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Research Issues and Applications of Mobile and Ubiquitous Learning
Gwo-Jen Hwang
Graduate Institute of Digital Learning and Education
National Taiwan University of Science and Technology
E-mail: [email protected]
http://www.idlslab.net/
Research Issues and Applications of Context-Aware Ubiquitous Learning 2Gwo-Jen Hwang
M-Learning vs. U-Learning U-Learning
emphasizing “learning can be proceeded at any place and in any time.”
An ideal case of learning M-Learning
A kind of learning using mobile technologies to facilitate students to learn
emphasizing the use of mobile technologies or the mobility of students in the learning process.
M-learning is a way to achieve the aim of u-learning (via using mobile technologies).
Research Issues and Applications of Mobile and Ubiquitous Learning
M-learning/u-learning with sensing technologies Some researchers have tried to conduct m-
learning or u-learning activities with sensing technologies (e.g., GPS, RFID, or QR-codes).
Context-aware ubiquitous learning- the approach that uses mobile, wireless communication and sensing technologies to support real-world learning activities (Hwang, Tsai , & Yang, 2008)
Gwo-Jen Hwang*, Chin-Chung Tsai and Stephen J.H. Yang (2008), “Criteria, Strategies and Research Issues of Context-Aware Ubiquitous Learning”, Educational Technology & Society, 11(2), 81-91.
Research Issues and Applications of Mobile and Ubiquitous Learning
Ubiquitous Learning(anywhere and anytime learning)
Mobile Learning(the use of mobile and wireless communication
technologies in learning)
Context-Aware U-Learning(Learning with mobile,
wireless communications and sensing technologies)
Broad sense definition
More specific definitions of u-
learningGwo-Jen Hwang*, Chin-Chung Tsai and Stephen J.H. Yang (2008), “Criteria, Strategies and Research Issues of Context-Aware Ubiquitous Learning”, Educational Technology & Society, 11(2), 81-91.
Research Issues and Applications of Mobile and Ubiquitous Learning
Example of a context-aware u-learning environment using RFID
Server
Learner
Teaching Materials
Learning Portfolio
Wireless Network
Aristolochia heterophylla
Hemsl
Aristolochia zollingeriana
Miq
Aristolochia kaempferi
Willd
Aristolochia cucurbitifolia
Hayata
Tetradium meliaefolia
Benth………
Learning Location
Once the student walks close to a learning target, the RFID reader can receive the information from the corresponding tag.
TargetObject 1
TargetObject 2
TargetObject 3
TargetObject 4
TargetObject 5
Each student has a mobile device equipped with an RFID reader and wireless communication facility.
Each learning target (e.g., a plant, a building , or an object) has an RFID tag on it.
The learning system is executed on the server
Research Issues and Applications of Mobile and Ubiquitous Learning
Benefits of using sensing technologies (e.g., GPS, QR-code, RFID)
- although they are not always necessary
The learning system is able to guide the students in the real world via detecting their locations
The learning system can more actively provide learning supports (e.g., hints, warnings or supplementary materials) to the learners if necessary Warn the students before something goes wrong in a
dangerous chemical experiment
Research Issues and Applications of Mobile and Ubiquitous Learning
More parameters can be recorded with the help of sensing technologies Personal context in the real world: learner’s location, time of
arrival, body temperature, heartbeat, blood pressure, etc. Environmental context : the learning target’s ID and location,
the environmental temperature, humidity, air ingredients, and other parameters of the environment around the sensor
The data collected by the students in fields, e.g. PH value of water.
Personal data in the database : learner’s profile and learning portfolio, such as the predefined schedule, starting time of a learning activity, the longest and shortest acceptable time period, place, learning sequences.
Environmental data in the database : equipment in the lab, the rules of using the equipment, the time table of using the lab
Research Issues and Applications of Mobile and Ubiquitous Learning
Research Issues of mobile and ubiquitous learning Proposing new strategies or tools for supporting
m-learning or u-learning activities Developing adaptive or collaborative m-learning
or u-learning environments Investigating students’ real-world learning status
from different aspects, such as learning achievement and problem-solving skills learning style and cognitive style cognitive load, learning motivation and attitudes learning behaviors and learning patterns
Re-examining some well-recognized e-learning issues, such as TAM
Early applications-Serving as a Tutor for Science Observations
The m/u-learning systems serve as a personalized tutor to guide the students to observe a set of learning targets in the real world.
