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1.
移动游戏学习(mGBL)项目的核心是通过开发一个集设计、创作、控制与管理于一体的移动游戏学习系统──mGBL平台,开展基于移动游戏的创新型学习模式来提高学习效率,培养学习者在紧急情况下的决策能力。阐述了mGBL项目的理念,介绍了开发的产品、学习组织过程以及项目的运作情况,并据此得到对我国移动学习的几点启示。 相似文献
2.
Luciano Seta 《International Journal of Lifelong Education》2013,32(2):161-182
Mobile technologies are becoming ubiquitous in education, yet the wider implications of this phenomenon are not well understood. The paper discusses how mobile lifelong learning (mLLL) may be defined, and the challenges of forging a suitable definition in an ever-shifting technological and socio-economic landscape. mLLL appears as a ubiquitous concept that puts together mobile learning, essentially an ensemble of didactic practices based on the use of mobile technologies, and lifelong learning, a general vision of education in the knowledge society. Starting from the results of an EU-funded project, MOTILL, the paper situates mLLL within the more complex framework of the network society. This illuminates the difficulties in formulating a comprehensive definition, but also the relevance of this concept in the future of learning. We conclude that the future of mLLL can be understood only as a 360 degree vision that is able to take into account a range of pedagogical, managerial, political and ethical issues. 相似文献
3.
Gwo‐Jen Hwang Chih‐Hsiang Wu Judy C. R. Tseng Iwen Huang 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):992-1002
The popularity of mobile devices has encouraged the advance of ubiquitous learning, in which students are situated in a real‐world learning environment with support from the digital world via the use of mobile, wireless communications, or even sensing technologies. Most of the ubiquitous learning systems are implemented with high‐cost sensing devices for detecting the locations or behaviours of learners; moreover, these systems mainly focus on providing learning guidance or learning materials, while facilities for supporting mutual help among students are usually ignored. In this study, we propose a context‐aware ubiquitous learning platform (CULP) which uses low‐cost cell phones with embedded cameras and Internet service to support ubiquitous learning. CULP is able to provide instant support for learners in the ubiquitous learning activity; that is, learners can receive help from the right people via the hints given by the learning system when they encounter problems during their learning activities. The experimental results of a Personal Computer‐Assembling course show that, with the assistance of the new learning platform, both the learning efficiency and the learning achievement of the students were significantly improved. 相似文献
4.
许建豪 《南宁职业技术学院学报》2015,(1):59-62
通过探讨泛在学习的理论研究基础,分析现有的数字化、移动学习模式的局限性及移动泛在学习模式的优势,给出了移动泛在学习模式的结构图,并从技术环境、技术方案、平台总体设计等方面给出了基于移动的泛在学习平台的设计思路,同时详细描述了平台总体设计所包含总体架构、功能模块、平台接口等三个内容的设计。 相似文献
5.
Yi-Hui Lin 《Interactive Learning Environments》2016,24(8):1967-1980
Researchers suggest that game-based learning (GBL) can be used to facilitate mathematics learning. However, empirical GBL research that targets young children is still limited. The purposes of the study is to develop a scenario-based digital game to promote children's route-planning ability, to empirically explore children's learning performance in route planning through the game, and to probe children's technology acceptance of the game. A total of 71 children participated in the study, and both qualitative and quantitative approaches were used, including an interview analysis as well as performance and content analyses of learners’ route-planning tasks. The findings showed that the game had a positive effect on children's learning of route-planning strategies, that children's route-planning strategies were improved with the support of the game, and that children demonstrated high technology acceptance toward the game. This study may be of importance in offering insight into children's GBL. 相似文献
6.
移动学习与在线电子学习系统的运行平台、展示环境以及传输能的区别,把电子学习资源移植到移动学习终端设备时,存在学习数据格式转换、数据传输、展示自动匹配方面的问题。为了让移动学习平台能处理移动数据传输不稳定和多媒体学习资源以及原有学习平台数据格式异构情况。作者提出学习服务器和移动终端设备之间设置移动协作服务的先进软件解决方案。移动协作服务是为满足移动电子学习情景需求引入了一个新的中间层技术,它提供了各类移动客户端的兼容性学习对象,并允许分布式平台用户访问。 相似文献
7.
Ju‐Ling Shih Hui‐Chun Chu Gwo‐Jen Hwang Kinshuk 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(3):373-394
In recent years, digital learning has been converting from e‐learning to m‐learning because of the significant growth of wireless and mobile computing technologies. Students can learn any time and any where with mobile devices. Consequently, context‐aware ubiquitous learning (u‐learning) is emerging as a new research area. It integrates wireless, mobile and context awareness technologies in order to detect the situation of the learners and provide more seamless adaptive support in the learning process. In this paper, a context‐aware u‐learning environment is developed for learning about campus vegetation in elementary schools based on an innovative approach by employing repertory grid method in designing learning content. In addition, we probe the feasibility of context‐aware u‐learning in courses by soliciting feedback from the students and teachers through interviews and questionnaires. The findings reveal that the environment is capable of enhancing students’ motivation and learning effectiveness. Moreover, it is also capable of reducing the teaching load while enabling better control of class order. 相似文献
8.
In recent years, mobile technology has been developing rapidly and has been widely used. There are many successful cases of mobile technology applied greatly in today’s teaching and even combined with sensing devices to overcome the limitations of traditional learning environment. In order to make teaching more diversified, teachers currently treat field trips as one of the major ways to aid traditional classroom teaching. Based on Keller’s ARCS motivation model, this study used the natural disaster section in the sixth graders’ Natural Science-Taiwan subject as an example and application of radio frequency identification (RFID) technology in mobile devices to develop a context-aware ubiquitous learning system to be applied in the 921 Earthquake Museum of Taiwan. With the guide of the system, learners can use mobile carriers to receive content information displayed in the Museum for learning. This study conducted experiment in the 921 Earthquake Museum of Taiwan to explore whether using the system for learning significantly improves learning outcomes and motivation in comparison to traditional navigation learning. Felder & Silverman’s theory of learning style was incorporated to explore whether there exists differences in learning performance and outcome among learners with different learning styles so design and strategies for future teaching system can be improved. 相似文献
9.
口语的习得过程是输入、交际、产出的过程,要学好英语口语,就要建立一个系统的语言学习环境。移动学习作为泛在学习的具体实施手段之一,打破了传统学习范式,使口语学习方式多样化。文章对FIF口语训练App在开放大学英语口语教学中的运用进行深入研究,以"移动终端+线下辅导"的方式破解学生口语学习难题,将泛在学习的个性化、碎片化、即时性、情境性等特点融入口语教学过程中,是开放大学英语教学改革的新尝试。 相似文献
10.
Although ubiquitous learning is a novel and creative teaching approach, two key issues inhibit its success overall: a lack of appropriate learning strategies regarding learning objectives, and ineffective learning tools for receiving knowledge regarding the chosen subjects. To address these issues, we develops and designs a game-based educational app and an object-linked knowledge environment in order to help learners learn about Taiwan’s Austronesian culture. 70 fifth-grade students are split into experimental and control groups to determine whether there are significant learning differences. For the experimental group, we use a questionnaire survey to assess students’ learning condition and to measure their willingness to continue to use this app. The questionnaire examines mobile learning from the perspectives of service quality, hedonic value,and certain control variables. Service quality reliability is found to be the key factor driving learners’ willingness to use the system. The perception of hedonic value also has significant influence on learners’ willingness. The control variable of subjective norm is found to be beneficial in encouraging learners to use the system, thus affecting and increasing learners’ willingness. We conclude that in an outdoor object-linked knowledge environment, students learn more effectively when the activities involve the use of an educational app. 相似文献
11.
Chee‐Kit Looi Peter Seow BaoHui Zhang Hyo‐Jeong So Wenli Chen Lung‐Hsiang Wong 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(2):154-169
Over the next 10 years, we anticipate that personal, portable, wirelessly networked technologies will become ubiquitous in the lives of learners—indeed, in many countries, this is already a reality. We see that ready‐to‐hand access creates the potential for a new phase in the evolution of technology‐enhanced learning, characterised by ‘seamless learning spaces’ and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. The challenge is to enable learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other. In this paper, we review the potential of mobile learning research for designing seamless learning environments that can bridge both formal and informal learning, present a research agenda and discuss important methodological issues that concern research into formal and informal learning. 相似文献
12.
The purpose of this study is to examine the effects of different modes of competition on science learning in a game-based learning (GBL) environment. Some key motivational constructs such as learning goals, performance goals, and perceived ability were also investigated. One hundred ninety-five students from a secondary school in Taiwan were randomly assigned to three conditions (anonymous competition, non-anonymous competition, and a control group) in a GBL environment to learn the concepts of force and balance. The results suggested that students in both the anonymous competition and non-anonymous competition groups outperformed students in the control groups. Additionally, we found that the students in the anonymous competition group reported higher learning goals and higher perceived ability than the control group did, whereas students in the non-anonymous competition group reported higher performance goals than the control group did. This study extends findings from previous research on the influences of GBL on learning and motivation. 相似文献
13.
Studying mobile learning – the use of personal electronic devices to engage in learning across multiple contexts via connections to media, educators, peers, experts, and the larger world – is a relatively new academic enterprise. In this special issue, we interrogated the promise and unexamined expectations of mobile learning, the theories and ideas developing around it, and the devices that afford it. The articles introduce mobile and wearable technologies as key components of empirical research and demonstrate ways that learning conducted with such devices (1) affects the process and products of learning via interactions with other psychological constructs; (2) affords new opportunities to directly influence learning process or outcomes; and (3) provides opportunities to collect previously unobtainable data that improve understanding and modeling of the learning process. In this introduction, we overview the emergence of mobile learning theory and its contemporary conceptualization. Then we highlight ways that mobile technologies can be used to enhance learning processes and an understanding of them. All special issue contributors conceptualize and align their work with both psychological theories of learning and instruction as well as emerging theories of mobile learning. The commentary authors appraise mobile learning research critically and analytically, and recommend ways mobile learning theory might build upon research methodology and knowledge grounded empirically in psychological and sociocultural theories of learning. Overall, we believe this special issue achieved our goal to produce a balanced consideration that highlights the advancements in learning and learning theory mobile devices might afford, and to temper any premature enthusiasm about these potential benefits. 相似文献
14.
Ching-Kun Hsu 《Interactive Learning Environments》2013,21(6):687-703
Personal computer assembly courses have been recognized as being essential in helping students understand computer structure as well as the functionality of each computer component. In this study, a context-aware ubiquitous learning approach is proposed for providing instant assistance to individual students in the learning activity of a computer-assembly course. In addition to comparing the learning achievements and learning satisfaction of the students who learned with context-aware ubiquitous learning and conventional technology-enhanced instruction, the computer-assembling performance, cognitive load, learning perceptions, as well as the learning attitudes of the students are also discussed. It was found that those students utilizing context-aware ubiquitous learning achieved better effects than those with conventional technology-enhanced learning. Moreover, with context-aware ubiquitous learning, the field-independent students presented higher acceptance of cognitive load, and more positive learning experience, learning perceptions, learning satisfaction, and learning attitudes than the field-dependent students. 相似文献
15.
This special issue was designed to promote an integration of mobile and psychological theories of learning by inviting empirical research that draws upon both theoretical approaches to guide investigation into learning involving mobile devices. Five empirical articles illustrated how mobile devices afford resources to learners and how new channels of data afford researchers new insight into learning processes. Authors of two invited commentaries note the challenges involved in researching mobile learning, which unfolds across multiple contexts and can involve novel tools, multiple learners, and instructors and experts. These authors propose a taxonomy that can organize research that investigates interactions amongst learners, instructors, experts, and tools across one or more physical contexts, as well as a research agenda that would empirically test and refine assumptions made by mobile learning theorists. In this commentary, the editorial team proposes that mobile and psychological theories may be improved through convergence. Theories of mobile learning can be advanced by adopting practices previously employed to refine psychological theories of learning, whereas conducting research using mobile devices (and the data they provide) can further refine psychological theories of learning. We illustrate these positions with examples, and consider how instruction must be designed and how learners must be prepared in order to benefit from learning using mobile technology. 相似文献
16.
