With the rapid development of mobile devices, users can now read on the screen. Electronic reading has become a common reading style with the growth in online learning or electronic learning. E-book applications are widely developed and applied for reading on a screen. However, it is difficult for readers to change their reading habits or preference from paper-printed books to digital devices. The study of readers' continuance intention to use e-book APPs is the first step to improving e-reading. This study (...) focuses on the influential factors on undergraduates' continuance intention of e-book APPs, which analyzed and summarized the literature related to the electronic book applications and undergraduates' continuous intention, combined with the characteristics of the e-book APPs, introduced relevant theories and variables, and established the factors that influence undergraduates' continuous intention of using e-book APPs. On this basis, the paper analyzed the relationship between various influencing factors and their influence on continuous intention. A model composed of five hypotheses was constructed to test the factors influencing undergraduates' continuous intention in e-book APPs. The results indicated that of all research variables, satisfaction is the most important factor that affects continuous intention; Perceived usefulness and perceived playfulness have an indirect effect on continuous intention through satisfaction; personalization has direct effects on perceived usefulness and perceived playfulness, so it also has an indirect effect on continuous intention. The findings of the study will be helpful for designers and developers of e-book APPs and provide e-book APP suggestions for readers as well. (shrink)

Students’ learning engagement is recognized as one of the main components of effective instruction and a necessary prerequisite for learning, but students’ learning engagement in flipped classroom poses some pedagogical challenges. This study aimed to promote students’ learning engagement via the flipped classroom approach. Design-based research was adopted in this study to conduct an experiment involving three iterations in a Modern Educational Technology course in a Chinese university. The participants included 36 third-year pre-service teacher undergraduates. Classroom observations and a learning (...) engagement questionnaire were used to measure the effectiveness of the flipped instruction in terms of students’ learning engagement. Data analysis applied descriptive statistics, ANOVA, and paired samples t tests. The results showed that after three rounds of iterative experiments, students’ learning engagement significantly improved. Several principles are provided as guidelines for instructors to implement flipped classroom approach to promote students’ learning engagement. (shrink)

In order to explore the correlation between students’ seat choice and interaction preference in the open gamification scenario, an experiment has been carried out on the platform of provincial virtual simulation experiment teaching center of a university, and tested the relationship between absolute distance, seat type, workstation type, and students’ interaction preference. The results show that in the virtual-reality fusion gamification scenario where students can move freely: The inner circle students can stimulate the outer circle students’ willingness to invest in (...) learning. The task attribute and the seat distribution of the group may lead to the difference of students’ interaction preference. Students are more likely to learn knowledge and skills by interacting with “people” rather than “object.” Gender and major influence students’ experience of participating in gamified teaching. The results confirm that the interactive engagement effect of location does exist in immersive virtual-reality fusion gamification teaching scenario, and suggestions are put forward to adjust the effect of location through instructional design and teacher intervention. (shrink)

ObjectiveWith the improvement in health awareness, humanistic care ability of nurses has become a focus of public attention. The aim of the study was to confirm the relationship between psychological capital and humanistic care ability of nurses, and to provide suggestions on improving the humanistic care ability of nurses.MethodsA cross-section survey was conducted. Three hundred thirty-nine nurses were recruited from a tertiary general hospital in Taizhou, China. Psychological capital and humanistic care ability were measured using a self-reported questionnaire. Correlation analysis (...) and stepwise multiple regression analysis were performed to analyze the correlation between psychological capital and humanistic care ability.ResultsThe psychological capital and humanistic care ability scores were 91.57 ± 13.96 and 189.08 ± 20.37, respectively. Differences in psychological capital scores across professional titles, departments, years of work, and marital status were statistically significant. There were statistical differences for the humanistic care ability scores among nurses based on marital status. The total psychological capital scores and the four sub-dimensions scores were positively correlated with the humanistic care ability scores among nurses. Self-efficacy was the main predictor of nurses’ humanistic care ability.ConclusionPsychological capital positively affected the humanistic care ability of nurses. Self-efficacy was the main predictor of humanistic care ability. Nursing managers can formulate strategies from the perspective of positive psychology to improve humanistic care ability of nurses. (shrink)