Ubiquitous Learning Environment Research Articles

Impact of Students’ Ubiquitous Learning through Web 2.0 Tool on Students’ 21st Century Skills: Critical Thinking and Collaboration

Ubiquitous learning is transforming education by enabling human-focused learning through seamless access to resources from anywhere. In addition, these tools enhance context understanding and make it easy to interact between real and digital learning resources, all while offering individualized learning opportunities. This research surveyed public sector university teachers in the Sindh and Punjab provinces of Pakistan to gather their opinions on how Web 2.0 tools and ubiquitous learning are affecting the development of 21st-century learning skills in students. The research aimed to assess the impact of Web 2.0 tools for ubiquitous learning (UL) on the critical thinking and collaboration skills of graduate-level students. To collect data, the study administered a self-developed questionnaire with 50 items rated on a 7-point Likert-type scale to 500 university teachers. This constituted the primary data for the research. According to the findings, ubiquitous learning has a noteworthy effect on fostering critical thinking and collaboration skills in university students. To make ubiquitous learning successful, both private and public sector universities must have adequate ICT infrastructure and provide teacher training that focuses on ICT-based teaching methods. The study can assist university teachers in establishing a ubiquitous learning (UL) environment that employs web 2.0 tools, thereby enabling students to effectively enhance their 21st-century learning skills, including critical thinking and collaboration.

Do we need Moodle in medical education? A review of its impact and utility

Various learning management systems (LMSs) are available to facilitate the development, management, and distribution of digital resources for both face-to-face and online instruction. In recent decades, these methods have shown potential for greater efficiency compared to traditional "chalk and talk" approaches. Additionally, they have paved the way for the establishment of ubiquitous learning environments, marking a new era in education. In a trend accelerated by the coronavirus disease 2019 pandemic, LMSs have been increasingly adopted to overcome the restrictions inherent to in-person education. In medical education, LMSs such as Moodle, Canvas, Blackboard Learn, and others have been introduced and used to support teaching, learning, and assessment activities. Of these, Moodle stands out as the most popular choice for many medical schools and institutions, primarily due to its flexibility, functionality, and user-friendliness. The learning environment is gradually transforming from traditional in-person teaching to a hybrid educational approach, driven by the need to fulfill diverse educational demands. Numerous research studies have examined the usability of Moodle in medical education, demonstrating its effectiveness in addressing challenges related to adaptive personalized learning, collaborative learning, blended learning, and more. Consequently, Moodle has emerged as a valuable solution for medical educators seeking a versatile and robust platform to enhance their teaching methodologies. The present review focuses on the practical utilization of Moodle in medical education and the advantages it offers to this field.

The Effectiveness and Privacy Preservation of IoT on Ubiquitous Learning: Modern Learning Paradigm to Enhance Higher Education

The progress made in Information and Communication Technologies (ICT) has played a crucial role in turning the Internet of Things (IoT) into a reality. IoT is an emerging technology that refers to networks of interconnected and Internet-enabled objects equipped with sensors, processors, and actuators that interact with each other to create significant collaboration and interaction environments. The field of education is one of the areas where IoT can be applied. However, the implementation of IoT poses security and privacy risks, such as unauthorized access, denial-of-service (DoS) attacks, and interference with wireless signals where IoT devices collect a significant amount of data, including user’s personal information like identity, location, and daily behavior. Therefore, it is crucial to protect users’ privacy in IoT applications. The innovative Ubiquitous Learning Environments (ULEs) have been created by ubiquitous computing technologies (mobile, wireless, network), which provide learners with learning experiences beyond the traditional classroom in both the real and virtual worlds. Ubiquitous learning (U-learning) is an emerging technology as a result of the tremendous technological revolution of ICT. U-learning is a novel learner-centered approach that aims to enhance learning, motivation, and creativity by utilizing innovative technology and IoT. U-learning enables learners to access the appropriate learning content, collaborate with the right learning partners, and engage in self-learning at the right time and place in a ubiquitous computing environment. To support learners in developing their social skills, in this study a framework for implementing the ULE based on the Internet of Things is designed, which consists of three main layers: perception, network, and application. The article explores the effects of IoT on education and how U-learning, which incorporates IoT to enhance learning experiences, has the potential to replace traditional classroom learning. Furthermore, the article addresses privacy preservation measures for different layers within the IoT environment and ULE. A framework for implementing the ULE model is in progress, which is a part of our future work.

