A context-aware ubiquitous learning approach for providing instant learning support in personal computer assembly activities

Ching Kun Hsu, Gwo Jen Hwang

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

Personal computer assembly courses have been recognized as being essential in helping students understand computer structure as well as the functionality of each computer component. In this study, a context-aware ubiquitous learning approach is proposed for providing instant assistance to individual students in the learning activity of a computer-assembly course. In addition to comparing the learning achievements and learning satisfaction of the students who learned with context-aware ubiquitous learning and conventional technology-enhanced instruction, the computer-assembling performance, cognitive load, learning perceptions, as well as the learning attitudes of the students are also discussed. It was found that those students utilizing context-aware ubiquitous learning achieved better effects than those with conventional technology-enhanced learning. Moreover, with context-aware ubiquitous learning, the field-independent students presented higher acceptance of cognitive load, and more positive learning experience, learning perceptions, learning satisfaction, and learning attitudes than the field-dependent students.

Original languageEnglish
Pages (from-to)687-703
Number of pages17
JournalInteractive Learning Environments
Volume22
Issue number6
DOIs
Publication statusPublished - 2014 Nov 2

Fingerprint

PC
Personal computers
Students
learning
student
functionality
assistance
acceptance
instruction

Keywords

  • cognitive load
  • cognitive style
  • computer courses
  • context-aware ubiquitous learning
  • situated learning

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

A context-aware ubiquitous learning approach for providing instant learning support in personal computer assembly activities. / Hsu, Ching Kun; Hwang, Gwo Jen.

In: Interactive Learning Environments, Vol. 22, No. 6, 02.11.2014, p. 687-703.

Research output: Contribution to journalArticle

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