Using an interactive ubiquitous learning system to enhance authentic learning experiences in a cultural heritage course

Chin, Kai-Yi; Lee, Ko-Fong; Chen, Yen‐Lin

doi:10.1080/10494820.2017.1341939

Cited by 28 publications

(12 citation statements)

References 23 publications

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“…However, conventional outdoor learning methods are time-consuming and labor-intensive for both teachers and students. Most outdoor learning approaches provide only one-way knowledge transmission in the real world and are less effective since the approach lacks meaningful interaction with students during the knowledge transfer phase (C. C. Chen & Huang, 2012;Chin et al, 2018).…”

Section: Mobile Learning For Authentic Learning Activitiesmentioning

confidence: 99%

“…To accomplish this, we developed the AR-based mobile touring system for an authentic learning activity. Such a learning approach is effective in real-world environments in comparison to traditional outdoor instruction (Chin et al, 2018;Chin et al, 2019;Ibáñez et al, 2014). In line with the aforementioned research purpose, we analysed the learning performance and interest of students who participated in the learning activity to verify the usefulness of AR technology.…”

Section: Research Purposementioning

confidence: 99%

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Effects of augmented reality technology in a mobile touring system on university students’ learning performance and interest

Chin

Wang

2020

AJET

Self Cite

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In this study, we proposed an augmented reality- (AR-) based mobile touring system for an authentic learning activity, which enables students to observe and learn key information regarding cultural heritage sites. To evaluate the effectiveness of the proposed system, we conducted an experiment in a cultural heritage course at a Taiwanese university. A total of 72 students were divided into two groups and randomly assigned to an experimental group who learned with the AR-based mobile touring system and a control group who learned with a conventional mobile touring system. The experimental results show that the AR-based mobile touring system significantly improved the students’ memorising dimension of learning achievement, as compared with a conventional mobile touring system. Moreover, the positive impact of the proposed system on students’ actualised interest and task-based interest factors provide a particularly encouraging result for outdoor experiences. These experimental results also suggest the potential of AR technology to increase students’ learning interest and improve their learning achievements in outdoor settings. Therefore, we suggest that, when applying an AR-based mobile touring system in authentic learning activities, AR virtual objects should be designed appropriately, in order that the content recall performance and learning interest are enhanced. Implications for practice or policy: Teachers may need to consider using an AR-based mobile touring system for outdoor learning activities. First-year student learning achievements and interest can be improved by an AR-based mobile touring system. First-year student learning performance and interest can be improved by AR technology. The usefulness of AR technology can be proved through a comparison of experimental designs.

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Section: Mobile Learning For Authentic Learning Activitiesmentioning

confidence: 99%

Section: Research Purposementioning

confidence: 99%

Effects of augmented reality technology in a mobile touring system on university students’ learning performance and interest

Chin

Wang

2020

AJET

Self Cite

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“…Addressing learner experience is important in the CAUL approach as learning involves users' actual interactions with the u‐learning system and resources in the surrounding environment during location‐based, outdoor, and situated learning (Bamberger & Tal, ; Chin, Lee, & Chen, ). To describe learners' perceptions in such experiences, the technology acceptance model (TAM; Davis, ) is adopted in the present study.…”

Section: Literature Reviewmentioning

confidence: 99%

Context‐aware language‐learning application in the green technology building: Which group can benefit the most?

Wang

Lin

Hwang

et al. 2018

Computer Assisted Learning

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To assess the effects and learner perceptions of context‐aware ubiquitous language learning (CAULL), a green‐building English‐learning application (GBELA) employing sensing technology was created to develop participants' English listening and reading skills using smartphones and QR codes. This study investigated the effects of 40 participants' perceived ease of use, usability, usefulness, learner attitude, satisfaction with the use of GBELA, and self‐efficacy in smartphone and GBELA usage. Quantitative and qualitative data through pretest/post‐test, questionnaires, and semistructured interviews were collected with a focus on green building–based English (GBbE) reading and listening skills. Results proved the effectiveness of the GBELA for both high‐achievement (HA) and low‐achievement (LA) groups. Furthermore, correlations were found between the HA group and ease of use of the GBELA. The correlations among learner perceptions and self‐efficacy showed that a well‐designed context‐aware learning system can help learners enhance self‐efficacy in CAULL mode. Implications for the design of effective context‐ and knowledge‐specific ubiquitous learning systems are provided in the study.

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“…The purpose of this research work is to analyze new education formats, to be able to provide a better response to the requirements of the current era. This proposal for the capacitation of the citizens also makes open and ever-changing knowledge possible, aiming to train innovative professional educators, but also to gather together, through virtual learning communities, all those who are meant to be trained as a community of practice [19], which will have an impact on improving the social layer from a sustainability perspective.…”

Section: Introductionmentioning

confidence: 99%

Citizenship Training through sMOOCs: A Participative and Intercreative Learning

Quintana

Acedo

2020

Sustainability

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sMOOCs (social massive open online courses) have revealed themselves as a remarkable opportunity to foster the culture of participation and open knowledge and sustainability. Due to their communicative potential, they make it possible for participants to interact, to create ubiquitous learning, and to build knowledge in a collective way. This educational and communicative line has set the basis for the European ECO (e-learning, communication, open data) Project, i.e., the purpose of our study, which, beyond training teachers, is decidedly betting on open life-long education. The results presented in the study have been elicited by following a quantitative methodology, through the analysis of a “sMOOC Step by Step” community, intended to become an educational gate to students’ empowerment, shared knowledge, and participation in the course. Results show that collaborative work practices organized by teachers in that virtual learning community encourage educational changes. Both the degree of satisfaction with the learning achieved and the way students perceive its direct applicability to real-life professional contexts prove the effectiveness of this training model. Our research has expanded, aiming to discover sMOOCs opportunities for teacher training and assessing the motivation shown by the virtual learning community towards such an educational reality.

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Using an interactive ubiquitous learning system to enhance authentic learning experiences in a cultural heritage course

Cited by 28 publications

References 23 publications

Effects of augmented reality technology in a mobile touring system on university students’ learning performance and interest

Effects of augmented reality technology in a mobile touring system on university students’ learning performance and interest

Context‐aware language‐learning application in the green technology building: Which group can benefit the most?

Citizenship Training through sMOOCs: A Participative and Intercreative Learning

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