Research Issues and Applications of Mobile and Ubiquitous Learning
Applications in Elementary School Natural Science Courses In the Natural Science courses of elementary
schools in Taiwan the students need to learn to observe and classify
some learning targets (e.g., plants on school campus, butterflies in the ecology garden)
Such abilities (i.e., observation and classification) are important learning objectives of science education.
Research Issues and Applications of Mobile and Ubiquitous Learning
Traditional “Butterfly and Ecology” learning activityA teacher usually needs to train 10 or more students at the same time.
Research Issues and Applications of Mobile and Ubiquitous Learning
In such a one-to-many instruction mode:
It is difficult to provide personalized instructions or feedback to the students or to record their learning status.
Research Issues and Applications of Mobile and Ubiquitous Learning
Scenario 1: Butterfly museum Students are guided by the u-learning system to learn to identify different types of butterflies based on the appearances of the butterflies.
more than 10 thousands Butterfly samples
Research Issues and Applications of Mobile and Ubiquitous Learning
Location of the target butterfly
What is the name of the butterfly in front of you?
The most significant feature for differentiating the two butterflies
Observe and compare the target butterfly with other butterflies based on the feature.
Research Issues and Applications of Mobile and Ubiquitous Learning
Scenario 2: Butterfly ecology garden The Butterfly Ecology Garden consists of 25
ecology areas for raising host plants of butterflies.
華他卡藤
玉蘭花
馬兜鈴
柑橘 爬森藤 蓖麻 鐵刀木
鷗蔓
蜜源草花
魚木
蜜源草花蜜源
草花土肉桂
山刈葉
土肉桂
馬兜鈴
柑橘鐵刀木
瑪利筋賊仔樹
賊仔樹魚木
黃蝴蝶
鷗蔓蓖麻
華他卡藤
玉蘭花
馬兜鈴
柑橘 爬森藤 蓖麻 鐵刀木
鷗蔓
蜜源草花
魚木
蜜源草花蜜源
草花土肉桂
山刈葉
土肉桂
馬兜鈴
柑橘鐵刀木
瑪利筋賊仔樹
賊仔樹魚木
黃蝴蝶
鷗蔓蓖麻
Hui-Chun Chu, Gwo-Jen Hwang*, Shu-Xian Huang and Ting-Ting Wu (2008), “A Knowledge Engineering Approach to Developing E-Libraries for Mobile Learning”, The Electronic Library. 26(3), 303-317.
Research Issues and Applications of Mobile and Ubiquitous Learning
TAG
Reader
The student holds a PDA equipped with an RFID reader
Each ecology area of butterflies has an RFID tag
Learning tasks or supplementary materials
Research Issues and Applications of Mobile and Ubiquitous Learning
The students are guided by the learning system to observe the host plants and the butterfly ecology in each target area.
Research Issues and Applications of Mobile and Ubiquitous Learning
Some preliminary findings in the early studies Advantages of the u-learning approach
Providing a personalized guide for individual students in the real world
Providing supplementary materials and hints in the right place and at the right time
Motivating the students to learn To engage students in higher order thinking,
more effective learning supports or knowledge construction tools are needed
Research Issues and Applications of Mobile and Ubiquitous Learning
Definitions of Mindtools
Jonassen (1999, p9) described Mindtools as “a way of using a computer application program to engage learners in constructive, higher-order, critical thinking about the subjects they are studying.”
Mindtools used in our studies Grid-based Mindtool (i.e., repertory grid)
Helping students organize the information for identify and differentiate a set of learning targets based on the features of the targets
Concept maps (a graphical tool)Helping students identify the relationships
between what they have observed in the field and their prior knowledge learned from the textbooks
Research Issues and Applications of Mobile and Ubiquitous Learning
Research Issues and Applications of Mobile and Ubiquitous Learning
Positive (1) ------- relationship between them --------opposite(5)
Grid-based Mindtool- Repertory grid Identify a set of plants in school campus
Elements (e.g., names of the plants)
Positive feature(1)
Golden Chinese banyan
Arigated- leaf croton
CupheaIndian almond
Opposite feature(5)
Leaf-shape is long and thin 1 2 2 5
Leaf-shape is flat and round
The leaf has a tapering point 3 1 1 5
The leaf has a hollow point
Perfectly smooth leaf
edge1 1 4 1
The leaf edge has deep indents
Features for identifying the plants.
