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Guided by the expectancy-value theory of motivation in learning, we explored the causal relationship between students’ learning experiences, motivation, and cognitive learning outcome in academic service-learning. Based on a sample of 2,056 college students from a university in Hong Kong, the findings affirm that learning experiences and motivation are key factors determining cognitive learning outcome, affording a better understanding of student learning behavior and the impact in service-learning. This research provides an insight into the impact of motivation and learning experiences on students’ cognitive learning outcome while engaging in academic service-learning. This not only can discover the intermediate factors of the learning process but also provides insights to educators on how to enhance their teaching pedagogy.

Standard for the Exchange of Product Model Data (STEP) provides a systematic approach for user communities to model and exchange data on specific types of products and manufacturing technologies. With the increasing popularity of the Extensible Mark-up Language (XML) on the Internet, mapping STEP data into XML seems a logical way to make STEP data more accessible through the Internet. On the other hand, Internet-based information systems generally consist of data sources and clients that access the data sources; and mediators have been proposed as a middle layer that provides added value by converting the basic data into information required by the clients. To work effectively, mediators require machine-readable data models and standardized interfaces, which can be developed based on XML. In this paper we discuss the ways of automated conversion from STEP into XML, and the exchange of STEP data through the XML-based mediator architecture. [ABSTRACT FROM AUTHOR]