Orchestrating ubiquitous learning situations about Cultural Heritage with Casual Learn mobile application

Ruiz‐Calleja, Adolfo; Bote‐Lorenzo, Miguel L.; Asensio-Pérez, Juan I.; Sobrino, Sara L. Villagrá; Alonso-Prieto, Víctor; Sánchez, Eduardo Gómez; García-Zarza, Pablo; Serrano-Iglesias, Sergio; Vega-Gorgojo, Guillermo

doi:10.1016/j.ijhcs.2022.102959

Cited by 4 publications

(2 citation statements)

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“…The responses of the students are stored in a database to track their progress. This unit contains the exam paper and a separate answer sheet for the test, which is not shared among all students (Ruiz-Calleja et al, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

“…There are a lot of changes happening in the fields of knowledge, information, and technology right now. Because of this, it is the job of education to make sure that the next generation is ready to deal with these changes, which include communication technology, interactive multimedia, better means, multiple exploratory methods, electronic lessons and lectures, virtual learning environments, full web-based courses, and mobile learning (Ruiz-Calleja et al, 2022). In the 1980s, computers and local and global communication networks were used in education.…”

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of a Ubiquitous Learning Program on Development of Learning Outcomes among Students of the College of Education at Ajloun National University

Khasawneh,

Khasawneh

2023

Migrat. Lett.

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Research "The Influence of Value Clarification Technique (VCT) Approach Assisted by Moral Dilemmas Discussion in Learning Pancasila Democracy on Conceptual Understanding and Students' Moral Attitudes Learning outcome”. Research problem; (1) The objective of this research was to determine whether or not the ubiquitous learning program at Ajloun National University College of Education improved student learning results. Students in the College of Education at Ajloun National University were studied over three months to see whether or not the program had a positive effect on their learning across the cognitive, emotional, and psychomotor domains. Fifty students participated in the study, with 25 each assigned to the experimental and control groups. The study found that post-test scores on learning outcomes in the cognitive, affective, and psychomotor domains were significantly higher for the experimental group compared to the control group. The research also showed that the experimental group's pre- and post-measurement mean scores on the learning outcomes across the cognitive, affective, and psychomotor domains favored the post-measurement. The experimental group's post- and post-follow-up scores on cognitive, affective, and psychomotor learning outcomes do not differ from the control group's results by a statistically significant amount.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%