A 5-scale rating mechanism
Research Issues and Applications of Mobile and Ubiquitous Learning
Two stages for providing u-learning supports based on the repertory grid
1st stage- creating the objective repertory grid by teachers
2nd stage- using the objective repertory grid to help students develop their repertory grids
Research Issues and Applications of Mobile and Ubiquitous Learning
Trait Construct
Lalang Grass
Arigated- leaf
croton Cuphea
Indian almon
d
Money Tree
Crown of
thorns
Pink ixora
Opposite Constru
ct
Leaf-shape long
and thin 1 2 2 4 2 2 2
Leaf-shape flat
and round
The leaf has a
tapering point
1 1 1 4 2 1 3 The leaf
has a hollow point
Perfectly smooth
leaf edge 1 1 4 4 1 5 1
The leaf edge has
deep indents
The leaf vein has
few branches
5 3 2 2 3 3 3
The leaf vein has
many branche
s
Trait Construct
Lalang Grass
Arigated- leaf
croton Cuphea
Indian almon
d
Money Tree
Crown of
thorns
Pink ixora
Opposite Constru
ct
Leaf-shape long
and thin
Leaf-shape flat
and round
The leaf has a
tapering point
The leaf has a
hollow point
Perfectly smooth
leaf edge
The leaf edge has
deep indents
The leaf vein has
few branches
The leaf vein has
many branche
s
The Objective RG
The RG constructed by the student
The student is asked to observe the “leaf shape” of “Lalang grass” by asking a question.
The learning mission: observing the “leaf shape” of “Lalang grass” and answer the following question.
Research Issues and Applications of Mobile and Ubiquitous Learning
Trait Construct
Lalang Grass
Arigated- leaf
croton Cuphea
Indian almon
d
Money Tree
Crown of
thorns
Pink ixora
Opposite Constru
ct
Leaf-shape long
and thin 1 2 2 4 2 2, 2
Leaf-shape flat
and round
The leaf has a
tapering point
1 1 1 4 2 1 3 The leaf
has a hollow point
Perfectly smooth
leaf edge 1 1 4 1 1 5 1
The leaf edge has
deep indents
The leaf vein has
few branches
5 3 2 2 3 3 3
The leaf vein has
many branche
s
Trait Construct
Lalang Grass
Arigated- leaf
croton Cuphea
Indian almon
d
Money Tree
Crown of
thorns
Pink ixora
Opposite Constru
ct
Leaf-shape is long and thin
1
Leaf-shape is flat
and round
The leaf has a
tapering point
The leaf has a
hollow point
Perfectly smooth
leaf edge
The leaf edge has
deep indents
The leaf vein has
few branches
The leaf vein has
many branche
s
The Objective RG
The RG constructed by the student
The student has correctly answered the “leaf shape” of “Lalang grass” to be “long and thin”, and is asked to give more detailed descriptions.
Acicular
Linear
Lance-shaped
Research Issues and Applications of Mobile and Ubiquitous Learning
Trait Construct
Lalang Grass
Arigated- leaf
croton Cuphea
Indian almon
d
Money Tree
Crown of
thorns
Pink ixora
Opposite Constru
ct
Leaf-shape long
and thin 1 2 2 4 2 2 2
Leaf-shape flat
and round
The leaf has a
tapering point
1 1 1 4 2 1 3 The leaf
has a hollow point
Perfectly smooth
leaf edge 1 1 4 1 1 5 1
The leaf edge has
deep indents
The leaf vein has
few branches
5 3 2 2 3 3 3
The leaf vein has
many branche
s
Trait Construct
Lalang Grass
Arigated- leaf
croton Cuphea
Indian almon
d
Money Tree
Crown of
thorns
Pink ixora
Opposite Constru
ct
Leaf-shape is long and thin
4
Leaf-shape is flat
and round
The leaf has a
tapering point
The leaf has a
hollow point
Perfectly smooth
leaf edge
The leaf edge has
deep indents
The leaf vein has
few branches
The leaf vein has
many branche
s
The RG constructed by the student
The Objective RG
The student is asked to observe the leaf shape of “Lalang grass” and has given an incorrect answer.
The student is asked to observe the leaf shape of “Indian Almond” and compare it with the leaf shape of Lalang grass”.
Flat and round
Long and thin
Flat and round
Research Issues and Applications of Mobile and Ubiquitous Learning
Experiment Design Subject unit : “Knowing the plants on school
campus” of the Natural Science course Comparing the u-learning performance of the
students who learned with/without the Mindtool
Research Issues and Applications of Mobile and Ubiquitous Learning
Comparing u-Mindtool learning with u-Learning Participants: 61 fifth graders
Control group: 29 students, learned with a conventional tour-based u-learning system that provided location guidance and supplementary materials
Experimental group: 32 students, learned with the Repertory Grid-oriented u-learning approach
Research Issues and Applications of Mobile and Ubiquitous Learning
Part of our findings-Learning Achievements
Table 1. t-test of the pre-test results
N Mean S.D. t
V1 control group 29 73.09 11.21 .591
V2 experimental group 32 71.14 14.56
Table 2. Descriptive data, and ANCOVA of the post-test results
Variable N Mean S.D. Adjusted
Mean Std.Error. F value
post-test Experimental group
32 52.69 13.45 52.185 2.236 7.533*
Control group
29 44.31 13.68 44.652 2.346
*p<.05
The use of Mindtools in u-learning is effective.
Trait Lalang Grass
Arigated- leaf
croton
Crown of
thorns
Pink ixora
Opposite
? ?
? ?
? ?
? ?
A follow-up learning activity The students needed to determine the
features for identifying the learning targets when developing repertory grids.
Research Issues and Applications of Mobile and Ubiquitous Learning
After the field trip, they can share their findings to peers via a knowledge-sharing interface.
Research Issues and Applications of Mobile and Ubiquitous Learning
Modify one’s own repertory grid
Delete the selected constructs
Option for referring to other students’ repertory grid
Add new constructs
Confirm if the operations are to be saved/executed
Concept map-oriented Mindtool for u-learning
Research Issues and Applications of Mobile and Ubiquitous Learning
StudentsStudents
StudentsStudents
Wireless network
Personal computer mode
Butterfly ecology garden
Server: the learning system
PDA modeEcology area
Ecology area
Ecology area
Ecology areaEcology area
Computer classroom
Ecology area
1. Develop concept maps in the classroom based on what they have learned from the textbooks.
2. Go to the field to observe the ecology of butterflies.
3. Go back to the classroom to modify their concept maps
Research Issues and Applications of Mobile and Ubiquitous Learning
“Idea leuconoe clara”
Concept to be modified
New concept
Interface for entering Chinese character s
The students can browse and modify their concept maps via the mobile devices.
Take notes for what they have found during the learning activities.
Experimental results
It was found that, with the help of the Mindtools, the students’ learning achievements, motivations and attitudes were significantly improved in comparisons with traditional in-field learning or tour-based u-learning.
This implies the importance of providing learning supports for u-learning activities.
Research Issues and Applications of Mobile and Ubiquitous Learning
Research Issues and Applications of Mobile and Ubiquitous Learning
Background and Motivation Development of a context-aware u-learning system for
training the “Single-Crystal X-ray Diffraction” procedure in a Chemistry course.
It is the most effective method for analyzing 3D structure of compound materials.
The learners are graduated or PhD students in chemistry or material departments.
It is time-consuming to train a new researcher (usually 6 months to 1 year)
The operations could be dangerous, and hence the learner requires full-time guidance during the training process
Research Issues and Applications of Mobile and Ubiquitous Learning
Microscopeproducts – examining, selecting, crystal mounting
leanerIndexing, data collecting
Centering and aligning the sample
Single Crystal X-ray Diffractometer
Instructing Data transmitting
Data transmitting
PC
Data processing & Structure determination
PC(1)
(2)
(3)
Location: 2nd floor, R 204 Location: 2nd floor, R 203
Location: 1st floor, R 126
ExpertSystem
Ubiquitous learning environment
Give advice or hints based on the context
Context of learner
RFID
Temperature meter
Research Issues and Applications of Mobile and Ubiquitous Learning
Stage 1: Select a crystal of good quality and suitable size through an optical microscope and mount the crystal on the top of the glass fiber.
The expert system guides the learner to complete the procedure and check if the selected crystal is usable.
Research Issues and Applications of Mobile and Ubiquitous Learning
Stage 2: Analyze the crystal by operating the X-ray diffractometer to find the cell constants within acceptable deviation.