移动学习是一种依托现代移动通讯技术的一种新型学习模式.这种学习模式与以往的学习模式相比在灵活性、泛在性、情境性、交互性、协作性、自主性、实时性、片段性方面的特征更为突出.基于建构主义学习理论的移动学习教学设计属于一种面向学习者以学为中心的教学设计,这种教学设计应围绕着学习者的意义建构展开并注重如何利用或规避淡化移动学习系统的特征对学习者意义建构的有利与不利影响,着眼于充分发挥移动学习系统的优势,规避和淡化其不足. 相似文献
17.
物联网、无线网络、移动终端设备等的发展促进了泛在学习方式的普及应用,但泛在学习矛盾、不连续、随意、无节制、流程短的特点对有意义学习的发生提出了挑战。文章使用凯利方格方法与小组协作学习策略,针对学习者现场观察到的知识进行知识获取,以实时投票机制产生小组共识,对小组内学习者的知识进行整合。实验证明,在泛在学习环境下,使用这种学习模式的小组学生在知识建构能力和学习成效方面得到一定程度的提高。 相似文献
18.
泛在学习的内涵与特征解构 总被引：9，自引：0，他引：9
本文从探讨“泛在学习（ubiquitous learning）的理念出发,从泛在学习与泛在计算、泛在学习与数字化学习、泛在学习与移动学习、泛在学习与终身学习、泛在学习与后现代远程教育等五个角度深入分析泛在学习的内涵。在此基础上,本文进一步分析泛在学习的五种本质特征：情境性、真实性、自然性、社会性与整合性。 相似文献
19.
Yadav Alok Kumar Oyelere Solomon Sunday 《Education and Information Technologies》2021,26(3):2539-2562
This paper intends to present an overview of a mobile game-based learning application, BaghLearn that develops and upskills programming and algorithmic knowledge by cross-curricular capabilities through a traditional world-based game. The focus of this research was to explore the learning effectiveness of BaghLearn on students. Mixed method research approach was applied to collect, process and analyze the research data in which undergraduate students who had some prior knowledge or had taken algorithm courses were instructed to test the mobile game learning application. This study exhibits the idea of integrating learning with contextual mobile game as an effective approach in understanding the influence of games towards cognitive achievements of students in computing education. In addition, there are no major requirements for the use of this application (can be maintained in resource-constrained contexts such as Nepal), which makes it expressively satisfying and useful for students who are relentlessly using mobile devices. Besides, this study evaluated the influence of BaghLearn towards learning of the design and analysis of algorithm course, which is a compulsory course for most undergraduate computing education program. Furthermore, the study findings can be used as a guideline for developing learning solutions and usability evaluation of such solutions, especially for infrastructure-constrained contexts. Students using the BaghLearn opined that the application is easy to use, supportive and lead to improved learning satisfaction.
相似文献20.
Gwo-Jen Hwang 《Interactive Learning Environments》2019,27(4):567-581
This study reviewed the mobile technology-assisted language learning studies published from 2007 to 2016 in selected journals. Several critical issues were investigated, such as research methods, research issues, language and learner types, and learning outcomes. It was found that English as a foreign/second language was the most common target language; few studies have been conducted on native language learning. Early studies mainly focused on fostering learners’ individual language skills, while in the recent 5 years, researchers started to consider the issue of delivering multiple language skills in authentic learning environments. In addition, an increasing number of studies have involved mixed methods and longer treatment periods. Moreover, the effectiveness of mobile learning in terms of speaking, writing, vocabulary, and pronunciation was generally identified by most of the studies. On the other hand, more evidence is needed to further confirm its impacts on listening, reading, grammar, and integrated/whole language learning. Finally, some suggestions are provided to researchers or practitioners to facilitate their future work. 相似文献