Context-aware Learning Environment Research Articles

A survey of adaptive context-aware learning environments

Adaptive context-aware learning environments (ACALEs) can detect the learner’s context and adapt learning materials to match the context. The support for context-awareness and adaptation is essential in these systems so that they can make learning co

A qualitative analysis of context-aware ubiquitous learning environments using Bluetooth beacons

ABSTRACTThe use of Bluetooth Low Energy (BLE) beacons is becoming widespread for context-aware learning environments. This technology can be used in indoor and outdoor settings such as museums, shops, home and schools in order to identify the location of learners and their contexts. Specifically, in the constructivist view of learning, learners can use such sensing technology for constructing knowledge and experiencing learning at any time, anywhere. However, exploration of such technology has been limited in the constructivist context-aware ubiquitous learning (U-learning) literature. For this purpose, the authors evaluated two android-based U-learning applications: one was an outdoor learning environment in a garden, the other was about locating books in a library. The applications were implemented and tested with school and university students. The qualitative results are presented in this article, and show how such sensing technology is promising for both pedagogical environments.

GPS sensor-based mobile learning for English: an exploratory study on self-efficacy, self-regulation and student achievement.

This study investigated the effects of self-efficacy and self-regulation on student achievement in a context-aware learning environment. Particularly, an innovative global positioning system (GPS) sensor-based mobile learning system was used to facilitate English learning of different plants on campus. A total of 41 university students participated in the study, divided into high and low groups of self-efficacy and self-regulation. The findings showed that both self-regulation and self-efficacy were significant predictors of learning achievement in the mobile context-aware learning (MCL) context. Moreover, while the GPS-based MCL learning session had positive effects on learning achievement, no significant increase in self-regulation or self-efficacy was found in either the high or the low group, supposedly due to the short duration of the activity. The participants found the system easy to use and useful, but they also raised critical concerns that can inform future improvements. We hope this exploratory study can serve as a starting point from which more interactive, user-friendly GPS sensor-based learning systems will be generated and more areas of application will be further explored to foster self-regulated, self-motivated ubiquitous learning of mobile learners.

INTEGRATION OF AUGMENTED REALITY AND GEOGRAPHIC INFORMATION SYSTEM: AN APPROACH FOR ENHANCING CONTEXT AND LOCATION-AWARE LEARNING

Traditionally, environment orientations are given via signposts, tour guides, or through the web. However, these methods cannot construct a good personal context-aware knowledge environment. With the advancement of Augmented Reality (AR) and mobile devices, mobile learning or ubiquitous context-aware knowledge, becomes easy and boundary-free. AR technology creates a user-centered, visualized operation, and a real-time-feedback knowledge environment by visualizing virtual objects superimposed with the real world. Meanwhile, context and location aware applications are automatically adapt to the environment of a user, for instance location, time, behavior, or physical condition of a person. This paper focuses on the integration of Augmented Reality and Geographic Information System (GIS) to enhance context and location awarenesslearning in mobile environment. The developed application was able to show significant outcome in a way of which information can be disseminated and presented to the user. For example, nearby features can be easily identified, user can obtained contextual information in real-time, information obtained is more on location-oriented, increases user awareness about events in their locality. Subsequently, it increases the level of self-tour-guide experience and context-aware learning environment.

Ubiquitous Learning Environment: Smart Learning Platform with Multi-Agent Architecture

Ubiquitous learning (u-learning) has become popular nowadays in education area. The key factor of u-leaning is that the learners are situated in a context-aware learning environment and they may not even be conscious of the learning process. This paper aims to develop the ubiquitous learning environment (ULE) being able to provide the content to the learners appropriately and adaptively. The developed ULE consists of several leaning objects (LOs) having the multi-agent architecture to achieve adaptability. Each LO consists of three different agents coordinating together including a personal agent for keeping the users' profiles and their historic actions, a content agent for selecting LO to the learners, and a representation agent for presenting the content to the learners. Two empirical studies are conducted in this paper including architecture and learning mode empirical study. For both empirical studies, the learning efficiency enhancement and students' satisfaction in terms of functionality and adaptability are evaluated. The results show that the developed ULE with multi agent architecture can enhance the students' learning efficiency significantly for both individual and collaborative learning modes. Additionally, the students satisfy their learning through the developed ULE in the "satisfied" level in terms of functionality and adaptability for both empirical studies.

A Progressive Prompting Approach to Conducting Context-Aware Learning Activities for Natural Science Courses

Owing to the popularity of mobile, wireless communication and sensing technologies, issues related to contextual mobile learning have widely been discussed in recent years. In the meantime, researchers have indicated the importance of developing effective strategies for guiding students to learn in context-aware learning environments. In this study, a progressive prompt-based context-aware learning approach is proposed to improve the learning performance of students. An experiment was conducted on a natural science course of an elementary school to evaluate the performance of the proposed approach. From the experimental results, it is found that the proposed approach could effectively enhance the learning achievement of the students in comparison with the conventional context-aware learning system with single-stage prompts. It is also interesting to find that the proposed approach, by providing more challenging tasks, encouraged the students to put more effort into examining the contextual information and interpreting the learning content.

Augmented Reality Smartphone Environment Orientation Application: A Case Study of the Fu-Jen University Mobile Campus Touring System

Traditionally, environment orientations are given via signposts, tour guides, or through the web. However, these methods cannot construct a personal context-aware learning environment. With the advancement of augmented reality (AR) and smart phone devices containing a built-in camera, Internet connection, GPS technology and a compass device, mobile learning, or ubiquitous context-aware learning, becomes easy and boundary-free. AR technology creates a user-centered, visualized operation, and a real-time-feedback learning environment. For campus touring purposes, AR enhances users learning interest, and therefore reinforces learning. To explore how AR mobile learning can help visitors become familiar with an environment, a smart phone AR implementation tool, Layar, was used. A prototype campus touring system for Fu-Jen Catholic University was developed and reviewed by two focus groups (freshmen). Interview data were collected. The thoughts and reactions from these two focus groups were summarized. Findings of the research reveal that the smart phone AR campus touring system provides hidden information in a real environment, giving freshmen instant assistance if they have gotten lost, and is a good personal mobile learning tool. However, to make the smart phone AR touring more effective, suggestions are provided for further implementation.