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This study attempts to: (a) investigate whether positive and negative emotions mediate the pathways linking self-efficacy for learning programming with effort and persistence in undergraduates' learning Scratch programming combining with a programmable hardware platform (i.e., Arduino), and (b) assess the effect of academic major (i.e., information technology-related majors vs non-information technology-related majors) on self-efficacy for learning programming and emotions. With the use of responses collected from a sample of 156 undergraduate students, the research model is empirically validated using partial least squares structural equation modeling (PLS-SEM). The findings reveal that undergraduates' effort and persistence while learning programming were significantly predicted by positive emotions, but not by negative emotions. Self-efficacy for learning programming significantly and positively influenced positive emotions and negatively influenced negative emotions. Finally, variations in predicting positive emotions were found between different academic majors: students in information technology-related majors experienced less negative emotional experiences than those in non-information technology-related majors.

The study investigated the relationships among quality dimensions, three types of interactions (i.e. learner-content, learner-instructor, and learner-learner interaction), perceived learning and learning satisfaction with flipped courses in the context of the flipped classroom based on the information system (IS) success model. In this study, the quality dimensions in the original IS success model were replaced by flipped learning platform quality, instructional video content quality, and teaching quality (i.e. instructor monitoring and instructor facilitation). The data from 70 participants were analyzed using partial least squares structural equation modeling. The results indicate that all the quality dimensions have the influences on both learning satisfaction with flipped courses and perceived learning through the mediation of learner-content interaction or learner-instructor interaction. Moreover, learner-learner interaction significantly influences perceived learning, but not learning satisfaction with flipped courses. Finally, a positive and direct link between perceived learning and learning satisfaction with flipped courses was found.

The present study investigates the effects that Facebook-based online peer assessment with micro-teaching videos can have on attitudes toward peer assessment and perceived learning from peer assessment. The study recruited a sample of 31 university students who were enrolled in a teacher-training course. Using assessees' microteaching videos, the experimental group performed two rounds of online peer assessments targeting teacher performance; by comparison, the control group performed two identical rounds of peer assessment, but without the assessees' microteaching videos. The results show that the two groups experienced significantly positive changes in attitudes toward peer assessment over time. Moreover, the experimental group's perceived learning about teaching competency was lower than the control group's after completing the first-round peer assessment, but significantly increased over time. Finally, the open-ended responses show that participants regarded Facebook as a convenient tool for performing peer assessments, but voiced their concerns about Facebook's open and non-anonymous features.