Outcomes-based appropriation of context-aware ubiquitous technology across educational levels

Lin, Vivien; Liu, Gi‐Zen; Hwang, Gwo Jen; Chen, Nian Shing; Yin, Chengjiu

doi:10.1080/10494820.2019.1703012

Cited by 24 publications

(10 citation statements)

References 68 publications

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“…Due to the technical affordances and multimodality supported by mobile‐assisted ubiquitous learning (Lin et al, 2021), the pedagogical paradigm has shifted from teacher‐dominated to learner‐centred learning (Hsu & Liu, 2021; Lin et al, 2022). Given that the CAUL system could detect individual learning behaviours and geographical parameters in the real world, learners can access the contextual information with the right information at the right time in the right place (Ho et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

“…In practice, the CAUL system can promote CL and the learning‐by‐doing paradigm through active learning, scaffolding, and cognitive apprenticeship (Lin et al, 2019; Liu & Hwang, 2010). Such learning paradigm enables learners by actively construct meaningful learning by applying what has been learned into practice (Liu & Chu, 2010) instead of being passive knowledge receivers.…”

Section: Resultsmentioning

confidence: 99%

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The construction of a theory‐based augmented reality‐featured context‐aware ubiquitous learning facilitation framework for oral communication development

Hsu

Liu

2023

Computer Assisted Learning

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Background: Given the advancement of mobile and sensing technology, the incorporation of augmented reality (AR) in context-aware ubiquitous learning (CAUL) has offered significant benefits to oral communication development in foreign language learning. Although a great number of studies have been dedicated in this field, only a little research was conducted to formulate a facilitation framework aligning with established learning theories or pedagogies. Objectives: This review thereby examined the facilitation tenets conducive to the best practice of AR-based CAUL projects for oral communication enhancement and further established a AR-guided CAUL framework. Methods: The researchers systematically reviewed 17 related empirical AR studies from Web of Science from 2000 to 2021 and synthesized the results with focused second language acquisition theories.Results and Conclusions: Three practical tenets were identified, including facilitating learner-centred pedagogies with personal and contextual learning supports, incorporating constructivist learning design, and encouraging collaborative learning and higher-order cognitive skills. Furthermore, in accordance with the synthesized results, a facilitation framework combining situated learning, learningby-doing, and social constructivist design was developed to engage students in a learning, applying, and reflecting process in formal and informal learning contexts.Major Takeaways: For the best practice of oral communication through AR, this review study offers practical facilitation tenets and theoretical framework which are in alignment with research-proven theories. It is expected that the framework could provide frontline educational practitioners with guidance to foster students' learning outcomes and interactions.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

The construction of a theory‐based augmented reality‐featured context‐aware ubiquitous learning facilitation framework for oral communication development

Hsu

Liu

2023

Computer Assisted Learning

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“…As indicated by the course instructor in this study, the teaching and learning about oysters through the AROLS solved problems such as inconvenience of traveling to an oyster farm to see real oysters. Moreover, as a result of the use of the AROLS on mobile devices and portable picture books, students are able to engage in ubiquitous learning about oysters in formal (e.g., in classrooms) and informal (e.g., at home) settings [30]. Students could intuitively operate the iPad to engage in AR learning by scanning the picture book content to access the AR digital contents.…”

Section: Discussionmentioning

confidence: 99%

Development and Application of an Augmented Reality Oyster Learning System for Primary Marine Education

Hsieh

2021

Electronics

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Marine knowledge is such an important part of education that it has been integrated into various subjects and courses across educational levels. Previous research has indicated the importance of AR assisted students’ learning during the learning process. This study proposed the AR Oyster Learning System (AROLS) that integrates mobile AR with a marine education teaching strategy for teachers in primary schools. To evaluate the effectiveness of the proposed approach, an experiment was conducted in a primary school natural science course regarding oysters. The participants consisted of 22 fourth-grade students. The experimental group comprised 11 students who learned with the AROLS learning approach and the control group comprised 11 students who learned with the conventional multimedia learning approach. The results indicate that (1) students were interested in the AR learning approach, (2) students’ learning achievement and motivation were improved by the AR learning approach, (3) students acquired the target knowledge through the oyster course, and (4) students learned the importance of sustainability when taking online courses at home during the pandemic.

