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In science education, chemistry is a discipline that involves macroscopic matter and microscopic particles. It is difficult for the traditional teaching approach to help learners comprehend abstract chemical knowledge. Researchers have attempted to use Virtual Reality (VR) to help learners realize meaningful knowledge via visualizing the learning content. However, merely engaging students in experiencing the scientific contexts is not enough. To fill this gap, the present study adopted Spherical Video-based Virtual Reality (SVVR) to create authentic learning contexts for learners, and proposed an exploration-based SVVR approach which aimed to promote students’ understanding of abstract concepts and improve their competence of completing chemistry experiments. A quasi-experimental design was employed to evaluate the effectiveness of the proposed approach. A total of 136 junior high school students from three classes were recruited for the experiment. The experimental group adopted the exploration-based SVVR approach, control group I adopted the conventional SVVR approach, and control group II adopted traditional instruction. The results showed that the exploration-based SVVR approach not only improved students’ learning achievement, but also increased their learning motivation, learning attitude, and creative thinking tendency. Besides, students adopting this approach had more positive behaviors, including finding problems, making assumptions, investigating and verifying, and discussion. [ABSTRACT FROM AUTHOR]

The present study reviewed the papers in the Scopus database relevant to flipped classrooms in all mathematics subject areas published up until 2018 from various dimensions. It was found that there has been a considerable number of studies on flipped classrooms in mathematics education in these years. The majority were conducted in university courses, such as applied mathematics, discrete mathematics/algebra, and analysis. Most of the researchers adopted quantitative methods. In the before-class stage of the mathematics flipped classroom, a number of studies employed online learning systems or social media to provide instructional videos and to carry out online discussion. As for the in-class stage, the most frequently adopted learning strategies were issue discussion, exercise, and problem-based learning, while only a few studies used technologies in this stage. The majority of studies investigated students' learning achievement, motivation, satisfaction, and collaboration and communication awareness. Most studies administered examinations to evaluate the students' learning achievement. It is worth noting that little or no research was found to explore students' cognitive load. Accordingly, several suggestions for applying flipped classrooms to mathematics education as well as potential issues for future research are proposed in this study. [ABSTRACT FROM AUTHOR]

The present study aims to investigate the trends of mobile learning in physical education by reviewing the journal publications from the Scopus database. Several dimensions, including application domains, adopted mobile devices, research methods, research subjects, adopted teaching strategies, research issues, and learning locations are taken into account. The results show that the number of mobile learning papers in physical education has increased year after year, and that the integration of new mobile technologies into physical education activities is becoming much more common. The adoption of mobile devices in physical education and professional training, especially for the development of smartphones and wearable devices, facilitates the abundance of physical education and the growth of social physical education; however, the overall usage of such high-tech devices as wearable technologies is still limited. Most attention has been paid to communities on university campuses, but more focus should be placed on junior and senior high school and elementary school students. Currently, the types of sports involved in mobile learning are comparatively few; most focus on dynamic physical education. The application of mainstream teaching strategies of mobile learning in physical education is also limited. Accordingly, several research issues for mobile technologies in physical education are recommended. [ABSTRACT FROM AUTHOR]

In recent years, several researchers have introduced spherical video-based virtual reality (SVVR) into classroom teaching to help students learn different subjects. In SVVR learning, learners are typically presented with great autonomy over their learning process. Therefore, learners should engage in self-regulated strategy (SRS) learning in order to successfully study in SVVR. However, learners often struggle to self-regulate their learning. Therefore, we implemented a SRS intervention in SVVR. In this study, a SVVR environment was developed to situate students in art history contexts; moreover, the SRS was employed to guide students to improve their performance and to make reflections on their own performance. In order to evaluate the proposed approach's effectiveness, we carried out an experiment in a university art history class. The experiment results reveal more positive effects of the SRS-based SVVR approach compared with the non-SRS-based SVVR approach in terms of the learners' learning achievements, self-regulation, meta-cognitive awareness, as well as self-efficacy. In addition, this study specified that this approach would not have an effect on students' cognitive load. As a result, the SRS-based SVVR approach proposed in the current study was effective in art history education. [ABSTRACT FROM AUTHOR]