You are here:

A Context-Aware Ubiquitous Learning Approach for Providing Instant Learning Support in Personal Computer Assembly Activities
ARTICLE

,

Interactive Learning Environments Volume 22, Number 6, ISSN 1049-4820

Abstract

Personal computer assembly courses have been recognized as being essential in helping students understand computer structure as well as the functionality of each computer component. In this study, a context-aware ubiquitous learning approach is proposed for providing instant assistance to individual students in the learning activity of a computer-assembly course. In addition to comparing the learning achievements and learning satisfaction of the students who learned with context-aware ubiquitous learning and conventional technology-enhanced instruction, the computer-assembling performance, cognitive load, learning perceptions, as well as the learning attitudes of the students are also discussed. It was found that those students utilizing context-aware ubiquitous learning achieved better effects than those with conventional technology-enhanced learning. Moreover, with context-aware ubiquitous learning, the field-independent students presented higher acceptance of cognitive load, and more positive learning experience, learning perceptions, learning satisfaction, and learning attitudes than the field-dependent students.

Citation

Hsu, C.K. & Hwang, G.J. (2014). A Context-Aware Ubiquitous Learning Approach for Providing Instant Learning Support in Personal Computer Assembly Activities. Interactive Learning Environments, 22(6), 687-703. Retrieved October 13, 2019 from .

This record was imported from ERIC on November 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords