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1.
移动计算技术与各类信息终端的进步,极大促进了基于“互联网+”的移动学习平台的发展。当前,纷繁的在线学习平台面临着用户不易接受、满意度和使用率低等诸多问题。基于信息系统技术接受和使用统一整合理论(UTUAT),结合移动情境和心流体验理论,针对当前用户群较为广泛的英语在线学习平台,通过问卷调查数据,对用户在线学习的情境和技术接受感知行为进行深入研究,构建了移动学习平台的用户使用行为模型。数据分析显示,心流体验、感知移动性和服务质量对学习用户的持续使用意愿均有显著影响,在线学习的内容质量通过心流体验对用户行为产生间接影响;感知成本因素方面,付费的移动学习平台对用户行为的影响比免费平台相对显著,但均未通过显著性检验。上述研究方法和结论,对各类移动学习平台的用户行为研究具有一定的参考价值。 相似文献
2.
电子商务、虚拟企业要求合作、分布计算、跨平台信息共享。移动Agent满足Internet应用程序移动性和开放性的要求,XML则是Internet数据描述的标准,保证异构环境下的高度互操作性。移动Agent和XML技术对移动计算中的用户界面提供了最好的支持。本文提出了应用移动Agent和XML实现的用户界面模型。 相似文献
3.
Across the articles in this special issue, there is a clear and important focus on how people learn through mobility, which allows them to move across contexts as they learn. This commentary considers ways mobile technologies can support learning with a focus on understanding the affordances to of the mobile technologies develop new learning practices that could not be accomplished without this technology. With this in mind, we return to the definition of mobile learning that suggests mobile learning is learning across multiple contexts, through social interaction, using personal electronic devices that can immediately capture information about, or provide information to the user. To explore how to implement this definition in truly powerful ways, we suggest explicitly unpacking this into its four component parts, so that we can explore and discuss the unique affordances of mobile learning: (1) multiple contexts, (2) social interactions, (3) content interactions, and (4), capturing information and providing information to users in real-time. We further suggest a 5th element, which is the synergies among these different dimensions. We conclude with the challenges in doing research in mobile learning environments and the need to understand both how and what people learn in such environments. 相似文献
4.
为实现农业害虫测报系统移动端测报工作,更便捷地获取农田害虫情况,基于Android移动平台害虫测报APP,将树莓派终端作为数据采集端,以云平台作为数据存储和信息交互桥梁,完成害虫图像与环境值数据采集,并将计数结果和害虫图像一并展示在移动端上,供用户查看。实验表明,该移动端可实时控制树莓派数据采集并展示结果。基于Android移动平台的害虫测报APP投入到实际测报工作中后,运行稳定,数据精准,可实现各项功能。 相似文献
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随着信息技术的发展,人们之间的信息交流变得越来越频繁,移动存储设备由于具有容量大、易携带等优点,应用十分广泛。为了提高移动存储设备的安全性,设计并实现了基于虚拟盘的国密安全移动存储设备,通过在物理盘驱动程序和文件系统之间嵌入一个虚拟驱动程序,将移动存储设备中的镜像文件虚拟为一个安全分区;在移动存储设备上开辟一个隐藏区,安全区配置信息都保存在隐藏区内,并使用SM4国密算法保证数据安全性;采用多线程技术,利用CPU性能提升安全分区内文件的加解密速度。 相似文献
6.
由于地理信息系统技术（GIS）的出现,积累了大量空间数据,从而导致了空间数据挖掘技术的产生。本文提出了一种新的空间数据挖掘系统（SH-miner）,SH-miner由三部分组成：图形用户界面,用来输入和输出;数据挖掘模块,用来处理空间数据挖掘功能;数据存储模块,用来存储和管理空间数据以及非空间数据的数据库管理系统。尤其是数据挖掘模块提供了专业空间数据挖掘,其功能包括空间聚类、分类、空间表征、时空关联规则挖掘。 相似文献
7.
王宜结 《淮南师范学院学报》2013,15(3):35-37
四线电阻式触摸屏因其使用方便,价格低廉等诸多突出的优点,获得了广泛的应用。ucGUI是Micrium公司开发的通用的嵌入式图形用户界面软件,其最大的优点是体积小,结构清晰,因而特别适用于内存较小的嵌入式系统。ucGUI对触摸屏有良好的支持。本文主要分析在ucGUI下触摸屏消息是如何被识别、传递并进行处理的。 相似文献
8.
