A Context-Aware Ubiquitous Learning Approach for Providing Instant Learning Support in Personal Computer Assembly Activities

Autor/inn/en	Hsu, Ching-Kun; Hwang, Gwo-Jen
Titel	A Context-Aware Ubiquitous Learning Approach for Providing Instant Learning Support in Personal Computer Assembly Activities
Quelle	In: Interactive Learning Environments, 22 (2014) 6, S.687-703 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2012.745425
Schlagwörter	Electronic Learning; Educational Technology; Comparative Analysis; Conventional Instruction; Teaching Methods; Academic Achievement; Satisfaction; Student Attitudes; Context Effect; Cognitive Style; Foreign Countries; Handheld Devices; Technology Uses in Education; Secondary School Students; Vocational Education; Pretests Posttests; Questionnaires; Difficulty Level; Likert Scales; Control Groups; Experimental Groups; Computer Literacy; Taiwan + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Zufriedenheit; Schülerverhalten; Cognitive styles; Kognitiver Stil; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Sekundarschüler; Ausbildung; Berufsbildung; Fragebogen; Schwierigkeitsgrad; Likert-Skala; Computerkenntnisse
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10