Context-aware ubiquitous learning: Literature systematic mapping on ubiquitous learning environments

Lopes, Atila Rabelo; Oliveira, Daniel Carvalho de; Aguiar, Ruan C. de Sousa; Braga, Rosana Teresinha Vaccare

doi:10.1109/siie.2017.8259662

Cited by 4 publications

(9 citation statements)

References 34 publications

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“…Weiser [4] in 1991 proposed the three main properties for UbiCom System with two additional ones follow:…”

Section: Smart-adaptive Learningmentioning

confidence: 99%

“…This systematic literature survey (SLS) has research questions (RQs) that must be answered through a literature review procedure with an appropriate protocol so that it can classify the evidence from the primary literature study related to the Research Question. Evidence obtained to answer the RQ was then identified and produced for further analysis [4] . The SLS implementation adopts a generally accepted approach by taking guidelines recognized by the academic community for conducting systematic reviews and surveys.…”

Section: A Planningmentioning

confidence: 99%

“…In this scenario, UCE including some communication technology tools and computer modeling to provide educational content and information tailored to the context of students' conditions and needs without being limited to place or time [4] .…”

Section: Introductionmentioning

confidence: 99%

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أنظمة التعلم الذكية المتكيفة: مسح منهجي لبيئة الحوسبة في كل مكان

هدايت¹

2020

JKAU Comp IT Sci

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. التعلم التكيفي الذكي هو نموذج للتعلم القائم على التكنولوجيا الذي يدرك احتياجات التعلم الفردية للطلاب وأسلوبهم، ووضعهم، وسياقهم، وكذلك حالة عملية التعلم الخاصة بهم ويعمل وفقًا لهم ديناميكيًا. يمكن تطبيق هذا النظام في مجالات مختلفة مثل التعليم والتدريب. تتمثل إحدى مزايا التعلم الذكي التكيفي في قدرة النظام على إدراك وجمع المعلومات المستندة إلى السياق من الطلاب أو الطلاب للتكيف بعد ذلك مع الخصائص والاحتياجات التعليمية للطالب. علاوة على ذلك، هناك ميزة أساسية أخرى لـ Ubicomp Smart-adaptive وهي قدرتها على توفير الوصول إلى موارد التعلم التي تتسم بالمرونة رقميًا، في أي وقت وفي أي مكان وبأدوات متعددة. تعتقد معظم المجتمعات الأكاديمية أن هذا السيناريو لا يزال نادرًا. لذلك، تقترح هذه المقالة التحقيق في بيئة ubicomp التكيفية الذكية وتطبيقها المحتمل في التعليم العالي. تهدف هذه الدراسة إلى فحص بيئات ubicomp الذكية المتكيفة وإدخال هذه الأنظمة في أدبيات الخدمات التعليمية والأبحاث الحديثة في هذا الموضوع من خلال دراسة استقصائية منهجية.

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“…Weiser [4] in 1991 proposed the three main properties for UbiCom System with two additional ones follow:…”

Section: Smart-adaptive Learningmentioning

confidence: 99%

Section: A Planningmentioning

confidence: 99%

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أنظمة التعلم الذكية المتكيفة: مسح منهجي لبيئة الحوسبة في كل مكان

هدايت¹

2020

JKAU Comp IT Sci

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“…Using the ubiquitous learning environment, anyone that consists of learners, educators, and institutions will have more efficient and effective medium of technology in the new learning environment. This new environment is expected to be aware of the presence of the users and to perceive learning material that needed by them and in responsive manner towards those needs [13]. Furthermore, ubiquitous learning environment becomes important in education whereby information that can be assessed anywhere have been a compulsory in the education environment.…”

Section: Literature Background 21 Evolution Of Ubiquitous Learningmentioning

confidence: 99%

A Review of Ubiquitous Language Learning Environment

Tahir¹,

Haron²,

Singh³

2018

IJEECS

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<p>In today’s era of ubiquitous learning research, various studies have investigated the transformation of ubiquitous learning in multiple aspects. However, most of these research mainly focus on the study of ubiquitous learning environment. Limited review is on the configuration and components of ubiquitous learning focusing on the interaction process in language learning. Hence, this research performed literature analysis for ubiquitous language learning environment whereby it intends at providing specific information about ubiquitous learning concepts and the criteria that needed in the future research focusing on language learning. It begins by briefly describing the concept of ubiquitous learning environment, language learning skills and the importance of vocabulary learning and then on adult language learning. Finally, ubiquitous learning applications for multiple types of language learning are also compared and discussed to further enhance the understanding of ubiquitous language learning environment. Therefore, it is important to have a medium that can be used to improve language learning process to be more interactive. The result will also become a reference point to assist development of ubiquitous language learning applications.</p>

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“…Os ambientes u-learning representam a nova geração da aprendizagem eletrônica ou elearning (eletronic learning), definindo um novo modelo de ambientes virtuais de aprendizagem integrados às novas tecnologias da informação e comunicação (NTICs). Assim, smartphones e tablets equipados com dispositivos de geolocalização (GPS -Global Positioning System), sensores, conexão à internet e redes de comunicação sem fio, oferecem novos serviços e possibilidades que permitem expandir os horizontes da educação, dando origem a novos modelos de e-learning como: (i) M-learning (mobile learning ou aprendizagem móvel); (ii) Context-aware learning (aprendizagem sensível ou ciente do contexto); e (iii) u-learning, que é a junção dos dois modelos anteriores (LOPES et al, 2017), ou seja, herda de M-learning o uso de tecnologias da computação móvel e de Context-aware learning a capacidade de obter e gerenciar informações de contexto do aluno.…”

Section: Contextualização E Motivaçõesunclassified

Uma Arquitetura de referência orientada a serviços para o desenvolvimento de ambientes de aprendizagem ubíqua

Lopes¹

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Ubiquitous learning environments or u-learning represent the new generation of virtual learning environments (VLE), applied in the field of education as a didactic resource capable of offering several benefits for the teaching-learning process, such as mobile learning, recommendation of personalized content and proactive adaptation of didactic materials to the student's learning context, through the devices and technologies of mobile computing, context-sensitive and wireless communication networks. However, the development of u-learning environments is a difficult and time-consuming task, especially when the environment incorporates contextsensitive learning content authoring services, which increases the complexity of development. Motivated by this scenario, this doctoral thesis investigated and defined a service-oriented reference architecture for the development of ubiquitous learning environments, called MOA-RA, with the main objective of contributing to architectural projects of u-learning environments. The architecture was built based on the "ProSA-RA" reference architecture development process and validated through three types of architectural assessment: Inspection by checklist, questionnaire with domain experts and case studies as proof of concept of the instantiation of the proposed architecture. The results were positive and indicated that the MOA-RA achieved the expected objectives.

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Context-aware ubiquitous learning: Literature systematic mapping on ubiquitous learning environments

Cited by 4 publications

References 34 publications

أنظمة التعلم الذكية المتكيفة: مسح منهجي لبيئة الحوسبة في كل مكان

أنظمة التعلم الذكية المتكيفة: مسح منهجي لبيئة الحوسبة في كل مكان

A Review of Ubiquitous Language Learning Environment

Uma Arquitetura de referência orientada a serviços para o desenvolvimento de ambientes de aprendizagem ubíqua

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