The study investigated the thinking game theory by Malone ¡]1981¡^ and game design program by Fang, Sheng-Wen¡]1994¡^ , to develop design structure for computer instructional games and expect that has any help in the future. In compliance with this structure to design computer instructional game, further explored (1)the related with the background and learning interests; (2)the influence of the game vision¡Binterest drama and learning interests¡Blearning effectiveness; (3)the related with using computer degree and city; (4)the influence of similarities of using computer degree and learning interests, effectiveness; (5)Is there any related with learning effectiveness and leaning instruction content or not? (6)There has what kind of learning effectiveness in using computer instructional game. The instructional computer game is to assist community subject¡¦s first unit at fifth grade in primary school, total of 124 participants (include 5th and 4th grade students). Analyzed with Chi-square test, Mc-Nemar test, Gamma coefficient and G2 test. The study found from statistical analysis that (1) Instructional computer game can increase learning interests, no matter what students¡¦ background are; (2) Fun script and good screen design can increase learning interests, but can¡¦t get learning effectiveness higher; (3)The students who didn¡¦t like social study, indeed have higher learning interests after using this instructional computer game; (4)Students who like instructional computer game or not, will effect learning effectiveness; (5)The degree of using computer between city and county is about the same; (6)Learning effectiveness for memory questions is increased after play this instructional compuetr game; (7)Students who had learned the subject matter efore or not, would effect learning effectiveness.

In recent years, Blended Learning becomes more and more popular in business and educational fields. It is regarded as an important research topic in e-Learning because it¡¦s potential to enhance and improve students¡¦ learning effectiveness. Though the concept of blended learning has been existing in traditional learning for several years; with the development of information technology, it drives a new emerging blended learning model. By combining cyber-asynchronous and cyber-asynchronous becomes the new Emerging Blended Learning (EBL) in contrast to the physical-synchronous and cyber-asynchronous that is considered as the Traditional Blended Learning (TBL). Besides, interaction is a vital factor in blended learning and learning effectiveness is an urge question that all researchers want to study in e-Learning. And the classroom climate, which comes from the interaction among all members and the environment in the class, has a vital influence on students learning outcome in traditional learning. According to our survey, the conclusion of the relationship between classroom climate and learning effectiveness in e-Learning is not yet confirmed from the literature. By analyzing these two different blended learning models (EBL and TBL), the aims of our study are to explore if the learning effects of EBL is the same as that of TBL and to investigate the relationship between classroom climate and learning effectiveness in e-Learning. The methods combine questionnaire, interview and LMS system logs for applying data triangulation validation. The procedure are collecting the questionnaire data at midterm and final examinations and then interviewing some students to get their thoughts and finally analyzing the system logs to help explanation of the quantity results. The results show that the learning effect of EBL is the same as that of TBL and the changes of classroom climate and learning effectiveness in EBL are more significant than in TBL. The results also show that the correlation of classroom climate and learning satisfactory is significant. Finally, we provide some suggestions and future research directions for educators and researchers.

In order to pursue continuous profit and long term management, the human resources is can be consider as an important assets of enterprises.The goal of human resource development is set up for organization future development, and staff capability can also been improve from the effective execution of education and training. Moreover, human resource development is a tool of promoting manpower into organizational ability via education and training. Thus, enterprises in various countries have invested in human resource management for the improvement in the level of its development.This research has covered many areas, including, motivations of education and training , personal knowledge transfer, positive effort of personal knowledge transfer in relate to work performance and learning effectiveness, and evaluation of the result after educational training . This research is based on 281 effectively survey from staff who has been through business educational training among manufacturing, service and financial sectors in Taiwan.By applying SEM, ANOVA system on real event analysis, the result of study is shown as below. Firstly, motivations of education and training and personal knowledge transfer have generated positive effort in relating to work performance and learning effectiveness. Secondly, according to survey, motivations of education and training has positive impact on personal knowledge transfer, and at the same time, personal knowledge transfer also brings positive influence to work performance. Therefore, it also indicates that motivations of education and training has positive impact to work performance as well. Third, as known motivations of education and training have positive impact on personal knowledge transfer. On the other hand, personal knowledge transfer has brought positive influence to learning effectiveness. Therefore, it also indicates that motivations of education and training has positive impact to learning effectiveness as well.Eventually, various personal characteristics may cause different impact on motivations of education and training , personal knowledge transfer, work performance and learning effectiveness.

