The purpose of this study was to explore the relationships among employees' usage intention pertaining to mobile information devices, focusing on subjective judgement, technology acceptance tendency, information sharing behavior and information transfer. A research model was established to verify several hypotheses. The research model based on integrated concepts of knowledge management and technology acceptance modeling. Participants were employees of enterprises in Taiwan, selected by combining snowball and convenience sampling. Data obtained from 779 e-surveys. Multiple-regression analysis was employed for hypothesis verification. The results indicate that perceived ease-of-use of mobile devices was affected by computer self-efficacy and computer playfulness directly; meanwhile, perceived ease-of-use directly affects perceived usefulness. In addition, perceived ease-of-use and perceived usefulness can predict information-sharing behavior in a positive manner, and impact knowledge transfer as well. Based on the research findings, it suggested that enterprises should utilize mobile information devices to create more contact with customers and enrich their service network. In addition, it is recommended that managers use mobile devices to transmit key information to their staff and that they use these devices for problem-solving and decision-making. Further, the staff’s skills pertaining to the operation of mobile information devices and to fully implement their features are reinforced in order to inspire the users' knowledge transfer. Enhancing the playfulness of the interface is also important. In general, it is useful to promote knowledge transfer behavior within an organization by motivating members to share information and ideas via mobile information devices. In addition, a well-designed interface can facilitate employees' use of these devices.

This article describes the design and delivery of a history course in visit historical tourism guild at elementary schools in Taiwan. The course was devised and deployed to supplement learning activities in the traditional classroom. A series of quasi-experiments was conducted with innovative instructional designs, that is, collaborative problem-based learning (PBL) environment, and their combinations. The impacts of these problem-based learning pedagogies on students, instructors, and course design were evaluated. The effects of problem-based learning pedagogies were mostly positive, thus reinforcing the instructor's confidence for further application to the rest of his courses. The authors further discuss the implications for schools, scholars, and teachers who plan to implement, or are already engaged in. In this study, the main goal was to improve students' learning, explore the problem-based learning effects, refine the history course, and reinforce the teacher's professional development. Therefore, mixed methods were applied. Specifically, the case study method was adopted to describe how students and the teacher adapted to the history course, and to detect deficiencies in design ideas and associated implementations for possible remedies in future trials. The authors intervened in students' learning via different instructional designs and deployed quasi-experiments to explore the effects of the intervention. In this study that is PBL class as the first step in our analysis, we used movie of history which about historical tourism guild, and change the classroom to visit historical tourism guild. The instructor designed and explained questions before visit. We need to observe and record students' behavior.

No abstract

The purposes of this study were to develop a novel material which was infused nanotechnology into electronics subjects to vocational high school students’with no background in nanotechnology. And then to investigate the cognitive load of them, after they learnedthenovel curriculum pattern. The researchers began todevelop a novel electricsmaterial which is consisted of four chapters includedseven sectionsby experts of electronics, nanotechnology and vocational education. Theexperimentswere conducted by using PPT pedagogy to teach the nanotechnology infused into electronicscourse between twodepartments ofvocational high schools. After four months and four times in one month experimental teaching, cognitive load scale questionnaireand K of KAP scale questionnairewere examined.Finally, the applications of this materialare illustrated that the performances of K scores weresignificant differencebetween electronic engineering department and information engineering department.

No abstract