The effects of instructional methods on students' learning outcomes requiring different cognitive abilities

context-aware ubiquitous learning versus traditional instruction

Pei Shan Tsai, Chin Chung Tsai, Gwo Haur Hwang

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

The purpose of this study was to explore the effects of the context-aware ubiquitous learning (u-learning) approach versus traditional instruction on students' ability to answer questions that required different cognitive skills, using the framework of Bloom's taxonomy of educational objectives, including knowledge, comprehension, application, analysis, and synthesis. In this study, 230 third- and fourth-grade students in 8 classes were counterbalanced and assigned to the u-learning approach and traditional instruction for learning different topics in two separate plant-observing activities. The results showed that the students who learned with traditional instruction performed better than those who used the u-learning approach in terms of answering questions that required their cognitive abilities of knowledge, comprehension, application, analysis, and synthesis. Moreover, an in-depth analysis of the students' learning behaviors in the u-learning context revealed that most of their learning behaviors recorded in the u-learning system were not significantly related to their cognitive abilities.

Original languageEnglish
Pages (from-to)1497-1510
Number of pages14
JournalInteractive Learning Environments
Volume24
Issue number7
DOIs
Publication statusPublished - 2016 Oct 2
Externally publishedYes

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cognitive ability
Students
instruction
learning
learning behavior
student
comprehension
Taxonomies
Learning systems
taxonomy
ability

Keywords

  • Bloom's taxonomy
  • context awareness
  • ubiquitous learning

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

Cite this

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