Literaturnachweis - Detailanzeige
Autor/inn/en | Hsu, Ching-Kun; Hwang, Gwo-Jen |
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Titel | A Context-Aware Ubiquitous Learning Approach for Providing Instant Learning Support in Personal Computer Assembly Activities |
Quelle | In: Interactive Learning Environments, 22 (2014) 6, S.687-703 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1049-4820 |
DOI | 10.1080/10494820.2012.745425 |
Schlagwörter | Electronic Learning; Educational Technology; Comparative Analysis; Conventional Instruction; Teaching Methods; Academic Achievement; Satisfaction; Student Attitudes; Context Effect; Cognitive Style; Foreign Countries; Handheld Devices; Technology Uses in Education; Secondary School Students; Vocational Education; Pretests Posttests; Questionnaires; Difficulty Level; Likert Scales; Control Groups; Experimental Groups; Computer Literacy; Taiwan Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Zufriedenheit; Schülerverhalten; Cognitive styles; Kognitiver Stil; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Sekundarschüler; Ausbildung; Berufsbildung; Fragebogen; Schwierigkeitsgrad; Likert-Skala; Computerkenntnisse |
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. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |