2016 ANNUAL REVIEW Ministry of Science and Technology

train themselves in high-level thinking skills. As a consequence, game-based learning has attracted widespread attention during the last few years, and has become a flourishing new research topic. This project designed a digital game involving abstract human immunological concepts, and this game incorporates biological immune defense mechanisms among its rules, which helps students to gradually learn as they play. This game has received an ROC invention patent. The results of this project indicate that (a) the game can indeed promote students' learning of immunological concepts, and there is significant learning retention; (b) when engaging in game-based learning, negative emotion will have a negative influence on science learning; (c) positive emotion during game-based learning will have a significant positive influence on self-regulated learning strategies; (d) students' assessment of the value of game learning will affect their emotional presentations, and their emotions will influence the effectiveness of their science learning via motivation and the use of cognitive resources. (3) High school and junior high school students' reading and understanding of images and text provided by the Internet and relevant problem- solving: Learning motivation, online-offline process, and gaze promoting scaffold The three goals of this multi-school integrated project were (a) to investigate reading motivation, ability, and cognitive integration when engaging in problem-solving via an online learning interface integrating text and images; (b) taking eye movement analysis as a chief research method, to develop intensive, universal research instruments able to investigate students' attention, distraction, cognition, and understanding when facing an interface containing integrated graphics and text; (c) taking international assessments such as the Programme for International Student Assessment (PISA) as a reference framework, to recommend on the basis of integrated research results learning interface design and learning strategy development approaches able to boost citizens' digital learning motivation and ability. Each of the project's subprojects proposed many research topics, which were implemented through a collaborative approach involving theory, systems, and instruction. This project conducted teaching experiments and teaching model extension work via collaboration with several universities, high schools/vocational high schools, and junior high schools/elementary schools. In research on eye movement behavior, data was obtained 885 person-times at five universities, 457 person-times at six high schools/vocational high schools, and 595 person-times at seven junior high schools and elementary schools. Non-eye movement experiments accumulated data 136 person-times at one high school/vocational high school, 734 person- times at five junior high schools, and 655 person- times at three elementary schools. This provided a sufficiently large research sample and facilitated the widespread extension of instruction. The members of this project have published 39 papers in international journals, issued 46 domestic and foreign conference papers, and developed 10 teaching/research systems: (a) an eye movement pop-up scaffold, (b) an eye movement instrumental measurement system, (c) an eye movement video analysis system, (d) an eye movement reading focal point friendly reminder system, (e) an eye movement virtual mouse system, (f) an online network anchoring learning system, (g) the EyeLink eye movement trajectory analysis kit, (h) the Ogama eye movement trajectory analysis kit, (i) a mobile role-playing picture book story system, and (j) a role-playing electronic picture book system. (4) Cultivation of forward-looking technology i n t eg r a t i on s k i l l s : New mode l s and new applications Respond to the development of technology, skills learning should keep up with the times, and existing advanced technologies should be applied to education in order to create forward-looking skills learning models and assessment methods. This project took the repair of malfunctions causing auto engines to shake as a topic, and compiled an animated massive open online course (MOOC) instructional video. This video includes four units focusing on the air intake system, fuel injection system, fuel pump system, and ignition system, and also contains a starter circuit repair unit with a QR code learning framework. With regard to the application of advanced technology, the project incorporated measurements of physiological data including brain waves, eye movements, heart rhythm, pulse, galvanic skin response, and body temperature in the skills learning process, while emphasizing learners' practical skills, professional knowledge, involvement, and problem-solving ability. This project achieved the following results: (a) Incorporation of QR code in an auto repair electronic circuit course; (b) creation of an auto engine shaking malfunction repair MOOC video and study of effect on learning; (c) use of eye movements and brain waves to analyze learners' attention and skills learning effectiveness; and (d) use of physiological indicators MOST Ministry of Science and Technology Ministry of Science and Technology 46 2016 ANNUAL REVIEW