Innovative technology for science learning and instruction: Innovative technology-assisted science learning in Taiwan

Abstract

The utilization of technology for enhancing science learning has gradually become one of the major trends in science education. This chapter first describes the background of technology-assisted science learning research in Taiwan. Then, it reviews the journal publications of technology-assisted science learning by Taiwan researchers in the last 10 years (2003–2012). The usage of innovative technologies (such as virtual reality, mobile learning, ubiquitous learning, augmented learning, or game-based learning), research methodologies, and research topics is analyzed. With regard to the studies conducted in Taiwan during the period 2003–2012, the researchers placed more emphasis on mobile technologies to strengthen the webbased learning of science. Educational games, augmented reality (AR) technologies, and audience response systems (ARS) have gradually been utilized to support interactive learning environments. The selected studies preferred to adopt a quantitative approach with (quasi-) experimental settings in the design of their research. As for the research topics, the researchers showed major interest in the learning environment and students’ motivation. The derived suggestions and potential implications for future implementations are discussed.