AI and Digital Transformation in Higher Education: Vision and Approach of a Specific University in Vietnam

The Fourth Industrial Revolution is opening up new opportunities and challenges for all industries, professions, and fields, aiming to bring humanity more optimal tools and services. During the Fourth Industrial Revolution, digital transformation has been one of the most critical problems. Artificial Intelligence (AI) and the Internet of Things (IoT) are two technologies that have the potential to cause the biggest breakout to evolve in the educational domain. In recent years, digital transformation has seen implementation across all sectors, including education, healthcare, agriculture, transportation, and other smart ecosystems. Among those areas, education, especially higher education, is among the most challenging due to the diversity in training programs, duration, and subjects. The Internet of Things makes it possible to create smart and ubiquitous learning environments, while artificial intelligence can completely transform the way we learn and teach. In this paper, we present the digital transformation process in higher education in Vietnam and internationally and analyze some characteristics of Vietnamese higher education in the digital transformation process. Moreover, we present the vision, approach, and challenges to digital transformation at universities of low- and middle-income countries from the perspective of the Hung Yen University of Technology and Education in Vietnam.

MODELING OF AN ADAPTIVE E-LEARNING SYSTEM FOR IMPROVED LEARNING PERFORMANCE

Majority of the online learning systems in use today, lack proper integration of adaptive, collaborative, personalized and ubiquitous concepts in their design and implementation. Integration of these basic concepts in online learning systems will enable adaptation, individualization, and collaboration of learning resources to learners’ preferences, with an added advantage of accessibility to online resources anywhere and anytime. Hence, the research proposes an Adaptive E-Learning System (AES) model that incorporates activities sequencing in a personalised, adaptive, collaborative and ubiquitous learning environment. The system model consists of the system (software) architectural diagram and mathematical model of activity sequence. The design is presented using the UML activity diagram and the class diagram. The full implementation of the system is currently being carried out and is being tested with real life cases.

Smartphones as Smart Tools for Science and Engineering Laboratory: A Review

     This article reviews a decade of research in transforming smartphones into smart measurement tools for science and engineering laboratories. High-precision sensors have been effectively utilized with specific mobile applications to measure physical parameters. Linear, rotational, and vibrational motions can be tracked and studied using built-in accelerometers, magnetometers, gyroscopes, proximity sensors, or ambient light sensors, depending on each experiment design. Water and sound waves were respectively captured for analysis by smartphone cameras and microphones. Various optics experiments were successfully demonstrated by replacing traditional lux meters with built-in ambient light sensors. These smartphone-based measurements have increasingly been incorporated into high school and university laboratories. Such modernized science and engineering experimentations also provide a ubiquitous learning environment during the pandemic period.

A Literature Review on the Application of Ibeacon in Education Settings

With the advent of iOS 7, a new technology from Apple called iBeacon appeared, iBeacon made a significant step forward in the Internet of Things (IoT) (Townsend, 2023). As technology is becoming a more central part of people’s lives, people’s devices start to talk to each other more and iBeacon helps a device figure out what is nearby and what it can talk to. Currently, iBeacon is also widely applied in education settings, which promotes heated discussion on its potential in education sector application (Spachos & Mackey, 2018), many publications have also been issued in the academia on the application of iBeacon in education settings, but so far, there has not been any review on these studies. This article presents a literature review of the studies on the application of iBeacon in education settings published from 2016 to 2020, aiming to discuss the widespread application of iBeacon in educational contexts, and shed light on its innovative potential and revolutionary potential; the discussions on using iBeacon in smart green building courses, context-aware ubiquitous learning environments, flipped classroom learning, and smart campus classroom attendance system show that iBeacon can efficaciously support teachers’ instructional activities and students’ learning activities, help teachers quickly obtain students' learning situation in classroom and then may adjust their instructional approaches or contents, and help pupils effectually engage with their daily learning and develop their learning skills.

