In recent years, learning materials have gradually been applied to flipped classrooms. Teachers share learning materials, and students can preview the learning materials before class. During class, the teacher can discuss students' questions from their notes from previewing the learning materials. The social media platform Facebook provides access to learning materials and diversified interactions, such as sharing knowledge, annotating learning materials, and establishing common objectives. Previous studies have explored the effect of flipped classrooms on students' learning engagement, attitudes, and performance. (...) In this paper, we apply educational data mining to explore the relationship between students' viewing behaviors in accessing learning materials and their performance in flipped classrooms. The participants are classified into an experimental group and a control group to engage in flipped classroom activities. The experimental group uses the social media platform Facebook for flipped learning, and the control group uses a learning management system for flipped learning. The results show that there is a significant difference in the learning performance between the two groups, with the average score of the experimental group being higher than that of the control group. Furthermore, we find that the viewing behaviors and performance of the students within the experimental group differ significantly. (shrink)

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)