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 language | English |
|---|---|
| Pages (from-to) | 1497-1510 |
| Number of pages | 14 |
| Journal | Interactive Learning Environments |
| Volume | 24 |
| Issue number | 7 |
| DOIs | |
| Publication status | Published - 2016 Oct 2 |
| Externally published | Yes |
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Keywords
- Bloom's taxonomy
- context awareness
- ubiquitous learning
ASJC Scopus subject areas
- Education
- Computer Science Applications
Cite this
The effects of instructional methods on students' learning outcomes requiring different cognitive abilities : context-aware ubiquitous learning versus traditional instruction. / Tsai, Pei Shan; Tsai, Chin Chung; Hwang, Gwo Haur.
In: Interactive Learning Environments, Vol. 24, No. 7, 02.10.2016, p. 1497-1510.Research output: Contribution to journal › Article
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TY - JOUR
T1 - The effects of instructional methods on students' learning outcomes requiring different cognitive abilities
T2 - context-aware ubiquitous learning versus traditional instruction
AU - Tsai, Pei Shan
AU - Tsai, Chin Chung
AU - Hwang, Gwo Haur
PY - 2016/10/2
Y1 - 2016/10/2
N2 - 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.
AB - 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.
KW - Bloom's taxonomy
KW - context awareness
KW - ubiquitous learning
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U2 - 10.1080/10494820.2015.1035730
DO - 10.1080/10494820.2015.1035730
M3 - Article
AN - SCOPUS:84929001495
VL - 24
SP - 1497
EP - 1510
JO - Interactive Learning Environments
JF - Interactive Learning Environments
SN - 1049-4820
IS - 7
ER -