.0 systems, a baseline study was conducted in order to better understand the needs and learning preferences of university students. Having completed the baseline study, the SDPPT system has been deployed and pilot tested in a university classroom. A total of 46 undergraduate students participated in the pilot testing of the system. Students' general perceptions towards learning in an Information and Communication Technologies-Supported Learning (ICT-SL) environment were analyzed using paired sample t-tests. The results indicated that students' learning motivation and learning effectiveness have increased after experiencing the SDPPT system. In addition, students also revealed that they enjoyed the interactions provided by this new system and anticipated the development of the SDPPT would facilitate better learning in classroom environments.

This study examines whether a Role Play Game (RPG) with embedded geological contents and students' anticipation of an upcoming posttest significantly affect high school students' achievements of and attitudes toward geology. The participants of the study were comprised of 202 high school students, 103 males and 99 females. The students were divided into four groups: 1. RPG group with pre-announced posttest, 2. RPG group with unannounced posttest, 3. No RPG group with pre-announced posttest, and 4. No RPG group with unannounced posttest. A 2x2 MANCOVA was conducted on the posttest scores with students' pretest scores as the covariates. The results indicated that: (a) there was no statistically significant interaction effect between RPG and anticipation of posttest on students' learning outcomes; (b) there was no statistically significant main effect for RPG on students' learning outcomes; however, (c) whether or not students had anticipated an upcoming posttest significantly affected their geological achievements and attitudes. In conclusion, testing has positive effects as a reinforcement to help students both retain their content knowledge and have positive attitudes towards geology.Keywords: attitudes, geology, game-based learning, test anticipation, learning outcomes INTRODUCTIONComputer and video games are now a pervasive part of today's society. A survey conducted in 2002(Jones, 2003 to 1,162 college students of 2-year and 4-year public and private colleges and universities in the US indicated that virtually all college students have prior experience playing computer or video games. Among the college students surveyed, 65% of them played video, computer or online games occasionally or regularly. Almost half of the college students (48%) admitted that gaming, to some or great extent, kept them from studying. In particular, 9% of the students even confessed that their main purpose for playing games was to avoid studying. In addition, one third (32%) of the students also confessed to playing games that were irrelevant to instructional activities during their classes. Another study conducted in Slovakia (Fančovičová, & Prokop 2008) surveyed 206 students from eleven different elementary schools suggested that 64% of students' regular activities with computer use were for playing computer games, followed by working on the internet (27%), and writing (26%).Since electronic games play such a prominent role in young people's lives, researchers and educators therefore hope to combine the intrinsic motivation that students show towards electronic games with educational content and objectives to make learning more fun and enjoyable (Marina Papastergiou, 2009a). As a result, harnessing the power of computer games in instructional designs to increase students' learning incentives and to positively affect their learning outcomes has become of great interests among researchers and educators (Hwang, Wu, Chen, 2015;Manero, Torrente, Serrano, Martinez-Ortiz, & Fernández-Manjón, 2015;Lee, Chen, & Chang, 2014;Jamet, 2013;Baek, ...

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