A prompt-based annotation approach to conducting mobile learning activities for architecture design courses

Sung, Han-Yu; Hwang, Gwo‐Jen; Liu, Shih-Yu; Chiu, I-hsu

doi:10.1016/j.compedu.2014.03.015

Cited by 50 publications

(9 citation statements)

References 56 publications

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“…Lately Learning Technology (LT) has been applied in different learning fields such as science, engineering, mathematics, linguistic development and architecture design courses among others (see Chu et al, 2008;Hwang et al, 2009;Hwang and Tsai, 2011;Huang et al, 2012;Chiang et al, 2014;Liu et al, 2014b;Sung et al, 2014). The advance of LT facilitates a paradigm shift from e-learning to m-learning and from m-learning to u-learning based on the use of wireless communication and sensing technology (e.g.…”

Section: Introductionmentioning

confidence: 99%

Dedicated design and usability of a context-aware ubiquitous learning environment for developing receptive language skills: a case study

Liu

Kuo

Shi

et al. 2015

IJMLO

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There has been little informal learning research concerning the issues and learning factors for students who are engaged in receptive language skills (reading and listening) development in a Context-Aware Ubiquitous Language Learning (CAULL) context. Therefore, the researchers first developed a CAULL environment for students to learn the surroundings of Cheng Kung Lake with the use of the handheld PDA, the wireless internet, and RFID readers and tags. There were three sections in the learning content about Cheng Kung Lake, including the reading units, scenario-based conversations, and RFID-generated Q&A in the reading and audio clips. Further, there were 47 intermediate-proficiency-level graduate students participating in this study.The results indicate that most students benefited from using this kind of CAULL and improved their receptive language skills, as well as demonstrate students' positive attitudes towards the implementation. Finally, design and development issues, affecting learning factors, problems and suggestions in such a CAULL environment were discussed. G-Z. Liu et al.

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Section: Introductionmentioning

confidence: 99%

Dedicated design and usability of a context-aware ubiquitous learning environment for developing receptive language skills: a case study

Liu

Kuo

Shi

et al. 2015

IJMLO

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“…The results of the experience showed that the annotations on paper were longer and richer from the conceptual point of view than those made online, although the latter were more oriented towards sharing, commenting on, or recovering the annotated resource. In a similar way, [6,7] showed that students using a digital annotation tool outperformed those who annotated the text using paper and pencil.…”

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confidence: 79%

Ontology-Enhanced Educational Annotation Activities

et al. 2019

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Information and communications technology and technology-enhanced learning have unquestionably transformed traditional teaching–learning processes and are positioned as key factors to promote quality education, one of the basic sustainable development goals of the 2030 agenda. Document annotation, which was traditionally carried out with pencil and paper and currently benefits from digital document annotation tools, is a representative example of this transformation. Using document annotation tools, students can enrich the documents with annotations that highlight the most relevant aspects of these documents. As the conceptual complexity of the learning domain increases, the annotation of the documents may require comprehensive domain knowledge and an expert analysis capability that students usually lack. Consequently, a proliferation of irrelevant, incorrect, and/or poorly decontextualized annotations may appear, while other relevant aspects are completely ignored by the students. The main hypothesis proposed by this paper is that the use of a guiding annotation ontology in the annotation activities is a keystone aspect to alleviate these shortcomings. Consequently, comprehension is improved, exhaustive content analysis is promoted, and meta-reflective thinking is developed. To test this hypothesis, we describe our own annotation tool, @note, which fully implements this ontology-enhanced annotation paradigm, and we provide experimental evidence about how @note can improve academic performance via a pilot study concerning critical literary annotation.

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“…Because it is considered an effective new form of learning to improve student performance, the use of m-learning has been explored in different disciplines, such as science [14,15], technology [3], language and art [2,16], social science [17], engineering [18], and mathematics [19]. In previous studies, m-learning was also reported to be effective in increasing student learning efficiency [20], enhancing social interaction [21], promoting mobility [15], providing timely access to information and resources [22], and providing instant feedback to students on their performance [23]. Another advantage of m-learning is that learning activities are more flexible, accessible, and personalized [9].…”

Section: Literature Reviewmentioning

confidence: 99%

Global Trends on Mobile Learning in Higher Education: A Bibliometric Analysis (2002–2022)

Irwanto¹,

Saputro²,

Widiyanti³

et al. 2023

IJIET

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This study explores the research landscape of mobile learning in the context of higher education (MLHE) by conducting a comprehensive bibliometric analysis over the years. A total of 2477 papers published in peer-reviewed journals and conferences up to May 2022 were retrieved from the Scopus database. The results revealed an increase in MLHE research over time with a peak in 2021. The first paper was published in 2002, indicating the beginning of the field. The works of J. Gikas and M. M. Grant, L. F. Motiwalla, and J. Cheon et al. stand out as the most cited articles among the analyzed documents. T. Cochrane, F. J. García-Peñalvo, and H. Farley are the most prolific authors. ACM International Conference Proceeding Series, International Journal of Interactive Mobile Technologies, and International Journal of Mobile Learning and Organisation are the most productive sources. University of Salamanca, Science University of Malaysia (Universiti Sains Malaysia), and the University of Southern Queensland are the most active institutions. China, the US, and the UK are the most relevant countries. Keywords such as “mobile learning”, “m-learning”, “higher education”, “e-learning”, and “mobile devices” remain the trending keywords in this area. This review offers a comprehensive overview of scientific production and the future direction of the field.

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A prompt-based annotation approach to conducting mobile learning activities for architecture design courses

Cited by 50 publications

References 56 publications

Dedicated design and usability of a context-aware ubiquitous learning environment for developing receptive language skills: a case study

Dedicated design and usability of a context-aware ubiquitous learning environment for developing receptive language skills: a case study

Ontology-Enhanced Educational Annotation Activities

Global Trends on Mobile Learning in Higher Education: A Bibliometric Analysis (2002–2022)

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