Developing a context-aware ubiquitous learning system based on a hyper-heuristic approach by taking real-world constraints into account

2014 ◽  
Vol 15 (3) ◽  
pp. 315-328 ◽  
Author(s):  
Peng-Yeng Yin ◽  
Kuo-Hsien Chuang ◽  
Gwo-Jen Hwang
Keyword(s):  
Real World ◽  
Heuristic Approach ◽  
Learning System ◽  
Context Aware ◽  
Ubiquitous Learning

Development and Analysis of an Enhanced Multi-Expert Knowledge Integration System for Designing Context-Aware Ubiquitous Learning Contents

2018 ◽  
Vol 16 (4) ◽  
pp. 31-53 ◽  
Author(s):  
Gwo-Haur Hwang ◽  
Beyin Chen ◽  
Shiau-Huei Huang
Keyword(s):  
Knowledge Acquisition ◽  
Real World ◽  
Domain Knowledge ◽  
Knowledge Integration ◽  
Expert Knowledge ◽  
Context Aware ◽  
Ubiquitous Learning ◽  
Integration System ◽  
Degree Of Acceptance ◽  
Multiple Experts

This article describes how in context-aware ubiquitous learning environments, teachers must plan a theme and design learning contents to provide complete knowledge for students. Knowledge acquisition, which is an approach for helping people represent and organize domain knowledge, has been recognized as a potential way of guiding teachers to develop real-world context-related learning contents. However, previous studies failed to address the issue that the learning contents provided by multiple experts or teachers might be redundant or inconsistent; moreover, it is difficult to use the traditional knowledge acquisition method to fully describe the complex real-world contexts and the learning contents. Therefore, in this article, a multi-expert knowledge integration system with an enhanced knowledge representation approach and Delphi method has been developed. From the experimental results, it is found that the teachers involved had a high degree of acceptance of the system. They believe that it can unify the knowledge of many teachers.

Closing the Experiential Learning Loops Using Learning Analytics Cycle

2020 ◽  
Vol 18 (3) ◽  
pp. 78-98
Author(s):  
Mohammad Nehal Hasnine ◽  
Hiroaki Ogata ◽  
Gökhan Akçapınar ◽  
Kousuke Mouri ◽  
Keiichi Kaneko
Keyword(s):  
Experiential Learning ◽  
Learning Analytics ◽  
Vocabulary Learning ◽  
Learning System ◽  
Context Aware ◽  
Ubiquitous Learning ◽  
Web Based ◽  
Seamless Learning ◽  
Learning Logs ◽  
Oriented Approach

In ubiquitous learning, authentic experiences are captured and later reused as those are rich resources for foreign vocabulary development. This article presents an experiential theory-oriented approach to the design of learning analytics support for sharing and reusing authentic experiences. In this regard, first, a conceptual framework to support vocabulary learning using learners' authentic experiences is proposed. Next, learning experiences are captured using a context-aware ubiquitous learning system. Finally, grounded in the theoretical framework, the development of a web-based tool called learn from others (LFO) panel is presented. The LFO panel analyzes various learning logs (authentic, partially-authentic, and words) using the profiling method while determining the top-five learning partners inside a seamless learning analytics platform. This article contributes to the research in the area of theory-oriented design of learning analytics for vocabulary learning through authentic activities and focuses on closing the loops of experiential learning using learning analytics cycles.

Development and Evaluation of a Web 2.0-Based Ubiquitous Learning Platform for Schoolyard Plant Identification

2014 ◽  
Vol 12 (2) ◽  
pp. 83-103 ◽  
Author(s):  
Gwo-Haur Hwang ◽  
Hui-Chun Chu ◽  
Beyin Chen ◽  
Zheng Shan Cheng
Keyword(s):  
Web 2.0 ◽  
Real World ◽  
Perceived Usefulness ◽  
Context Aware ◽  
System Quality ◽  
Personal Factors ◽  
Ubiquitous Learning ◽  
The Real ◽  
Learning Platform ◽  
Real World Learning

The rapid progress of wireless communication, sensing, and mobile technologies has enabled students to learn in an environment that combines learning resources from both the real world and the digital world. It can be viewed as a new learning style which has been called context-aware ubiquitous learning. Most context-aware ubiquitous learning systems employ expensive sensing technologies, such as Radio Frequency Identification (RFID), to detect the real-world learning behaviors of students and to provide personalized learning guidance accordingly. In this paper, the authors use QR (Quick Response) code, a low cost technology that is available on smart phones for detecting students' real-world learning status. Moreover, Web 2.0 technology is employed to enable students to collaboratively build a learning materials database. An experiment was conducted to investigate the relationships between the system quality, personal factors, learning motivation, perceived usefulness, and perceived ease of use, learning attitude, and behavioral intention of the students. In addition, from the interviews, it was found that most of the students felt interested in learning with the system and considered it as a helpful learning tool.

scholarly journals A context-aware ubiquitous learning approach to conducting scientific inquiry activities in a science park

2012 ◽  
Vol 28 (5) ◽  
Author(s):  
Gwo-Jen Hwang ◽  
Chin-Chung Tsai ◽  
Hui-Chun Chu ◽  
Kinshuk Kinshuk ◽  
Chieh-Yuan Chen
Keyword(s):  
Scientific Inquiry ◽  
Learning System ◽  
Context Aware ◽  
Ubiquitous Learning ◽  
Science Park ◽  
Personalised Learning ◽  
Sensing Technology ◽  
Real World Learning ◽  
Understanding Of Science ◽  
Learning Behaviours

<span>Fostering students' scientific inquiry competence has been recognised as being an important and challenging objective of science education. To strengthen the understanding of science theories or notations, researchers have suggested conducting some learning activities in the field via operating relevant devices. In a traditional in-field scientific inquiry activity, the teacher usually lets the students operate the devices on their own after demonstrating the operational procedure. With such an approach, the students are likely to suspend the practice when they encounter problems; moreover, it is difficult for the students to connect what they have learned from the textbooks with the field practice. To deal with this problem, this study presents a context-aware ubiquitous learning system with sensing technology to detect and examine the real-world learning behaviours of students, such that personalised learning guidance and feedback can be provided; moreover, the students' experiences of operating those scientific devices, such as solar power equipment or the constellation simulators, can be conjunct to the knowledge learned from the textbooks. The experimental results from a science course of an elementary school show that this innovative approach is able to improve the learning achievements of students as well as enhance their learning motivation.</span>

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