Development and evaluation of a context-aware ubiquitous learning environment for astronomy education

Chen, Chia-Chen; Lin, Pei‐Hsuan

doi:10.1080/10494820.2014.915417

Cited by 35 publications

(27 citation statements)

References 37 publications

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“…The UTAUT has been validated in different educational technology contexts (e.g. Chen & Lin, 2016;Lai, 2018;Olasina, 2019;Teo & Noyes, 2014;Wang, Wu, & Wang, 2009). It postulates that performance expectancy, effort expectancy, and social influence facilitate behavioral intention to use a technology, while facilitating conditions and behavioral intention determine technology use (Venkatesh et al, 2003;Venkatesh et al, 2016).…”

Section: Unified Theory Of Acceptance and Use Of Technologymentioning

confidence: 99%

Investigating teachers’ adoption of MOOCs: the perspective of UTAUT2

Tseng

Lin

Wang

et al. 2019

Interactive Learning Environments

119

104

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The number of the massive open online courses (MOOCs) around the globe is on the rise. Despite the popularity of MOOCs, they have received less attention from faculty members around the globe compared to other less-traditional and digital education models. MOOCs can be challenging for teachers to use. As such, understanding how to facilitate teachers' adoption of MOOCs is very important to better promote their use. The aim of this research paper is to investigate the drivers of teachers' acceptance and use of MOOCs from the perspective of the extended unified theory of acceptance and use of technology (UTAUT2). An online survey was used to collect responses from university faculty in Taiwan. Partial least squares structural equation modeling (PLS-SEM) was utilized for data analysis. The findings reveal that performance expectancy, social influence, facilitating conditions, and price value facilitated teachers' behavioral intention to adopt MOOCs. Furthermore, facilitating conditions and behavioral intention determined teachers' adoption of MOOCs. However, effort expectancy and hedonic motivation failed to drive teachers' adoption of MOOCs. Based on the findings, several important theoretical and practical implications are discussed.

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Section: Unified Theory Of Acceptance and Use Of Technologymentioning

confidence: 99%

Investigating teachers’ adoption of MOOCs: the perspective of UTAUT2

Tseng

Lin

Wang

et al. 2019

Interactive Learning Environments

119

104

View full text Add to dashboard Cite

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“…Digital simulations are frequently used in inquiry-based learning to explain complex concepts or processes that cannot be easily reproduced in real life. Examples of this type of immersive experiences have been reported in (Chen & Lin, 2016) in which students could engage in a free-form of stargazing with simulated constellations or in (Lui, Kuhn, Acosta, Quintana, & Slotta, 2014) in which students collected data in rainforest immersive simulation. Another example is the 3D weather simulation (Hsiao et al, 2016), in which learners combine factors like temperature or pressure to learn the implications those have in the weather.…”

Section: Asynchronous 15mentioning

confidence: 99%

A review of the types of mobile activities in mobile inquiry-based learning

Surez

Specht

Prinsen

et al. 2018

Computers & Education

134

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“…The goal of adaptation seeks to answer the questions: (i) why a particular adaptation strategy is needed, and (ii) what problems related to the learning process it helps solving? Depending on the type of a learning en- vironment, the goal can be for example to recommend (personalized) learning contents or learning activities [10,41], to improve learning [112,121], or to increase motivation [22,63]. ACALEs can also combine multiple adaptation goals.…”

Section: Adaptationmentioning

confidence: 99%

“…Consequently, some of the ACALEs covered by this survey can be categorized as smart environments (e.g. a smart museum learning environment [22,24,56,115]); however, we refer to them simply as ACALEs for consistency. Smart television systems and vehicle infotainment systems that adapt the user interface to the user behavior are further demonstrations of the broadness of the category of smart environments, which includes adaptive context-aware systems [11].…”

Section: Introductionmentioning

confidence: 99%

A survey of adaptive context-aware learning environments

Hasanov

Laine

Chung

2019

AIS

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Adaptive context-aware learning environments (ACALEs) can detect the learner's context and adapt learning materials to match the context. The support for context-awareness and adaptation is essential in these systems so that they can make learning contextually relevant. Previously, several related surveys have been conducted, but they are either outdated or they do not consider the important aspects of context-awareness, adaptation and pedagogy in the domain of ACALEs. To alleviate this, a comprehensive literature search on ACALEs was first performed. After filtering the results, 53 studies that were published between 2010 and 2018 were analyzed. The highlights of the results are: (i) mobile devices (PDAs, mobile phones, smartphones) are the most common client types, (ii) RFID/NFC are the most common sensors, (iii) ontology is the most common context modeling approach, (iv) context data typically originates from the learner profile or the learner's location, (v) rule-based adaptation is the most used adaptation mechanism, and (vi) informative feedback is the most common feedback type. Additionally, we conducted a trend analysis on technology usage in ACALEs throughout the covered timespan, and proposed a taxonomy of context categories as well as several other taxonomies for describing various aspects of ACALEs. Finally, based on the survey results, directions for future research in the field were given. These results can be of interest to educational technology researchers and to developers of adaptive and context-aware applications.

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Development and evaluation of a context-aware ubiquitous learning environment for astronomy education

Cited by 35 publications

References 37 publications

Investigating teachers’ adoption of MOOCs: the perspective of UTAUT2

Investigating teachers’ adoption of MOOCs: the perspective of UTAUT2

A review of the types of mobile activities in mobile inquiry-based learning

A survey of adaptive context-aware learning environments

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