At the new knowledge economy era, knowledge and human have become the important asset in the enterprise. The enterprise looks upon knowledge management and e-leaning as important development. Progressing in information technology, it provides the best environment to permit enterprise putting much of knowledge and resource in internet. Internet can spread rapidly without limit and reduce the learning time and distance, as less as we can not feel the time and distance exist. E-learning is very important in educational discipline of enterprise and should be a learning fashion in future. In the commercial competition environment that we pay much attention to cost and performance, enterprise must reduce learning cost and enhance learning effectiveness for e-learning development in the enterprise. The purpose of this study is to understand the relationship among of self-directed learning readiness, computer attitude and e-learning effectiveness. The procedures of this study are to adopt the literature analysis and empirical study. First, to build the theoretical basis we must analyze the relative and practical research of the elder learner of domestic and foreign scholars, including reference of the theory and relative practical research of the e-learning, learning effectiveness, self-directed learning readiness and computer attitude. Second, we developed the research questionnaire according to the theoretical basis. Our study object is the employees who participate in e-learning at Taiwan Power Company and we attain the 401 effective samples. Putting the data into the statistical analysis, we induce the research result. Finally, according to the research result we achieve the following eight important conclusions. First, business employees who spent much time on surveying internet every week have higher self-directed learning readiness. Second, with the different individual varies such as less age, higher education degree, fewer service seniority, spending much time on surveying internet every week, the computer attitude is higher. Third, there are no difference for the trainers who have different individual varies on e-learning effectiveness. Fourth, both of the self-directed learning readiness and computer attitude are positive relations for the trainers. Fifth, both of the self-directed learning readiness and e-learning effectiveness are positive relations for the trainers. Sixth, both of the computer attitude and e-learning effectiveness are positive relations for the trainers. Seventh, continuing to love learning of self-directed learning readiness is the most predictable to the computer attitude for the trainers. Eighth, independant learning of self-directed learning readiness is the most predictable to the e-learning effectiveness for the trainers.

The emergence of new trends sometimes carries the risk that established, well-proven concepts rooted in other disciplines are not properly integrated into new approaches. As Learning Analytics seems to be evolving into a highly multidisciplinary field, we would like to demonstrate the importance of embedding classic theories and concepts into a Learning Analytics, system-data-driven setting. Our results confirm that classical factors that are operationalized with the help of system-generated data outperform more recent survey-based models. Therefore, we want to stress the point that system-generated data should not be left behind in the quickly evolving field of Learning Analytics.

Approaches to workplace learning are continuously evolving to support business objectives but learning and development practitioners are not delivering on their mandate of developing relevant competencies which deliver on strategic objectives. Globally, the proportion of e-Learning to instructor led training is growing and the investment in e-Learning is steadily increasing. Executives expect to see better alignment of e-Learning initiatives and a proven return on investment. In order to earn their place at the executive boardroom, learning and development practitioners need to understand and align their programmes to the context of the business environment in order to positively influence business performance.This research set out to investigate the relationship between the corporate learning environment and e-Learning programme effectiveness using a self-administered questionnaire. The survey was completed by 50 corporate learning and development practitioners. It explored e-Learning programme effectiveness and the configuration of learning environments in relation to a corporate learning environment interconnectedness model proposed in this research. Descriptive statistics, correlation analysis and regression modelling were used to determine the relationship between the environment and e-Learning programme effectiveness. The strongest environmental predictors as well as the current perception of e-Learning programme effectiveness within these environments were also identified.The corporate learning environment was found to be significantly correlated with e-Learning programme effectiveness, specifically in driving higher order benefits of e-Learning programme effectiveness, behaviour change and return on investment. The two strongest predictors of e-Learning programme effectiveness in the corporate learning environment were found to be the definition of clear learning outcomes as well as the provision of opportunities for collaboration in the context of learning. The proposed model of corporate learning environment interconnectedness was also validated and found to be reliable. / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

In the 21th century, the core competitive advantage of companies results from human beings who create virtual capital such as knowledge and skills. Thefefore, the real winners will be those people who can use the resources to learn anytime and anywhere. As investment in human, time, and financial resources for e-Learning continues to rise, so should the companies concern the effectiveness of implement of e-Learning will be the key of success of e-Learning. All questions in the survey questionnaire were designed by summarizing the definitions or opinions of some literatures in relation to learning motivation, learning strategy and knowledge-oriented culture, adopting the exploration of empirical survey approach. It¡¦s not only to figure out the relationship and influence between learning motivation and learning effectiveness of e-learning, but also to examine if learning motivation or knowledge-oriented culture has the moderator effects to the learning satisfaction or enterprise performance on e-learning. Also, trying to find out the differences of all variables among the e-learners¡¦ characteristics, and to determine the differences of all variables in comparison to different type of companies. After empirical datas collection and statistic analysis, the results come out as the following statements: 1. There is a positive relationship and effect among learning satisfaction and enterprise performance of effectiveness of e-Learning. 2. Learning strategy has the partial moderator effects to learning motivation and enterprise performance. 3. Knowledge-oriented culture has the partial moderator effects to learning motivation and enterprise performance. 4. There are differences in different type of companies to the variables of learning strategy, knowledge-oriented culture, learning satisfaction and enterprise performance.

