Previous studies measured flow states using students’ self-reported experiences, resulting in issues regarding nonobjective and nonreal-time data. Thus, this study used an electroencephalogram (EEG) to measure the EEG-detected real-time flow states (EEG-Fs) of 30 students from the 4th and 5th grades. Their EEG measurements, self-reported reflective flow experiences (SR-Fs), grade levels (GLs), balance of challenge and skill (BCS), and sense of control, represented by their overall test performance (OA-tp) and momentary test performance (MOM-tp), were analyzed to establish their EEG-F’s construct. Based on the results of a chi-square test, the EEG-F correlates significantly with SR-F, BCS, OA-tp, and MOM-tp. A J48 decision tree analysis and logistic regression further revealed that in-flow experiences (in-EEG-F) were detected when students had high SR-Fs, where the BCS contributed to flow states. In particular, students with a low-challenge/high-skill BCS demonstrated an in-EEG-F state upon having a high OA-tp. For high-challenge/high-skill, the in-EEG-F state was determined through their MOM-tp. Through the EEG and flow state construct, this study revealed a whole-part association between students’ momentary and overall reflective flow experiences and identified viable paths for inducing students’ EEG-Fs, which can contribute to future e-learning development when integrated with a brain-computer interface for e-learning or e-evaluation systems.

As game-based learning continues to draw attention, students’ perceptions toward classroom activities are vital in influencing the quality of learning. This study used the social cognitive theory to show the perception traits of learning and playing in game-based environments and for students to identify their self-efficacy toward game-based learning by different trait groups. The game Formosa Hope was used in an experiment with 362 fifth- and sixth-grade students at ages 11 to 12 years as participants. Three perception traits were identified through a two-step cluster analysis: I—strong perceptions of learning and playing, II—moderate perceptions of learning and playing, and III—strong perception of playing but weak perception of learning. This study showed that regardless of trait type, students demonstrated positive self-efficacy, with those with Trait I having significantly higher self-efficacy than those with Traits II and III, indicating that students’ positive perceptions of learning and playing are essential in prompting self-efficacy in game-based learning.

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By immunoblotting using monoclonal and polyclonal mouse antibodies against sweet potato (lpomoea batatas (L.) Lam.) starch phosphorylase (SP), and by activity and dye staining methods, fresh extracts obtained from sweet potatoes immediately after harvest or from those being stored under various conditions were analyzed for SP by PAGE.Freshly prepared pure or crude SP, or those stored under various conditions werealso analyzed. Wefound that the native enzymefrom either of the cultivars Tainong 57 or 65 was 220-kDa in size and constituted of two 112-kDa subunits. Either in vivo or in vitro, storage caused degration of the enzymeto two groups of small subunits of about 50-kDa each. On prolonged cold storage of purified enzyme in 50%glycerol, the formation of a small amount of a 250-kDa protein was detected. It had a 150-kDa subunit that was formed presumably by transpeptidation catalyzed by a contaminating protease. This 250-kDa form had the primed SP activity only. The SP from the two kinds of cultivar showed considerable differences in the proteolytic susceptibility and peptide map. A part of Tainong 65 SP was supposed to be a heterodimer.