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“…González-Lloret and Ortega (2014) found that the use of mobile-assisted task-based learning (M-TBL) promotes meaning-oriented and communicative-based learning, which allows learners to gain more authentic experiences as well as engaged learning. According to Mulyadi et al (2021) and V. Lin et al (2022), engagement can be improved with the assistance of mobile technologies, as learners feel less stressed and anxious in the MAL context than in a face-to-face environment. Lai and Li (2011) highlighted that the integration of technology into TBL strengthens a task-based curriculum.…”

Section: Mobile-assisted Task-based Learningmentioning

confidence: 99%

“…As Park and Slater (2015) asserted, combining mobile-assisted and task-based learning for enhancing language development is an important trend. Consequently, MAL is conceived as an effective means to enhance task-based learning (V. Lin et al, 2022).…”

Section: Mobile-assisted Task-based Learningmentioning

confidence: 99%

Systematic Review of Mobile-Assisted Task-Based Learning Based on WoS (2013-2022)

Jia

Harji

2022

JITE:Research

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Aim/Purpose: The aim of this paper is to present a systematic review of studies conducted on mobile-assisted task-based learning between 2013 and 2022. The primary objectives of the review are to elicit educational and learning contexts, research areas and foci, research trends, methodologies, data collection techniques, mobile technology used, learning outcomes, and issues in mobile-assisted task-based learning. Background: Conventional task-based learning has evolved over the last decade with numerous researchers incorporating various mobile technologies and devices to enhance the task-based approach. This paper presents a systematic review of task-based learning, specifically with the adoption of the mobile-assisted method in delivering tasks. Methodology: To provide viable discussions and maintain the accuracy of the review, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (Liberati et al., 2009) protocol items were adhered to. The papers for review were sourced from ISI Web of Science within the last decade from 2013 to 2022. The outcome of screening based on the inclusive and exclusive criteria as well as from the backward search resulted in 16 papers out of 276 papers that were eventually reviewed and analyzed. Contribution: This study is of significant value, especially during the post-pandemic period, as mobile task-based learning provides for flexibility and portability, and to date, no systematic reviews have been conducted specifically on mobile-assisted task-based learning in the last decade. This review looked at the study characteristics, educational and learning contexts, research areas and research foci, research trends, methodologies, data collection techniques, mobile technology used, learning outcomes, and issues in the papers on mobile-assisted task-based learning. In addition to attributing to the existing body of knowledge, this paper provides insights for researchers, educators, as well as mobile technology developers for consideration. Findings: Major findings are that all papers are on language learning, with English as a foreign language being the most frequently researched area, and most of the studies are conducted in higher education contexts. Informal learning has become a critical learning setting, and language proficiency and participant perceptions are the two major foci. In addition, no studies have been found to combine mobile learning and social media platforms together to promote language acquisition. Recommendations for Practitioners: This systematic review provides practitioners with an overview of mobile technologies that have been found to be effective in the task-based approach for different educational levels and language skills. These effective mobile technologies could be considered for adoption in their respective contexts. Recommendation for Researchers: For researchers, the time frame for a systematic review could be expanded to increase the number of papers for review. In addition, to ensure the comprehensiveness of findings, big data analysis software could be employed to analyze the research foci, research trends, and research shifts. Additional databases could be added for more extensive review. Impact on Society: The research findings of this paper can provide benefits for researchers, educators, and mobile technology developers for them to collaboratively promote the development of mobile-assisted task-based learning. Future Research: Future researchers could conduct in-depth empirical studies on mobile seamless learning, research with tasks that are designed based on learners’ needs analysis and explore cognitive load as well as learning anxiety which are not extensively researched.

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Outcomes-based appropriation of context-aware ubiquitous technology across educational levels

Cited by 24 publications

References 68 publications

The construction of a theory‐based augmented reality‐featured context‐aware ubiquitous learning facilitation framework for oral communication development

The construction of a theory‐based augmented reality‐featured context‐aware ubiquitous learning facilitation framework for oral communication development

Development and Application of an Augmented Reality Oyster Learning System for Primary Marine Education

Systematic Review of Mobile-Assisted Task-Based Learning Based on WoS (2013-2022)

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