从Web服务器日志文件和客户交易数据中挖掘出有意义的用户访问模式和潜在的客户群,使为企业提供全方位信息服务和开展有针对性的电子商务活动。该文分析了Web使用挖掘技术,阐述了挖掘数据的过程并提出了Web使用挖掘技术在电子商务中的作用。 相似文献
9.
王颖 《深圳信息职业技术学院学报》2011,(3):85-88
近年来随着移动网络和Internet信息共享技术的迅猛发展与应用,人们能在全球范围内低成本、方便、快捷地访问大量的信息资源。而通过移动终端进行音视频网上点播、直播和下载的使用方式,已被越来越多的人广泛接收。在充分考虑到移动流媒体业务的移动性、交互性等特点,如何在3G分组域中部署移动流媒体业务,必然成为移动通信领域的重要研究课题。 相似文献
10.
《International Journal of Research & Method in Education》2013,36(5):485-501
ABSTRACTEye tracking methodology offers insights into human attention, decision-making processes, and user behaviours. In the context of teacher learning, data generated from eye-tracking technology has the potential to provide important information about teachers’ behavioural patterns and cognitive processes that may or may not be occurring during learning experiences. This review analyses existing studies that use eye tracking methodology for studying teacher learning. The authors accessed three different databases (ERIC, PsycNet, and EBSCOHost) for their review. An iterative process of reviewing and coding the articles led to an in-depth review of 10 recently published articles. Emergent themes resulted from the in-depth review and include information processing, multimedia learning, learning tools and resources, and expert-novice knowledge construction. The reviewed articles also highlight how eye tracking can be used to determine teachers’ engagement with learning material, reading patterns, and sense-making strategies. Additional study characteristics, including context, data sources, eye tracking device and metrics were also reviewed. Results of this review shed light on how educational researchers can effectively use eye tracking methodology to investigate teacher learning at different career stages. This, in turn, can inform educational stakeholders about how to optimize learning opportunities and environments. 相似文献
11.
语义web是web2.0时代计算机对网络发展做出的定义,是自动语义处理用户的数据,以帮助用户使用,同时提供个性化的服务。web数据挖掘是数据挖掘的一个应用,利用数据挖掘技术从网络文档中抽取并且发现信息,着重从web日志和数据中发现模式。语义结构可以通过web挖掘发现的模式或关系来构建,通过结合两个应用程序,实现语义web挖掘。在电子教学中的web挖掘应用,已成为一个教育的基本组件。 相似文献
12.
Diana R. Carl 《Performance Improvement》2016,55(10):6-16
Mobile geolocation applications identify global coordinates of mobile devices and can be enriched with performance‐context data. This technology has potential to integrate job aids, learning bursts, and parts of manuals with work tools (such as checklists) at the point of performance to better support individual and team performance. Emerging uses of mobile geolocation allow human performance technologists to move from generic electronic performance support systems (EPSSs) to spatial support systems. These increase the potential for performers to access more context‐aware information at the time and space in which the actions occur. Mobile geolocation can also automatically send data about the performance to enterprise databases so that actions taken and the use of training or job aids at the point of performance can be tracked. This article explores how mobile geolocation functionality can be orchestrated to support performance, enrich enterprise databases, and aid human performance technologists. 相似文献
13.
在网络和海量信息的背景下,网络学习由于具有时空无限、资源共享等特点,正逐渐成为构筑终身教育的最有效手段。网络学习是信息教育的延伸,强调过程的个性化和专业化。其中个性化服务体现了"以人为本"和"因材施教"的理念,因而在信息教育中得到了广泛应用。针对当前信息教育中缺乏对学习兴趣研究的现状,文章提出了信息教育系统中一种动态兴趣识别方法,新方法应用人工智能技术和数据挖掘技术构建了一个基于网络用户兴趣的动态识别方法,在很大程度上弥补了网络教学中个性化缺失的问题。 相似文献
14.
Web挖掘技术和个性化、主动式Web信息服务一直是人们研究的热点，由于网络数据量大、结构复杂、内容多变，因而这两个问题的研究也存在着许多困难。本文将Web挖掘技术和Agent技术、机器学习相结合，以用户为中心和出发点构建了一个基T-Web挖掘的个人智能信息助手系统，并对其主要模块的功能进行了详细设计，最后对该系统的特点进行了阐述。 相似文献
15.