Intelligent Multilevel Fusion System for Wireless Sensor Network Virtualization Using Deep Reinforcement Learning in Education

wireless sensor networks (WSN) in ubiquitous learning environments to enhance teaching and learning quality. WSNs can serve as a learner-to-context interface, enabling learners to interact with the learning environment while collecting contextual information. With the help of WSN virtualization technology, learners can leverage different virtualized characteristics of the state-of-the-art WSN and engage with the ubiquitous learning paradigm to gain knowledge and skills. The report examines the current state of WSN virtualization and its potential for sharing in this context. Research concerns are discussed in-depth, and an in-depth overview of the current state of the art is provided. This paper presents the fundamentals of WSN virtualization and argues for its usefulness. By allowing learners to learn while on the go in an environment that interests them, gadgets and embedded computers work together to keep students connected to their learning environment. Recent years have seen an increase in interest in deep reinforcement learning technologies. Despite the availability of several internet resources for researching this field, it might be challenging for those just getting started to design effective teaching systems for autonomous vehicles. This article offers a model for a highly effective and interactive ubiquitous learning environment system based on ubiquitous computing technology. An educational system based on deep reinforcement learning and system development is developed in this project using the WSNV-ES method. The web-based system that has been designed can do the following: settings for reinforcing student success, learning scripts to run, and the learning state to monitor are described.

An Investigation and Analysis of College English Majors' Autonomous Learning Ability in Ubiquitous Learning Environment.

In order to solve the problem that there are many places with poor learning ability of college English majors, this study conducts research, evaluation, and research on many places with poor learning ability. The independent learning ability of college students in different majors is obviously different, and majors affect the independent learning ability by 24.2%. Developing students' ability to succeed is a hot topic in teaching and learning. This study examines the self-learning ability of English majors in multiple subject areas by means of questionnaires and interviews. The study found that most UK adults had good self-control, but they showed improvements in self-planning, literacy and communication skills, and collaboration skills. The overall self-control ability is at a medium level and needs to be improved. At the same time, it discusses the necessity of improving learning ability and self-discipline in different learning environments, as well as strategies for improving academic ability, providing important guidance for supporting the academic development of the college new student. Compared with elementary and high school, the breadth and depth of knowledge acquired in school have expanded beyond textbooks. Classroom sound is fast and informative, requiring students to spend a lot of time after class to digest and understand. If students do not perform well in college, the process of assimilation and acquisition can be disrupted. In the case of data being cracked, it is difficult to meet the needs of work due to insufficient learning ability or even to meet the needs, which is based on improving the relationship. For example, it is critical to develop and enhance the ability of college students to succeed in a variety of settings.

Towards a Low-Cost Teacher Orchestration Using Ubiquitous Computing Devices for Detecting Student’s Engagement

The ubiquitous devices and technologies to support teachers and students in a learning environment include the Internet of things (IoT), learning analytics (LA), augmented or virtual reality (AR/VR), ubiquitous learning environment (ULE), and wearables. However, most of these solutions are obtrusive, with substantial infrastructure costs and pseudo-real-time results. Real-time detection of students’ activeness, participation, and activity monitoring is important, especially during a pandemic. This research study provides a low-cost teacher orchestration solution with real-time results using off-the-shelf devices. The proposed solution determines a teacher’s activeness using multimodal data (MMD) from both teacher and student’s devices. The MMD extracts different features from data, decodes them, and displays them to the instructor in real time. It allows the instructor to update their teaching methodology in real time to get more students on board and provide a more engaging learning experience. Our experimental results show that real-time feedback about the classroom’s current status helped improve learning outcomes by about 45%. Also, we investigated a 50% increase in classroom engaging experience.

When Do Learners Study?

