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The effectiveness of a meaningful learning-based evaluation model for context-aware mobile learning
ARTICLE

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British Journal of Educational Technology Volume 46, Number 2, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley

Abstract

In recent years, context-aware mobile learning (CAML) has been widely applied to various fields and has become a popular issue in educational research. Despite the tremendous potential of CAML and its growing significance, continued evaluations and refinements under the advice of field experts and instructors are crucial to ensure its validity, value and sustainability. In this paper, an evaluation model for CAML is developed based on meaningful learning theory using the analytic hierarchy process (AHP). To verify the effectiveness of the model, three different CAML learning activities are tested, and some experts are invited to evaluate and compare them. As a result, the strengths and weaknesses of each learning activity are obtained. With the aid of the evaluation model proposed in this work, CAML developers can progressively enhance the value of learning activities, thus improving this new approach to learning.

Citation

Huang, Y. & Chiu, P. (2015). The effectiveness of a meaningful learning-based evaluation model for context-aware mobile learning. British Journal of Educational Technology, 46(2), 437-447. Wiley. Retrieved September 15, 2019 from .

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