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Augmenting Traditional Books with Context-Aware Learning Supports from Online Learning Communities
ARTICLE

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Journal of Educational Technology & Society Volume 11, Number 2, ISSN 1176-3647 e-ISSN 1176-3647

Abstract

Recent advances in ubiquitous computing technologies have brought reality augmentation of traditional objects to context-aware and social supports. Although a significant proportion of students prefer poring over traditional paper textbooks over electronic books, few studies have enhanced reading practice of traditional books with ubiquitous context-aware and collaborative learning supports that provide timely, contextual assistance. This study proposed an innovative approach to develop a paper-based learning support environment in which mobile phones, traditional books and a Web-based discussion forum are integrated together to promote students' acquisition of knowledge. Students receive contextual messages from an online learning community based on their learning status. The timely recommendatory messages aim to facilitate collaboration among community members and offer guidance in students' study. The findings and results of an evaluation show that students' learning tasks and motivation were supported in the paper-based learning environment by community members. Students also generally had positive attitude to the context-aware recommendatory information delivered via mobile text messages. The ubiquity and immediacy of the recommendations may help students reach the right resources at the right time to improve their learning experience. (Contains 5 figures and 2 tables.)

Citation

Chen, G.D. & Chao, P.Y. (2008). Augmenting Traditional Books with Context-Aware Learning Supports from Online Learning Communities. Journal of Educational Technology & Society, 11(2), 27-40. Retrieved August 19, 2019 from .

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