Positioning techniques for ubiquitous ecological learning

The purpose of this paper is aimed at demonstrating how positioning techniques have been implemented in a ubiquitous Ecological learning system. In an ecological lesson in an elementary school in northern Taiwan, two classes were randomly selected: the experimental group could access the ecological learning system on hand-held devices, while the control group was only guided by the narrator. The results of the study show that the experimental group outperformed the control group in the ecological knowledge test; furthermore, the participants of the experimental group, using the ulearning ecological learning system, were satisfied with the system supported by positioning systems. Pedagogical implications and improvements in future studies are also discussed.