This study examines the correlations between perceived technology-assisted teacher support; student hardiness (i.e. individual commitment, challenge, and control); and technology-embedded scientific inquiry (TESI) using a mediational model approach. Data were gathered from the series of questionnaires administered to 1566 Chinese students with an…

This study examined an extended theory of planned behaviour (TPB) model that specified factors affecting students' intentions to collaborate online for group work. Past behaviour, past experience and actual behavioural control were incorporated in the extended TPB model. The mediating roles of attitudes, subjective norms and perceived behavioural…

Based on the cognitive-affective theory, the present study designed a science inquiry learning model, "predict-observe-explain" (POE), and implemented it in an app called "WhyWhy" to examine the effectiveness of students' science inquiry learning practice. To understand how POE can affect the cognitive-affective learning…

Consequential reasoning relevant to moral development has not been effectively practised in elementary schools in Taiwan. The present study designed a "To Do or Not To Do" website for students to explore moral dilemma situations and exercise consequence-based moral reasoning. Effective data from 160 fifth-grade students were collected…

Seamless language learning promises to be an effective learning approach that addresses the limitations of classroom-only language learning. It leverages mobile technologies to facilitate holistic and perpetual learning experiences that bridge different locations, times, technologies or social settings. Despite the emergence of studies on seamless…