In the gradually volatile industry environment, what you learn will not be able to satisfy in the future career path. Many people who work during daytime return to the campus after-working hours and attend in-service programs which hold by Universities and colleges. For industries, in order to complete with others, they build up the training courses for all colleagues and encourage them to participate in advanced courses such as in-service education for Master¡¦s degree class. In-service education for Master¡¦s degree class was started from 1999, with the Registration rate is getting high year by year. It has become the way to enhance people¡¦s capabilities. In the past, the domestic scholar many discuss with the relations of learning motive, the learning degree of satisfaction and the learning result to be the base of courses holding in the future. Fewer scholars proposed the relation with society support and efficiency learning. This research is basically in the society support point of view to discuss the relation between continue learning culture, learning motivation and efficiency learning. In addition, the relations between those three will different with discussing with Self-Efficacy and goal orientation. In this case, this research will take Self-Efficacy and goal orientation as moderators. Sampled by those who study in-service Master¡¦s Program students, EMBA.. etc was conducted by questionnaire survey. The conclusion we drew from analyzing 357 effective questionnaires with SPSS software are the following: 1.Continue learning culture, learning motivation and learning effectiveness presents positive influence. 2.Continue learning culture, learning motivation and learning effectiveness also effect via mediating effect of Self-Efficacy. 3.Continue learning culture, learning motivation and learning effectiveness also effect via mediating effect of goal orientation. 4.Different types of personal characters have significant differences in four dimensions, Continue learning culture, learning motivation and learning effectiveness, Self-Efficacy and goal orientation.

<p>This research investigates mobile learning effectiveness in higher education. Mobile learning is composition of two words Mobile and Learning. In simple words mobile learning is mobility of learners by using mobile technologies in learning environment. Many researches addressed mobile learning but few of them covered mobile learning effectiveness. This study explores mobile learning effectiveness with the help of learning theories and models. Behaviorist, cognitive, humanistic, situational, and mobile learning theories are discussed that elaborate social, psychological, and philosophical aspects of learning.  Detailed evolution of learning is also part of this report that covers the literature of distance learning, electronic learning as well as formal and informal learning. Three effective learning models are taken in consideration: the Garrison’s Community of Inquiry, the Swan’s Interactivity and Online Learning, and the Danaher and his colleagues’ model of mobile learning and teaching evaluation model. Danaher’s model is selected as a conceptual framework of the study that is composed of three elements that are engagement, presence and flexibility. Engagement is the active participation of the learner in learning activities. Presence means being there, physically or mentally, in learning activity or place. Flexibility is how easy and facilitative the system is for teachers and students. These three elements are used to determine mobile learning effectiveness.  Survey method was used as our research approach. Empirical data was collected from Linnaeus University (prev. Växjö University) Sweden, by using two separate questionnaires for students and teachers. Collected data was analyzed with respect to learning theories and the theoretical model. The result reveals the potential of mobile learning as an effective mode of learning in terms of engagement and presence but flexibilty approved to be weaker in mobile learning.</p>

本研究利用實驗法，控制會影響高等教育課堂學生學習成效因素中的教學者、課程設計和網路教學系統這三個變項，來觀察學校行政和學習環境以及學生個人特性差異對學生學習社群發展和學習成效的影響。以一所國立研究型大學和一所私立技術學院各2班學生為實驗觀察對象。 研究結果發現：(1) 高等教育的階層化導致兩類型校學生在對學校行政和學習環境的認知以及學生個人特性有顯著差異；(2)在傳統面授和非同步線上教學裡，兩類型學校的學生對學校環境認知和個人特性差異的不同影響「學習社群發展」。(3)在傳統面授和非同步線上教學裡，兩類型學校的學生對學校環境認知和個人特性差異的不同影響「學習成效」。（4）在相似的數位環境下，使兩校學生的資訊對稱，即非同步遠距線上教學環境可以削弱學校環境以及個人特性背景對學習成效所造成的影響，拉近優勢與弱勢族群的差距，驗證線上學習系統支援跨校遠距教學可提升學生學習成效。 / Findings indicated that: (1) the categorization of higher education institutions in Taiwan indeed created a “differentiating” effect; (2) Both in traditional classroom settings and an asynchronous online learning environment, recognition of school environment and students’ characteristics do affect how learning communities are formed; (3) In asynchronous online learning, school type does affect how students learn and their learning outcomes; (4) In similar learning environments, an asynchronous online learning environment will lower the impact of the school environment and students’ characteristics on interactive models of learning communities, thereby narrowing the gap between dominant and fringe groups.