A Knowledge Engineering Approach to Developing Mindtools for Context-Aware Ubiquitous Learning

Autor/inn/en	Chu, Hui-Chun; Hwang, Gwo-Jen; Tsai, Chin-Chung
Titel	A Knowledge Engineering Approach to Developing Mindtools for Context-Aware Ubiquitous Learning
Quelle	In: Computers & Education, 54 (2010) 1, S.289-297 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2009.08.023
Schlagwörter	Learning Strategies; Learning Motivation; Natural Sciences; Science Curriculum; Science Instruction; Elementary School Science; Science Achievement; Cognitive Processes; Electronic Learning; Instructional Design; Educational Technology; Computer Assisted Instruction; Instructional Effectiveness; Instructional Material Evaluation; Student Motivation; Teaching Methods; Handheld Devices + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Motivation for studies; Lernmotivation; Naturwissenschaften; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Cognitive process; Kognitiver Prozess; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Recent developments in computing and mobile technologies have enabled the mobile and ubiquitous learning approach, which situates students in an environment that combines real-world and digital-world learning resources. Although such an approach seems to be innovative and interesting, several problems have been revealed when applying it to practical learning activities. One major problem is owing to the lack of proper learning strategies or tools that can guide or assist the students to learn in such a complex learning scenario. Students might feel excited or interested when using the mobile devices to learn in the real world; however, their learning achievements could be disappointing. To cope with this problem, in this study, a knowledge engineering approach is proposed to develop Mindtools for such innovative learning scenarios. Experimental results from a natural science course of an elementary school show that this innovative approach not only enhances learning motivation, but also improves the learning achievements of the students. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10