Ubiquitous Learning Platform Research Articles

Research on the Integration of Ideological and Political Education into Secondary School English Curriculum based on Ubiquitous Learning Platform

The emergence and advancement of modern information technology have provided significant support for the transition from traditional classroom interactive learning to virtual learning, mobile learning, and further to ubiquitous learning, reflecting the concept of people-oriented and lifelong learning. This paper introduces the ubiquitous learning platform, illustrates the importance of ideological and political education, and emphasizes the significance of integrating ideological elements into the secondary school English curriculum using the ubiquitous learning platform. Furthermore, it focuses on the challenges and difficulties faced in implementing ideological and political education in the secondary school English curriculum through the ubiquitous learning platform, and proposes some possible approaches.

The Role of Social Media as a Persuasive Ubiquitous Learning Tool for Social Engagement Towards Social Sustainability

Social media has infiltrated the 21st-century generations of Internet users, making it a very prominent means of communications dissemination, particularly among students at a higher level of education. As technology will continue to evolve the role humans play in the near future, everyone will be required to adapt their skills throughout their daily and working lives. Therefore, individuals especially younger generations will need to act and engage in lifelong learning, so they are adaptable when the changes happen. Nowadays, the learning process is not only confined to the walls of the classrooms, instead, students are also able to access knowledge at any time and place that they are comfortable with to clear their doubts. Social media has also brought forth the concept of ubiquitous learning, which means that students can explore and request a related topic of interest from experts from all around the world. While this social engagement brings many benefits to the students particularly towards improving their self-esteem and enhance their learning philosophy. However, the question of can their social media engagement behaviours affect their social sustainability is still in debate. Hence, this research will explore the role of social media as a persuasive ubiquitous learning platform to enhance individual social sustainability. The research focuses on a particular field such as in education and society and will also relate the gratification factors on how social media like LinkedIn and Twitter will broadly affect students and societies.

Impacto de Aplicações de Captura e Acesso em Estudantes de Cursos de Computação

Capture and Access is a recurring theme of research in Ubiquitous Computing, which comprises the recording multimedia content for later provision and access. In academic scope, its use allows the automation of educational activities, collaborating with teaching and learning processes and creating Ubiquitous Learning Environments. In this context, this study aimed to explore the impact of a ubiquitous learning platform called Classroom eXperience (CX), which usage by groups of undergraduate and graduate students was monitored over four semesters. Variables such as user performance and attendance were collected and analyzed employing statistical techniques for data certification. General impressions from students were also gathered. As a result, system usage resulted in a performance increase for both undergraduate and graduate students, being higher among the former ones. Student attendance suffered no significant changes either for those who have or have not had contact with the platform. Students reported they were able to pay more attention to explanations of instructors who used the system during classes, justifying they did not need to annotate everything written by the instructor and could concentrate on content displayed. In addition, they declared content recording did not discourage their attendance, but rather incited them to study more.

Development and Evaluation of a Web 2.0-Based Ubiquitous Learning Platform for Schoolyard Plant Identification

The rapid progress of wireless communication, sensing, and mobile technologies has enabled students to learn in an environment that combines learning resources from both the real world and the digital world. It can be viewed as a new learning style which has been called context-aware ubiquitous learning. Most context-aware ubiquitous learning systems employ expensive sensing technologies, such as Radio Frequency Identification (RFID), to detect the real-world learning behaviors of students and to provide personalized learning guidance accordingly. In this paper, the authors use QR (Quick Response) code, a low cost technology that is available on smart phones for detecting students' real-world learning status. Moreover, Web 2.0 technology is employed to enable students to collaboratively build a learning materials database. An experiment was conducted to investigate the relationships between the system quality, personal factors, learning motivation, perceived usefulness, and perceived ease of use, learning attitude, and behavioral intention of the students. In addition, from the interviews, it was found that most of the students felt interested in learning with the system and considered it as a helpful learning tool.

The Construction of a Personalised and Social U-Learning Environment for Third Level Education

This paper presents a ubiquitous learning (u-learning) system, the “Personalised Ubiquitous Learning Platform” (PULP), which integrates collaborative and social learning for the enhancement of the third level educational learning experience. University College Dublin (UCD) provides its students with managed learning environments (MLEs) and adaptive learning via UCD Horizon which enables students to take different courses from different colleges throughout the university. The main objective of this platform is to complement the current MLEs with a single supported intelligent and personalised ubiquitous learning environment that will promote and make provisions for adaptive and collaborative learning, human computer interaction on mobile and desktop clients anywhere and anytime. The system aims to enhance the students’ learning experience in third level educational environment by employing personalisation techniques such as the agent-oriented recommendation technique to engage students and help them access the content material for their studies.

Development of a ubiquitous learning platform based on a real-time help-seeking mechanism

The popularity of mobile devices has encouraged the advance of ubiquitous learning, in which students are situated in a real-world learning environment with support from the digital world via the use of mobile, wireless communications, or even sensing technologies. Most of the ubiquitous learning systems are implemented with high-cost sensing devices for detecting the locations or behaviours of learners; moreover, these systems mainly focus on providing learning guidance or learning materials, while facilities for supporting mutual help among students are usually ignored. In this study, we propose a context-aware ubiquitous learning platform (CULP) which uses low-cost cell phones with embedded cameras and Internet service to support ubiquitous learning. CULP is able to provide instant support for learners in the ubiquitous learning activity; that is, learners can receive help from the right people via the hints given by the learning system when they encounter problems during their learning activities. The experimental results of a Personal Computer-Assembling course show that, with the assistance of the new learning platform, both the learning efficiency and the learning achievement of the students were significantly improved.

A collaborative ubiquitous learning platform for computer science education

For teaching the computer architecture, especially in the course of "Introduction to the Computer Sciences", it is a good practice for a student to assemble and re-assemble a set of personal computer system by himself. We called the practice PC-DIY lab. In our experiences, most of the students like the PC-DIY lab very much since they can touch and see each components of a computer system and learn how to put them together correctly. However, it is unlikely to assign one teaching assistant for each student when the practice class is going on. It is usually the case that only one or two teaching assistants are available. Therefore, the students are usually not able to get prompt supports when they encounter some problems during the practice. To cope with this problem, a Collaborative Ubiquitous Learning Platform (CULP) is designed and developed for assisting the students during the PC-DIY lab.