The design and implementation of a meaningful learning-based evaluation method for ubiquitous learning

Yueh Min Huang*, Po Sheng Chiu, Tzu Chien Liu, Tzung Shi Chen

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

167 Citations (Scopus)


If ubiquitous learning (u-learning) is to be effectively developed and feasibly applied to education, it is necessary to evaluate its effectiveness. Yet to achieve a sound evaluation, a particular paradigm must be employed to fit the problem domain. Toward this end, the authors of this study have adopted a meaningful learning paradigm. Meaningful learning is often regarded as the ultimate learning status for a learner, regardless of the learning environment. Interestingly, several characteristics of u-learning are also linked to attributes of meaningful learning. For example, both u-learning and meaningful learning emphasize the authentic and active of the learning activity. Therefore, it is important to investigate the applicability of a meaningful learning paradigm for evaluating the efficacy of u-learning. The method proposed here evaluates u-learning along both macro and micro aspects, and in an effort to make u-learning more sustainable. By employing a case study, we demonstrate the feasibility of our approach by showing the advantages and disadvantages that are common to both u-learning and meaningful learning. Moreover, we also provide suggestions for instructors and designers so that they can promote the quality of u-learning.

Original languageEnglish
Pages (from-to)2291-2302
Number of pages12
JournalComputers and Education
Issue number4
Publication statusPublished - 2011 Dec
Externally publishedYes


  • Elementary education
  • Evaluation methodologies
  • Pedagogical issues
  • Ubiquitous learning

ASJC Scopus subject areas

  • General Computer Science
  • Education


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