Recent advances in smart devices and online technologies have facilitated the emergence of ubiquitous learning environments for participating in different learning activities. This poses an interesting question about modality access, i.e., what students are using each platform for and at what time of day. In this paper, we present a log-based exploratory study on learning management system (LMS) use comparing three different modalities—computer, mobile, and tablet—based on the aspect of time. Our objective is to better understand how and to what extent learning sessions via mobiles and tablets occur at different times throughout the day compared to computer sessions. The complexity of the question is further intensified because learners rarely use a single modality for their learning activities but rather prefer a combination of two or more. Thus, we check the associations between patterns of modality usage and time of day as opposed to the counts of modality usage and time of day. The results indicate that computer-dominant learners are similar to limited-computer learners in terms of their session-time distribution, while intensive learners show completely different patterns. For all students, sessions on mobile devices are more frequent in the afternoon, while the proportion of computer sessions was higher at night. On comparison of these time-of-day preferences with respect to modalities on weekdays and weekends, they were found consistent for computer-dominant and limited-computer learners only. We demonstrate the implication of this research for enhancing contextual profiling and subsequently improving the personalization of learning systems such that personalized notification systems can be integrated with LMSs to deliver notifications to students at appropriate times.

A scale for monitoring students’ tendencies to ubiquitous learning environments

A scale for monitoring students’ tendencies to ubiquitous learning environments

RETRACTED ARTICLE: Creating a ubiquitous learning environment using IoT in transportation

RETRACTED ARTICLE: Creating a ubiquitous learning environment using IoT in transportation

Collaborative learning experiences in the university jazz/creative music ensemble: Student perspectives on instructional communication

While the ensemble is a ubiquitous learning environment within jazz education, opportunities to learn through engagement in ensemble performances and industry-level recording opportunities are rare classroom environments tertiary jazz music institutions offer. This qualitative study examines jazz performance contexts within an Australian tertiary music course, exploring students’ learning experience spanning three diverse collaborative projects across nine months. Phenomenological analysis explores the instructional relationship outlining connection between the student and instruction, the subject matter that is taught, and the connection between the student and the teacher as master improviser. Findings outline substantive teacher crafting of learning, relationship building and learning experiences garnered from interpersonal learning relationships, and the application of content with pedagogy that aims to build a positive learning climate between improvising teachers and their students. The author contends that a phenomenological perspective can highlight this diversity and emphasize effective interpersonal strategies and ensemble pedagogies that enhance student learning and potentially enculturate richer and more sophisticated musicianship in students and their developing creative abilities.

A Proposed EFL Electronic Program Based on a Ubiquitous Learning Environment for Developing Secondary Stage Students’ Listening Skills

The purpose of this study was to examine the effect of using a proposed EFL electronic program based on ubiquitous learning environment to improve students’ listening. The participants of the study consisted of sixty (60) female students enrolled in the second year secondary stage; of  Desouk AL-Azhar Institute for Girls in Kafer El-Sheikh. The study adopted the quasi-experimental research design. So, there were two groups: an experimental group (N=30) and a control one (N=30).To collect the data, the researcher used multiple instruments: a listening sub-skills checklist, a computer and internet skills questionnaire to choose the sample, and a pre post test of listening. The researcher taught both groups: the experimental group was taught through the proposed EFL electronic program based on ubiquitous learning environment designed by the researcher while the control group was taught through the traditional way of teaching. The results revealed that the proposed EFL electronic program based on a ubiquitous learning environment (ULE) had a positive effect on the development the students’ listening skills. This was proved through the higher mean scores that the experimental group obtained in the post- listening skills test. The effect size of the proposed EFL electronic was found to be high. The study recommends using the ubiquitous learning environment (ULE) as a technique in teaching EFL skills.

