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Ubiquitous Performance-Support System as Mindtool: A Case Study of Instructional Decision Making and Learning Assistant

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Journal of Educational Technology & Society Volume 12, Number 1, ISSN 1176-3647 e-ISSN 1176-3647


Researchers have conducted various studies on applying wireless communication and ubiquitous computing technologies to education, so that the technologies can provide learners and educators with more active and adaptive support. This study proposes a Ubiquitous Performance-support System (UPSS) that can facilitate the seamless use of powerful new technologies in the school setting. In order to help the readers visualize these novel technologies in practice, we present one case study of a butterfly-ecology training course facilitated by the UPSS. The aim behind the case study is to inform the design and the development of context-aware ubiquitous computing system and its learning materials. The research inquiry centers around three themes: (1) the critical features to the data-driven decision making of teachers, (2) the perceptions of teachers and students to the UPSS, and (3) implementation issues. The results of the two rounds of formative evaluation indicate positive effects of the UPSS regarding motivation, interactivity, and effectiveness. In addition, teachers' attitudes and teachers' pedagogical approaches toward UPSS use are two key factors in the successful implementation of teaching with such innovative technology. This study can be a useful reference for those who are interested in conducting studies applying context-aware ubiquitous computing to educational contexts. Finally, this study presents suggestions and implications for future research and system development. (Contains 2 tables and 5 figures.)


Peng, H., Chuang, P.Y., Hwang, G.J., Chu, H.C., Wu, T.T. & Huang, S.X. (2009). Ubiquitous Performance-Support System as Mindtool: A Case Study of Instructional Decision Making and Learning Assistant. Journal of Educational Technology & Society, 12(1), 107-120. Retrieved May 12, 2021 from .

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