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A Folksonomy-Based Guidance Mechanism for Context-Aware Ubiquitous Learning: A Case Study of Chinese Scenic Poetry Appreciation Activities
ARTICLE

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Journal of Educational Technology & Society Volume 15, Number 1, ISSN 1176-3647 e-ISSN 1176-3647

Abstract

In this work ubiquitous learning technologies are applied to Chinese scenic poetry appreciation. A folksonomy-based approach is proposed to accumulate knowledge about poems and their corresponding scenic spots. A user can use a "Tagging" operation by a smart phone to associate a concept (a word, a phrase or a sentence) with a scenic spot. These associations will be recorded in a folksonomy, which is then transformed into a Learning Guidance Tree to support personalized guidance in u-learning environments. The purpose of this work is to propose a folksonomy-based guidance mechanism. Also, we attempt to find students' and teachers' attitudes towards the innovative application through a case study. To show the effectiveness of the innovative approach, a ubiquitous learning system was developed to conduct Chinese scenic poetry appreciation activities for a fifth-grade Chinese course in Taiwan, in which forty-eight students participated. The survey results show that the system had a positive impact on students' learning, especially on the affective domain including participation, motivation and interaction. (Contains 5 tables and 5 figures.)

Citation

Shih, W.C., Tseng, S.S., Yang, C.C., Lin, C.Y. & Liang, T. (2012). A Folksonomy-Based Guidance Mechanism for Context-Aware Ubiquitous Learning: A Case Study of Chinese Scenic Poetry Appreciation Activities. Journal of Educational Technology & Society, 15(1), 90-101. Retrieved October 23, 2019 from .

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