This stage is very complex since there are several rules to be followed and various parameters to be considered.
Research Issues and Applications of Mobile and Ubiquitous Learning
Stage 3: Determine the 3D structure of the crystal-line solid using a special program
The outputs of the program include the shape, the exact distance between atoms, and other parameters for describing the structure.
Research Issues and Applications of Mobile and Ubiquitous Learning
Benefits of the context-aware u-learning approach based on the responses from 5 researchers who had 6
months experiences and the system logs of 5 new learners
Traditional Approach (mean, S.D.)
U-learning Approach (mean, S.D.)
t
Average number of experiments conducted per week
1.9 (0.55) 8 (2.38) -5.59**
Number of mistakes made per experiment
2.3 (0.65) 0.32 (0.08) 6.75***
Average time needed to deal with faults in an experiment
2.5 days (0.66) 0.45 days (0.15) 6.77***
Time for fully understanding the operating procedure
5.5 months (1.49) 2 months (0.45) 5.04**
**p<.01, *** p<.001
U-learning for Local culture courses
Research Issues and Applications of Mobile and Ubiquitous Learning
Love our ancient assets, love our local culture.
Temples or ancient buildings.
Learning task 1- observe learning targets
Research Issues and Applications of Mobile and Ubiquitous Learning
Pillar with dragon statue
Only the goods for the king can have dragons with five claws on them.
The background story of each learning target
Learning task 2- read the ancient records on the learning targets
Research Issues and Applications of Mobile and Ubiquitous Learning
Learning task 3- Search for supplementary materials on the Internet
Research Issues and Applications of Mobile and Ubiquitous Learning
Ancient decorations in the temple
Learning task 4- touch and feel the material of the learning targets
Research Issues and Applications of Mobile and Ubiquitous Learning
Stone Drum
U-learning for nursing courses Develop several u-learning systems for clinical
nursing courses .
Research Issues and Applications of Mobile and Ubiquitous Learning
Interview the patient and record her health status.
Research Issues and Applications of Mobile and Ubiquitous Learning 49
U-learning activities in a Science park Learn to operate scientific devices with the help
of the u-learning system
Step1: guide the students to find the target device
Research Issues and Applications of Mobile and Ubiquitous Learning 50
The device for simulate the sun in winter and summer.
Step 2: Present the learning tasks and the complementary materials Link the functionality of the device to the
knowledge learned from the textbook
Research Issues and Applications of Mobile and Ubiquitous Learning 51
Step 3: Ask the students to operate the devices
Students are asked to operate the devices and record the data shown by the device to complete their learning tasks
Research Issues and Applications of Mobile and Ubiquitous Learning 52
What happens to the pointer on the device?
儀器操作、教學
If the students fail to correctly operate the device, a tutorial is given.
Step 4: Provide learning guidance and feedback to the students
…
再次測驗Research Issues and Applications of Mobile and Ubiquitous Learning 5353
Number of participants per year
Research Issues and Applications of Mobile and Ubiquitous Learning 54
Experimental results
All of the experiments have been conducted by arranging experimental groups and control groups.
It is found that the u-learning approach is able to assist students in improving their learning achievements, motivations, attitudes if proper learning supports are provided.
Research Issues and Applications of Mobile and Ubiquitous Learning 55
Research Issues and Applications of Mobile and Ubiquitous Learning
Inquiry-based learning activities in Chi-Gu ecology park in southern TaiwanIn this area, there are Mangroves, Black-Face Spoonbills and Fiddler Crabs. Fiddler
Crabs
Mangroves,Black-Face Spoonbills
57
Research Issues and Applications of Mobile and Ubiquitous Learning
The students are equipped with a smartphone (or PDA), a telescope and a set of probe devices to collect data in the ecology park.
Build the ecology database for the target areas
58
Research Issues and Applications of Mobile and Ubiquitous Learning
Conclusions
The popularity of mobile, wireless communication and sensing technologies has brought us some new aspects for perceiving education.
It is worth re-examining or re-defining many e-learning issues (e.g., TAM, personalization models)
New learning strategies or tools can be developed.
59
Research Issues and Applications of Mobile and Ubiquitous Learning
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Hwang, G. J., Tsai, C. C., & Yang, Stephen J. H. (2008). Criteria, strategies and research issues of context-aware ubiquitous learning. Educational Technology & Society, 11(2), 81-91. (SSCI)
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