A Qualitative Analysis of Context-Aware Ubiquitous Learning Environments Using Bluetooth Beacons

Autor/inn/en	Ahmed, Sohaib; Javaid, Sameena; Niazi, Moazzam Fareed; Alam, Anzar; Ahmad, Adnan; Baig, Murad Ali; Khan, Hubab Khalid; Ahmed, Tooba
Titel	A Qualitative Analysis of Context-Aware Ubiquitous Learning Environments Using Bluetooth Beacons
Quelle	In: Technology, Pedagogy and Education, 28 (2019) 1, S.53-71 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ahmed, Sohaib) ORCID (Javaid, Sameena) ORCID (Niazi, Moazzam Fareed) ORCID (Alam, Anzar) ORCID (Ahmad, Adnan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2018.1557737
Schlagwörter	Educational Technology; Technology Uses in Education; Outdoor Education; Libraries; Geographic Location; Constructivism (Learning); Secondary School Students; Undergraduate Students; Telecommunications; Handheld Devices + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Freiluftunterricht; Library; Bibliothek; Sekundarschüler; Telekommunikationstechnik
Abstract	The use of Bluetooth Low Energy (BLE) beacons is becoming widespread for context-aware learning environments. This technology can be used in indoor and outdoor settings such as museums, shops, home and schools in order to identify the location of learners and their contexts. Specifically, in the constructivist view of learning, learners can use such sensing technology for constructing knowledge and experiencing learning at any time, anywhere. However, exploration of such technology has been limited in the constructivist context-aware ubiquitous learning (U-learning) literature. For this purpose, the authors evaluated two android-based U-learning applications: one was an outdoor learning environment in a garden, the other was about locating books in a library. The applications were implemented and tested with school and university students. The qualitative results are presented in this article, and show how such sensing technology is promising for both pedagogical environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01