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In this paper, the development of the MAR (mobile augmented reality) remedial teaching program is described. It allowed students to manipulate augmented objects through AURASMA app via internet and find leads to solve geometry problems regarding compound-cube-surface area. In order to foster students' spatial abilities, the program provided specific functions included partition, complementation, recombination, and multi-perspective to promote their “mental image” as well as “visualization.” The proposed program was evaluated with the quasi-experimental pre-test/post-test control group design to probe into students' learning performance. Moreover, students' error types of problem-solving were analyzed using their solving track recorded in the sheets. The results showed that the MAR remedial teaching program truly benefit students on solving geometry problems regarding compound-cube-surface area, and there are still some questions needed to investigate in the future, such as how students were affected by visual-obscuration to inexactly carry out their counts.

From random interviews of mathematics teachers, the researchers are conscious that students have difficulties in solving problems regarding compound body volume measurement. The researchers found the main factor involved in the difficulties was incomplete spatial concepts. Augmented reality (AR), which is a kind of educational technology, has been widely applied in the educational field in recent years. AR provides two- or three-dimensional objects and/or information and interaction with them. These characteristics can compensate for the insufficient characterization of compound-body volume in traditional education environments. The paper studies evaluation in utilizing free augmented reality to learn volumetric measurement of compound bodies to complete spatial concepts as well as improve the students' learning performance. The finding suggests that the positive impact on visualization and interaction as well as attitude lead students to be more engaged in learning activities with less cognitive effort, resulting in better learning performance.

LUFFACHITINobtained from the residue of the sponge-like dried fruit ofLuffa aegyptiacawas developed as a weavable skin substitute in this study. A chemical analysis revealed thatLUFFACHITINwas composed of a copolymer containing N-acetyl-glucosamine (~40%) as a major monomer with a filamentary structure as demonstrated by both optical and scanning electron microscopy. The pulp-like white residue of the sponge-like dried fruit ofLuffa aegyptiacaafter treatment was then woven into a thin, porous membrane by filtration and lyophilization as a skin substitute for conducting wound-healing study on rats. The results indicated that theLUFFACHITINmembrane showed significant wound-healing enhancement (25 days to complete healing) compared to cotton gauze (>30 days), but not inferior to that ofSACCHACHITIN. Furthermore, theLUFFACHITINmembrane had advantages of having a high yield, better physical properties for fabrication, and a more attractive appearance.

How can animation curriculum be successfully integrated into exhibits in primary school? In this study, we seek the position of animation education on multimedia learning, introduce the exhibit mode of animation curriculum and summarize our program of the research. There were K3 students who were never given animation lessons participating in the experiment. We adopted pre-experimental design as our research method. The participants needed to complete pre-test and post-test. Besides, we observed participants' learning behavior by the daily records, also. In the exhibit model of animation curriculum, we designed three interactive stalls regarding stop-motion animations. The first stall introduced “Bird in the cage”. The students are were able to use easy props to experience persistence of vision. The first stall, “Bird in the Cage”, allowed the young students to experience the phenomenon of persistence of vision with easy props. The second stall is the applications on persistence of vision. It included two subjects, flip books and a large-sized work of persistence of vision and cultivates further students' concepts on persistence of vision, which helped cultivate students' concepts on persistence of vision further. The last stall enabled participants to create animations by on their own. We evaluated the students' learning behavior by two parts. First, we designed an achievement test to know what they have learned about animation. The other, we would like to realize participants' learning behavior in depth, so we observed everyone on the spot in the period of exhibit days. By comparing with the pre-test and the post-test, we found participants have made a great progress on animation concepts. We successfully design a potential animating curriculum in our exhibit. Our animation exhibit and curriculum could be a novel model on animation learning.

The purpose of this study is to apply the APOS theories by using the GSP software to design the dynamic digital materials for learning mathematical linear functions. The APOS cognitive theory was developed by Ed Dubinsky et al. originally, however it was rooted on the structured programming ISETL and applied on the function domain. We extend the theory to the visual object on developing the linear function concept. The GSP was a geometrical purpose construction software which allowed to manipulate the object once established. In this study we investigate whether the dynamic digital materials based on the APOS theory can be helpful to learn mathematical linear function or not. We chose a participant student from junior college of nursing in second-grade. The experiment was conducted four times with three hours each time. We found the case student was on the cognitive process level at the beginning and reached the scheme level of cognition at the last.