Development and Evaluation of a Context-Aware Ubiquitous Learning Environment for Astronomy Education

Autor/inn/en	Chen, Chia-Chen; Lin, Pei-Hsuan
Titel	Development and Evaluation of a Context-Aware Ubiquitous Learning Environment for Astronomy Education
Quelle	In: Interactive Learning Environments, 24 (2016) 3, S.644-661 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2014.915417
Schlagwörter	Astronomy; Teaching Methods; Electronic Learning; Technology Uses in Education; Technology Integration; Educational Technology; Scientific Concepts; Science Instruction; Grade 5; Elementary School Science; Foreign Countries; Questionnaires; Pretests Posttests; Experimental Groups; Control Groups; Comparative Analysis; Taiwan + Suchen Sie Ihr Suchwort? Astronomie; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Fragebogen
Abstract	In recent years information technology has been integrated into education to produce a series of trends, beginning with "electronic learning" (e-learning), through "mobile learning" (m-learning) and finally to "ubiquitous learning" (u-learning), which aims to improve learner motivation through overcoming the conventional limitations of time and location. U-learning practices are still being developed, and learners frequently experience difficulty focusing on learning objectives, and effective learning strategy tools are still lacking. This study reports the design of a context-aware astronomy learning system. The system integrates several technologies, including radio frequency identification, wireless communication networks, handheld mobile devices, and databases to help students learn astronomical concepts. Two content modules were developed in the context of natural science education for fifth-grade elementary school students in Taiwan. Indicators of user experience with the system were collected for further phenomenographic analysis, based on four perspectives of the Unified Theory of Acceptance and Use of Technology model to assess learner willingness to use this novel u-learning approach. Results show that ease-of-use and the availability of immediate operational or technical support are key factors in increasing learning motivation and performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01