单总线技术及其应用研究 总被引：2，自引：0，他引：2
李国柱 《西安文理学院学报》2006,9(2):62-65
Dallas公司推出了一种专有的单总线技术.该技术具有结构简单、成本低廉、便于扩展和维护等优点.单总线仅定义有一根信号线,时间信息和数据均经该信号线传递.每个单总线器件都具有惟一的64位ROM码,主机可根据它来区分挂在同一总线上的不同单总线器件.单总线器件可以采用寄生电源供电或外部电源供电.访问单总线网络上的器件包括3个步骤:初始化命令;传送ROM命令;传送RAM命令.给出了单总线器件DS18B20在单片机系统中的应用实例. 相似文献
16.
随着3G技术、人工智能和云计算等关键技术的快速发展,泛在技术开始出现在多种教育场景中。然而目前国内关于泛在学习的研究,还主要集中在基本理论、技术支持、环境构建、资源服务设计以及标准规范等问题,对泛在技术在教学应用方面的研究还不太突出。深化泛在技术的具体教学应用和实践,对泛在学习研究由理论走向实践,并向教育应用纵深发展具有积极的意义。泛在技术环境下教学系统的各个要素及其关系与传统教学环境存在着内在属性的差异,需要教育实践者亲身体察。华中师范大学教育技术学62名研究生,从体验的视角,在无线网络和笔记本电脑终端构建的学习环境中,探究泛在技术环境下的学习方式、教学交互、课堂参与以及教师角色。研究发现：在泛在技术环境下,学习者以问题为中心,选择自主探究和学习共同体协作为主的方式,进行以人为本的多维互动,其整体参与度呈现多波峰的波浪式变化规律,而个体则以显性参与为主,参与体验的终端数对学生的深层参与影响较大。同时,泛在技术对教师能力提出了更高要求,强化了教师作用,教师转变为集教学组织、引导、帮助和评价于一身的多元角色。但是为了形成平等、互助、协商的学习氛围,教师需适度参与学习者互动。 相似文献
17.
Jia Gu 《Educational Media International》2014,51(3):185-198
This paper reports on the development of the “MobLearn@Work” App, which emerged from a study of informal learning among five employees at different companies in China. The purpose of the study was to develop a strategy for the design of mobile learning support tools that would enhance informal learning in the workplace. The App was developed by creating a platform to support informal learning through the integration of two sets of issues that emerged in the study: (a) affordances of contemporary Web 2.0 tools identified from the literature and by exploration of the participants’ mobile technology uses, and (b) informal learning activities of the participants that emerged in the context of their work. Consideration of these issues led to the conclusion that an effective App for informal learning should include functionalities such as really simple syndication, podcasting, Web-searching and microblogging, all of which were integrated into the “MobLearn@Work” App. The implementation of the App in these five cases over a six-month period yielded a further set of design recommendations, which are discussed in the paper. 相似文献
18.
Owen Barden 《Literacy》2019,53(1):22-29
This paper contributes a definition of mobile literacy. This is worthwhile because although mobile, internet‐enabled devices are increasingly prevalent in many people's lives, mobile literacy appears to be under‐theorised and lacking definition. After giving an overview of the scale and nature of mobile device use, the paper develops the definition through building on an existing body of work which seeks to define literacies, digital literacies and mobile learning. The definition takes account of the mobility of technology, of learners, and of learning. A systematic multimodal analysis of a complex undergraduate text, in the form of a conference‐style poster, is then undertaken in order to exemplify the definition offered. The analysis attends to both the semiotic resources exploited by the text's author and the wider context the text is created within. Interview data complements that constructed through analysis of the text itself. Combining these two data sources reveals the ideational, interpersonal and textual/organisational meanings communicated by the text, and how mobility is a contextual factor which is fundamental to the literacy practices employed by the author to convey these meanings. 相似文献
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20.
Note-taking is one of the more common and ever-present learning activities that form an important part of all students’ daily lives. The potential of using technology to enhance note-taking activities has recently come under the spotlight. However, while mobile technologies may be applauded for their mobility and the value they can add to students’ learning experience, they could easily become a distracting factor, rather than the improvement they were intended to be. In this qualitative study, eight students volunteered to experiment with various mobile devices for a period of 6 weeks, and to share their experiences in a series of five group interviews. Information found in the literature about note-taking, combined with the students’ feedback on their experiences, provided insight into how students record and process information. The affordances of mobile devices for cognitively demanding note-taking that are regarded as useful in a teaching and learning environment were also discussed in the group interviews. All the students agreed that they would not commit themselves to using only one application or device. They emphasised the fact that they used more than one device, and in some cases multiple applications on those devices, depending on their educational setting. This article gives students, lecturers and software developers insight into the affordances of mobile devices and note-taking applications (apps), in order to support cognitively demanding note-taking. 相似文献