A near field communication-enabled e-learning environment for context-aware mobile Japanese conversation learning

Abstract

In this study, we utilised near field communication-enabled smartphones with context-aware technology to propose a context-aware mobile Japanese conversation learning system (CAMJAL) for Taiwanese students. Our proposed CAMJAL system was implemented to record students' learning behaviours between peers in a context-aware computing environment. This system extend perceived convenience as external variable to technology acceptance model (TAM) to analyse its explanatory power and examine antecedent factors that affect acceptance of CAMJAL. Participants were 86 university students with advanced Japanese abilities from the northern part of Taiwan. After conducting CAMJAL with near field communication-enabled smartphones, data was collected by questionnaires. Our experimental results revealed that a) perceived convenience, perceived ease of use, and perceived usefulness were antecedent factors that affect acceptance of CAMJAL; b) perceived ease of use had a significantly positive effect on perceived convenience; c) perceived convenience had a significantly positive effect on perceived usefulness; d) perceived ease of use and perceived usefulness had a significantly positive effect on attitude towards use; and e) perceived ease of use, perceived usefulness, and attitude towards use had a significantly positive effect on behaviour intentions to learning. Overall, the extended TAM was effective in predicting and explaining the acceptance of CAMJAL.

Mobile learning and communication: educational change?; a systematic review

“…Despite its trend during previous years, ML has established itself since 2020 as one of the strongest higher education teaching methodologies (Du et al, 2010;Portilla and Salcedo-Sanz, 2010;Marcos et al, 2009). The pandemic has increased the hybridization of teaching-learning processes (Wang, 2017) and phones have emerged as the core of the procedure (Chen and Zhu, 2021). This is a further step in terms of blended learning (b-learning), more oriented toward devices such as computers, and by delving into issues such as lifelong learning without dependence on timetables or geographical spaces.…”

“…, 2009). The pandemic has increased the hybridization of teaching-learning processes (Wang, 2017) and phones have emerged as the core of the procedure (Chen and Zhu, 2021). This is a further step in terms of blended learning (b-learning), more oriented toward devices such as computers, and by delving into issues such as lifelong learning without dependence on timetables or geographical spaces.…”