Youubi: Open software for ubiquitous learning

Monteiro, Bruno; Gomes, Alex Sandro; Neto, Francisco Milton Mendes

doi:10.1016/j.chb.2014.09.064

Cited by 33 publications

(19 citation statements)

References 14 publications

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“…Previous studies did not explore whether the more passive LA learners will experience greater improvements than active students in a context‐aware ubiquitous reading and listening skills learning environment (de Sousa Monteiro et al, ; Huang et al, ). Therefore, the current study successfully filled the gap by comparing LA students' post‐test results with those of HA students.…”

Section: Discussionmentioning

confidence: 99%

“…Current context‐aware system development still finds an isolation between learning contexts and playful environments. Therefore, system design of the GBELA aimed to add playful features that motivate users' learning interest and motivation (de Sousa Monteiro et al, ; Hwang et al, ; Martin et al, ).…”

Section: Methodsmentioning

confidence: 99%

“…Because the interaction between the mediating tool and the learners is emphasized in CAULL (de Sousa Monteiro, Gomes, & Neto, ; Liu et al, ), the researchers designed the function of instant feedback in listening quizzes, reading quizzes, and speaking tasks to encourage interaction between the learners and the mobile device. A system developer created the GBELA based on the researcher's design architecture.…”

Section: Methodsmentioning

confidence: 99%

“…Previous studies did not explore whether the more passive LA learners will experience greater improvements than active students in a context-aware ubiquitous reading and listening skills learning environment (de Sousa Monteiro et al, 2014;Huang et al, 2012).…”

Section: Qualitative Evaluation Of Caull and Improvement In Receptimentioning

confidence: 99%

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Context‐aware language‐learning application in the green technology building: Which group can benefit the most?

Wang

Lin

Hwang

et al. 2018

Computer Assisted Learning

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To assess the effects and learner perceptions of context‐aware ubiquitous language learning (CAULL), a green‐building English‐learning application (GBELA) employing sensing technology was created to develop participants' English listening and reading skills using smartphones and QR codes. This study investigated the effects of 40 participants' perceived ease of use, usability, usefulness, learner attitude, satisfaction with the use of GBELA, and self‐efficacy in smartphone and GBELA usage. Quantitative and qualitative data through pretest/post‐test, questionnaires, and semistructured interviews were collected with a focus on green building–based English (GBbE) reading and listening skills. Results proved the effectiveness of the GBELA for both high‐achievement (HA) and low‐achievement (LA) groups. Furthermore, correlations were found between the HA group and ease of use of the GBELA. The correlations among learner perceptions and self‐efficacy showed that a well‐designed context‐aware learning system can help learners enhance self‐efficacy in CAULL mode. Implications for the design of effective context‐ and knowledge‐specific ubiquitous learning systems are provided in the study.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Qualitative Evaluation Of Caull and Improvement In Receptimentioning

confidence: 99%

See 2 more Smart Citations

Context‐aware language‐learning application in the green technology building: Which group can benefit the most?

Wang

Lin

Hwang

et al. 2018

Computer Assisted Learning

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“…To better understand the market needs, a competitor analysis [26] was conducted. Results showed that there are some off-the-shelf tabletop (eg, board games or physical objects) and digital materials that can be used by SLTs to support the intervention, but they are not widely distributed in some countries, and more importantly, their efficiency has not been tested.…”

Section: Introductionmentioning

confidence: 99%

The Table to Tablet (T2T) Speech and Language Therapy Software Development Roadmap

2019

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Background Few studies have analyzed gains in using computers in speech and language therapy interventions for children with speech and/or language disorders when compared to a control group, but virtual tutors and computer-based visual feedback have been gaining interest in the literature. Previous systematic reviews mainly focused on development technological details of computer-based speech training systems or the potential of integrating mobile technology into education and rehabilitation, but recent systematic reviews have also evaluated the efficacy of computer-based speech and language therapy for children and how digital technology can support different activities, at school or elsewhere. Objective This study aimed to analyze a continuous communication and joint team approach to develop solutions focused on the real needs of end users, which digitally emulate reliable and validated physical intervention materials for children with speech sound disorders (SSD). Methods The Table to Tablet (T2T) software was developed using a design-based research methodology, which included four phases: activities development; ethnographic pretesting with a sample from the target population; software development; and beta-testing. The technology used to develop the software, the method used to ensure satisfaction and replay ability of the intervention materials, and results from the ethnographic and beta-testing phases are presented. Results Nineteen activities were developed during the first phase, which were then tested, with 7 service users, using a physical prototype. The beta-test approach included extensive testing and reformulation, supported by direct, nonparticipant observation and data collection using a questionnaire designed for children. Feedback was used to improve the software and interaction with users. Conclusions The use of T2T-based intervention programmes by speech and language therapists (SLTs) will allow these professionals to make a better and more effective communication intervention, based on proven methodologies, that coexists in a structured physical and a digital version. These versions provide a full, 6-week intervention program, with minimal effort in preparing the session by the SLTs while delivering a very consistent intervention, with high replay value. A continuous communication and joint team approach was beneficial to the project and to the development of a solution focused on the real needs of SLTs and children with SSD. All problems were approached as a team with different skills and expertise, which minimized errors (eg, the developer making choices that would save him from spending time doing something that would not be used) and time spent. To add to this, the importance of integrating the end users as testers and collecting their opinions and actions per session allowed the production of better-targeted activities. Trial Registration ...

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Meaningful Learning in U-Learning Environments: An Experience in Vocational Education

Brito

Seixas

Filho

et al. 2017

Citizen, Territory and Technologies: Smart Learning Contexts and Practices

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Youubi: Open software for ubiquitous learning

Cited by 33 publications

References 14 publications

Context‐aware language‐learning application in the green technology building: Which group can benefit the most?

Context‐aware language‐learning application in the green technology building: Which group can benefit the most?

The Table to Tablet (T2T) Speech and Language Therapy Software Development Roadmap

Meaningful Learning in U-Learning Environments: An Experience in Vocational Education

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