An adaptive navigation support system for conducting context-aware ubiquitous learning in museums

Chiou, Chuang-Kai; Tseng, Judy C. R.; Hwang, Gwo‐Jen; Heller, Shelly

doi:10.1016/j.compedu.2010.03.015

Cited by 108 publications

(54 citation statements)

References 18 publications

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“…When students are situated in a u-learning environment, they can utilize information provided both by the real world and the Internet to solve problems in a timely manner (Chiou, et al, 2010). Students can also interact with experts, instructors, or learning peers and all students' learning activities can be recorded for later review and evaluation (Hsieh et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Ubiquitous Computing in Education: A SWOT Analysis by Students and Teachers

Asiimwe¹,

Khan²

2013

12th World Conference on Mobile and Contextual Learning (mLearn 2013)

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Learning from anywhere anytime is a contemporary phenomenon in the field of education that is thought to be flexible, time and cost saving. The phenomenon is evident in the way computer technology mediates knowledge processes among learners. Computer technology is however, in some instances, faulted. There are studies that highlight drawbacks of computer technology use in learning. In this study we aimed at conducting a SWOT analysis on ubiquitous computing and computer-mediated social interaction and their affect on education. Students and teachers were interviewed on the mentioned concepts using focus group interviews. Our contribution in this study is, identifying what teachers and students perceive to be the strength, weaknesses, opportunities and threats of ubiquitous computing and computer-mediated social interaction in education. We also relate the findings with literature and present a common understanding on the SWOT of these concepts.Results show positive perceptions. Respondents revealed that ubiquitous computing and computer-mediated social interaction are important in their education due to advantages such as flexibility, efficiency in terms of cost and time, ability to acquire computer skills. Nevertheless disadvantages where also mentioned for example health effects, privacy and security issues, noise in the learning environment, to mention but a few. This paper gives suggestions on how to overcome threats mentioned. Keywords: Ubiquitous Computing, Education, SWOT, Computer-mediated social interaction INTRODUCTIONThe term "ubiquitous computing" was first coined by Mark Weiser of Xerox PARC in 1988 who wrote, "The most profound technologies are those that disappear. They weave themselves into the fabric of everyday life until they are indistinguishable from it" (Wesier, 1991). Weiser's visionary reflections of such technologies and those of others were later believed to have transformed the way we interact and go about our daily lives. Practically, today we live surrounded by "ubiquitous" technology which is "invisible" to us. Like Weiser, a similar dream was envisioned by Turing, the father of Artificial Intelligence (AI) when he noted that: "What I would very much like to do is to educate a computer, partly by direct training, partly by letting it find out things for itself. We don't know how to do this yet, but I believe that it will be achieved in the very near future" (Feigenbaum, 1996 p.102). What is evident today is that we do not find out "things" by ourselves but the computers do that for us. Our intellect is influenced by technology which makes our operations ubiquitous.

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Section: Introductionmentioning

confidence: 99%

Ubiquitous Computing in Education: A SWOT Analysis by Students and Teachers

Asiimwe¹,

Khan²

2013

12th World Conference on Mobile and Contextual Learning (mLearn 2013)

View full text Add to dashboard Cite

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“…A large area of context-aware mobile learning research has been focussing on museums and tours in providing information based on the person's location (Reynolds et al, 2010;Chiou et al, 2010;Yatani et al, 2004;Costabile et al, 2008;Park et al, 2007;Hsu and Liao, 2011). According to Reynolds et al (2010) many students appreciated the contextual information offered by the mobile device which encouraged them to ask more questions.…”

Section: Context-aware and Location-based Mobile Learningmentioning

confidence: 99%

“…Passive context-aware: the application presents the changed context, sensor data, to the user and lets him/her take control of decisions about how the application behaves. Much research has shown the significance of context-awareness in education (Yau and Joy, 2009;Fisher et al, 2009;Ghiani et al, 2009;Bhaskar and Govindarajulu, 2010;Chiou et al, 2010). Fisher et al (2009) argue that the use of mobile devices such as tablet PCs in education can enhance the teaching experience of lecturers, as well as the quality of the learning experience of students.…”

Section: Context-aware and Location-based Mobile Learningmentioning

confidence: 99%

A Mobile Location-Based Situated Learning Framework for Supporting Critical Thinking: A Requirements Analysis Study

Alnuaim

Caleb-Solly

Perry

2014

Digital Systems for Open Access to Formal and Informal Learning

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This paper presents the requirements work carried out as part of developing an intervention to improve students' critical thinking skills using location-based mobile learning. The research emerged from seeking to identify ways of getting Interaction Design students into real world environments, similar to those in which they will eventually be designing, maximising their ability to identify opportunities for innovation. The first stage in designing the system is to conduct a comprehensive requirements study to understand specific student and staff needs in the envisaged scenario. As part of the requirements study we were interested in identifying weaknesses in the current mode of teaching, as well as problems students currently experience in understanding key concepts. We found that students did not stay adequately focused on the task and failed to identify appropriate technologies. We also noted scope for further support with analysing their findings. This information is helping us to determine the type and nature of location-based hints and formative feedback that the system can provide to aid students' understanding of the context they are in.

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“…Ubiquitous computing is categorised by a profusion of interacted computational devices engrained within daily working and living environments (Chiou et al, 2010). Ubiquitous computing expands the scope of knowledge sharing and user interaction from a limited interaction with specific mobile device to a broad interaction with the environment as a whole for knowledge acquisition and enhancement.…”

Section: Introductionmentioning

confidence: 99%

Factor Affecting Adoption of Ubiquitous Computing in Knowledge Sharing: Comparison between Local and Foreign Employees in Private University Malaysia

Yen

Ling²,

Seethaletchumy³

et al. 2014

IJBM

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This study aims to propose a research framework that could be used to examine key factors affecting adoption of ubiquitous computing devices in knowledge sharing from the perspectives of foreign and local employees in private universities Malaysia. This research provides recommendations to the management and educational practitioners to promote and enhance foreign and local employees' adoption of ubiquitous computing devices in knowledge sharing in private universities Malaysia. Five hundred questionnaires were distributed to foreign and local employees who are currently working in top private universities in Malaysia. The finding of this study shows that collaborative organisational culture and help facility availability are two important factors that affect adoption of ubiquitous computing devices in knowledge sharing from the perspectives of both foreign and local employees in private universities Malaysia. Strategic future planning positively influences local employees' adoption of ubiquitous computing devices in knowledge sharing but it does not significantly affect foreign employees' adoption of ubiquitous computing devices in knowledge sharing.

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An adaptive navigation support system for conducting context-aware ubiquitous learning in museums

Cited by 108 publications

References 18 publications

Ubiquitous Computing in Education: A SWOT Analysis by Students and Teachers

Ubiquitous Computing in Education: A SWOT Analysis by Students and Teachers

A Mobile Location-Based Situated Learning Framework for Supporting Critical Thinking: A Requirements Analysis Study

Factor Affecting Adoption of Ubiquitous Computing in Knowledge Sharing: Comparison between Local and Foreign Employees in Private University Malaysia

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