<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Bih-Yaw Shih</style></author><author><style face="normal" font="default" size="100%">Tsung-Hao Chen</style></author><author><style face="normal" font="default" size="100%">Sun-Ming Wang</style></author><author><style face="normal" font="default" size="100%">Chen-Yuan Chen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EXPLORATION OF APPLYING LEGO NXT IN THE SITUATED SCIENCE AND TECHNOLOGY LEARNING</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">expectation-confirmation theory</style></keyword><keyword><style  face="normal" font="default" size="100%">LEGO NXT</style></keyword><keyword><style  face="normal" font="default" size="100%">post-acceptance model of IS continuance</style></keyword><keyword><style  face="normal" font="default" size="100%">situated learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425757780.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The current study explores the learning effects of applying LEGO NXT in the science and life technology course based on the situated learning theory. Two fifth-grade classes of experimental group use LEGO NXT in the teaching; and the other two are control group by integrating information technology into the teaching. 
The results reveal that the learning effects of students instructed with LEG NXT in the teaching are superior to students instructed with information technology integrated in the teaching. Meanwhile, using LEGO NXT is sufficient playfulness but not ease of use. Furthermore, Using LEGO NXT in the teaching has a positive impact on learning effects.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">73-91</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Bih-Yaw Shih</style></author><author><style face="normal" font="default" size="100%">Tsung-Hao Chen</style></author><author><style face="normal" font="default" size="100%">Yevvon Yi-Chi Chang</style></author><author><style face="normal" font="default" size="100%">Wen-Yaw Chung</style></author><author><style face="normal" font="default" size="100%">Chen-Yuan Chen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EXPLORATION OF TEACHERS’ INTENTION OF USING LEGO NXT IN PRIMARY SCHOOL</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">authentic</style></keyword><keyword><style  face="normal" font="default" size="100%">LEGO NXT</style></keyword><keyword><style  face="normal" font="default" size="100%">self-efficacy</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers’ intention</style></keyword><keyword><style  face="normal" font="default" size="100%">Technology acceptance model</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425758742.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">More and more LEGO NXTs are applied to combine with different courses for designing multimedia instructional materials. Therefore, understanding the factors affecting the teachers’ intention of using Lego NXT has been an eager research issue. The purpose of the current research is to explore the teachers’ intention of using Lego NXT in primary school. A model combining the Technology Acceptance Model (TAM) as well as system and participant characteristics is proposed. Data were collected from forty seven primary school teachers in Kaohsiung and Pingtung county. Structural Equation Modelling (SEM) is used to test the hypothesis.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">219-233 </style></section></record></records></xml>