Design Considerations for Ubiquitous Learning Environment

The implementation of ubiquitous learning continues to be being developed, along side the issues that regularly rise up from the software of digital and online larning, consisting of alienating college students from the actual world, the problem of college students specializing in studying goals, giving college students possibilities to spend their studying time with entertainment, to the hassle of growing the cognitive load of college students. As a continuation of electronic learning and mobile learning, ubiquitous learning gives extra than simply the cutting-edge academic thoughts or methods. To find out some considerations in designing a ubiquitous learning environment, the method used is a literature review. The literature review process begins with determining the concepts to be developed, identification and tracing of previous research results, mapping and classification of research results, analysis of classification and theme determination, analysis of relationships between themes, and conclusions. Based on the literature review process, several themes were found in the discussion, namely: 1) the emergence concept of ubiquitous learning, 2) learning theory that underlies ubiquitous learning, 3) characteristics of ubiquitous earning environment, 4) prinsiples of ubiquitous earning environment, 5) mobile devices as tools in ubiquitous earning, 6) moodle learning management system, 7) program mapping, and 8) criteria for ubiquitous learning system quality.

Applying the concept of implicit HCI to a groupware environment for teaching ethics

Implicit HCI is about computers understanding the intentions and needs of the user and proactively triggering functions or adapting the interface to help users achieve their goals. In ubiquitous learning environments, this could mean that the software and hardware settings make relevant learning material available to students; activate proper learning environments, like collaborative authoring tools and/or chatting spaces; find most suitable peers for collaborative learning; etc., at the right time or place. In this research, we report on an experience in which we added implicit HCI to an existing application that supports ethics education called EthicApp. Successful methodologies supporting ethics education include students discussing real-life or simulated cases where ethical dilemmas are presented. It is important that students actively participate in the discussion in order to develop their key abilities for ethical discernment. EthicApp implements a methodology in which students read about a case that presents an ethical dilemma, report on their personal stance about it, and then discuss their opinions anonymously in a small group, and then with the whole class. We included an automatic mechanism of group formation in order to maximize discussion and active participation among the students. For this, we first compared two strategies of forming groups: one random and another maximizing the differences of individual students’ judgments about the presented case within each group. We found that the second strategy was the most appropriate to encourage participation. As a result, EthicApp was modified in order to implicitly generate groups with diverging ethical judgments.

Practical Exploration of "Moral Education" in College English Course under the Ubiquitous Learning Environment

The implementation of "curriculum ideology and politics" in college English teaching and the realization of the trinity teaching goal of "value shaping, ability training, and knowledge transferring" is the new problem facing college English teaching reform in the new era. Ubiquitous learning will be the mainstream learning method in the future in the pervasive computing environment. This article studies the related theories of ubiquitous learning, analyzes the necessity of "curriculum ideology and politics" in college English teaching, and proposes the practical paths of "curriculum ideology and politics" in college English under the ubiquitous learning environment: develop the role of micro-classes "curriculum ideology and politics" in college English, fully explore the resources of "curriculum ideology and politics" in college English, realize the transformation of the role of college English teachers of "curriculum ideology and politics", and pay attention the dissemination of traditional culture "curriculum ideology and politics" in college English.

Research and Practice of Informatization Teaching Reform Based on Ubiquitous Learning Environment and Education Big Data

With the continuous accumulation of application data of various business information systems of network and informatization, a campus big data environment with distinctive characteristics of colleges and universities has been formed. Through the in-depth mining and analysis of the existing smart campus data using big data technology, based on the support of intelligent decision-making, personalized adaptive learning analysis and campus security warning of big data, and using the results to feed back the improvement of information literacy of university teachers and students in the era of big data, the construction of ubiquitous learning environment is carried out, which points out the direction for the construction of ubiquitous learning environment to explore the role of big data in improving the quality of education, promoting educational equity and optimizing educational philosophy, so as to improve the ubiquitous education environment.

U-Learning – The Design and Evaluation of Evocative Learning based Method for Futuristic Ubiquitous Educational Learning Environment

Technology has travelled a long way from an analogue world to a digital age, where our interaction in the virtual world is leading us towards virtual reality. Ubiquitous learning (UL) can be considered as a pattern in erudition grounded on ubiquitous latest technologies usage through smart devices. The research has gaged the level of awareness of ubiquitous learning and analyzed the contribution of various factors that are responsible for the rate of adoption of UL. The outcome of this research has led to coming up with a framework which if applied in any academic setup will lead to the effective delivery of the futuristic ubiquitous educational learning environment.