Ubiquitous Computing Education

McLeod, Amanda; Kun, Andrew L.

doi:10.1109/mprv.2019.2926655

Cited by 3 publications

(1 citation statement)

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“…Typical computer components include a central processing unit, a display, a keyboard, and a mouse. Rather, many devices and equipment operate with microprocessors, including education-related devices such as computers, mobile phones, digital cameras, personal digital assistants, and e-book readers (McLeod & Kun, 2019). All of this is powered by microprocessors, which could contribute to the demise of the computer as we know it.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effectiveness of a Ubiquitous Learning Program on Development of Learning Outcomes among Students of the College of Education at Ajloun National University

Khasawneh,

Khasawneh

2023

Migrat. Lett.

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Research "The Influence of Value Clarification Technique (VCT) Approach Assisted by Moral Dilemmas Discussion in Learning Pancasila Democracy on Conceptual Understanding and Students' Moral Attitudes Learning outcome”. Research problem; (1) The objective of this research was to determine whether or not the ubiquitous learning program at Ajloun National University College of Education improved student learning results. Students in the College of Education at Ajloun National University were studied over three months to see whether or not the program had a positive effect on their learning across the cognitive, emotional, and psychomotor domains. Fifty students participated in the study, with 25 each assigned to the experimental and control groups. The study found that post-test scores on learning outcomes in the cognitive, affective, and psychomotor domains were significantly higher for the experimental group compared to the control group. The research also showed that the experimental group's pre- and post-measurement mean scores on the learning outcomes across the cognitive, affective, and psychomotor domains favored the post-measurement. The experimental group's post- and post-follow-up scores on cognitive, affective, and psychomotor learning outcomes do not differ from the control group's results by a statistically significant amount.

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Section: Literature Reviewmentioning

confidence: 99%