Learning in a u-Museum: Developing a context-aware ubiquitous learning environment
Highlights
► A u-Museum was empirically developed to preserve Taiwan's Atayal culture. ► The paper aims to design a context-aware u-learning system with RFID technology. ► The results showed the system is useful in achieving museum-like learning experiences. ► The results are helpful for the integration of authentic tasks into outdoor teaching. ► The UTAUT model is suitable to examine the extent of adoption u-learning system.
Introduction
The rapid development of wireless network technologies has enabled people to conveniently access the Internet from more diverse locations. Wireless local area network (WLAN) offers an excellent solution for schools wishing to establish internet infrastructure. Additionally, the pervasiveness of handheld mobile devices, such as Tablet PC, PDA and smart phone, has transformed learning modes from e-learning to m-learning. Particularly, compared with traditional classroom learning, m-learning overcomes limitations of learning time and space. Thus, the advantages of m-learning are suitable to apply during authentic learning activities. Recently, the concept of ‘context-aware ubiquitous learning’ has been further proposed to emphasize the characteristics of learning the ‘right content’ at the ‘right time’ and ‘right place’, and also to facilitate a seamless ubiquitous learning environment that supports learning without constraints of time or place (Ogata & Yano, 2004). The so called ‘context-aware ubiquitous learning’ (Rogers et al., 2005) thus requires the detection of learner context information and provides learning with different learning content via mobile devices in response to different learning contexts.
Currently, teachers often introduce cultural differences through filmstrips in the classroom, teach outdoors, and conduct exercise experiments to help students in local and aboriginal education courses. Outdoor teaching is widely recognized as the most feasible among these methods; therefore, elementary school teachers in Taiwan teach outdoors frequently (Tan, Liu, & Chang, 2007). However, most outdoor teaching approaches are ineffective because students lack expert assistance and convenient outdoor learning tools. Students often do not learn sufficient or useful knowledge without observing teaching materials carefully in outdoor teaching (Chen, Kao, & Sheu, 2003; Tan et al., 2007). This situation influences the learning achievement of students with authentic activities in outdoor teaching. Therefore, the application of information technology on outdoor teaching has become an attractive research topic (Huang, Chiu, Liu, & Chen, 2011; Huang, Huang, Huang, & Lin, 2012).
In the past decade, various computer-assisted and web-based learning systems have been constructed to provide a more adaptive learning environment with richness of learning resources (Chu, Hwang, Tsai, & Chen, 2009; Huang, Huang, & Chen, 2007; Tsai, 2009; Wang, 2009). Considerable attention has been focused on novel learning approaches with appropriate educational software tools and convenient environments (Hwang, Tseng, & Hwang, 2008), such as activity theoretical approach (McAvinia & Oliver, 2004), computer scaffolding (Sharma & Hannafin, 2007; Chen, Chang, Chen, Huang, & Chen, in press), Web 2.0 technology (So, Seow, & Looi, 2009), and e-Portfolio (Chen, Wu, & Jen, 2011; Huang & Wu, 2011). These learning approaches have been applied successfully in traditional classroom teaching. However, several researchers and experienced educators have emphasized the importance and necessity of “authentic activities,” in which students can work with real-world problems (Baloian, Pino, & Hardings, 2011; Chu, Hwang, Tsai, & Tseng, 2010). Authentic learning activities that integrate content and process offer the opportunity to increase student experience with authentic activities by achieving improved content understanding (So & Kong, 2010). Moreover, in traditional Web-based learning environments, all learning content in a curriculum are sequenced by hyperlinks, but no concrete sequence exists and is without navigation support. Researchers found that an inappropriate navigation support in Web-based learning tends to result in disorientation during learning processes, thereby reducing learning efficacy. Likewise, Web-based training often provides students with less one-on-one attention from the instructor, and the feedback they received is probably unlikely to be face-to-face. Furthermore, the biggest challenge that Web-based learning poses to many students is in maintaining motivation. When the paradigm shifts to context-aware u-learning environments, the navigation supports, real-time interaction, and student motivation will be enhanced because students are learning around actual space rather than cyberspace (Liu & Chu, 2010).
Because of the rapid growth of wireless communication and mobile technology development, mobile learning is becoming a popular approach to learning. The continual development of the Radio-frequency identification (RFID) technique will fulfill ubiquitous learning (u-learning). Improvements in technology and the rapidly declining price trend will expand the scope of future RFID applications. The application of the RFID technique in teaching and learning activities will not restrict this type of learning in a physical classroom, and learning materials will not be textbooks. The RFID technology is able to provide students with sufficient prearranged information whenever they go through the predetermined learning locations (Hwang, Kuo, Yin, & Chuang, 2010). Moreover, the RFID technology may assist the learning system to detect and record the learning behaviors of students in a real environment. This type of sensing technology may enable mobile learning to provide learners with an alternative approach to manage problems in a real-world context, and effectuate the learning system to interact with learners more actively (Chen, in press; Ogata & Yano, 2004). Compared with GPS, WLAN can provide precise location information in both indoor and outdoor environments and has been widely implemented in most public areas and school environments (Kupper, 2005). WLAN positioning is a more suitable method of enabling the development of “context-aware ubiquitous learning” that can provide learning content associated with learning contexts and assists learners in context-based learning in a campus environment. In addition, the WLAN and RFID technologies are synergistically used to provide a platform for a higher-performance positioning process, in which the strong identification capabilities of RFID technology enable increasing the accuracy of positioning systems through WLAN fingerprinting. Thus, the RFID technology would be suitable to apply in the u-Museum environment in this research. Consequently, this study constructed a context-aware ubiquitous learning system (CAULS) based on RFID technology and PDA handheld reader equipment. This study applied a three-tier teaching strategy to improve the teaching and learning process. Moreover, this study also designed learning materials through context-aware interfaces, and subsequently provided personalized learning support for each learner. Finally, this study proposes the outdoor teaching tool CAULS, which is useful for supporting learners in enhancing their motivations and performance with authentic activities.
Section snippets
Relevant research
In earlier studies, mobile learning focused on implementing learning systems to “supplement” learners, to learn in authentic learning environments. For example, Chen et al. (2003) designed an outdoor mobile learning activity on birdwatching by using handheld devices to show learning sheets and supplementary materials. Ogata and Yano (2004) proposed JAPELAS and TANGO systems to guide students to learn Japanese in real-world circumstances. These systems may provide students with adequate
System design and architecture
In this study, the authentic learning environment was an Atayal museum consisting of six categories of aboriginal artifacts as target objects. Each aboriginal artifact was labeled with an RFID tag, and each student had a handheld device equipped with an RFID reader. In addition, a wireless network was provided to enable communication between the handheld device and the mobile server that operates the learning system. The RFID technology enabled students to navigate these artifacts not only by
Evaluation
A series of controlled experiments were conducted using the CAULS in learning activities for Grade Six students. After the experiments were performed, a questionnaire survey was provided to evaluate the effectiveness of the CAULS in improving student learning motivation and effectiveness.
Conclusion
This research proposes a context-aware ubiquitous learning environment based on the proposed ULM for personalized situated learning with a PDA handheld reader, TM3 for personalized learning path, and EEM for personalized learning situations and summative assessment analysis. A case study was performed with the participation of 2 elementary school teachers and 80 Grade Six students from the Meiyuan and Wenshui Elementary School of Miaoli County, an area in northwest Taiwan with a considerable
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