October 2011 Volume 14 Number 4 - Educational Technology ...

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Assessment of System Acceptance The questionnaire survey on the system acceptance is performed on group R and group G, in order to understand the learners’ satisfaction and acceptance regarding the learning system. The survey results are summarized in Table 5. Table 5 shows that the average values of most questionnaire replies are greater than 3.0. This indicates that most learners are positive about this system in their study of the English-language materials. About 77% of the learners believe that the contents are appropriate and can meet their English-learning requirements. As many as 85% of the learners think that such a learning system is beneficial to the overall English-language learning. Meanwhile, the fact that the contents are highly relevant to the surroundings helps to reinforce memorization and learning effectiveness. About 80% of the learners are willing to continue with the system and more than happy to recommend the system to others. The system is generally well-received as its learning mechanism and supporting functions can allow learners to achieve different results. The average values for the responses concerning the appropriate size of the display screen and the appropriate size of fonts were lower than those of other responses. As this learning system is installed on PDAs, inherent limitations to font and screen sizes persist. Meanwhile, it is the first time that the surveyed learners use this new learning method and learning tool, few of them need time to adjust to it. Most of the surveyed learners find this novel way of learning acceptable and believe that this system can be a great option to improve their English learning. Table 5. The results of learners’ system acceptance Questions strongly disagree strongly agree 1 2 3 4 5 average The fonts in the system were of appropriate size. 14% 36% 28% 13% 9% 2.67 The buttons in the system were clear and easy to use. 0% 8% 23% 48% 21% 3.82 The operation guidelines of the system were clear and easy to use. 7% 13% 25% 35% 20% 3.48 The colors in the system were clear and easy to differentiate. 2% 9% 19% 47% 23% 3.80 The browsers in the system were of appropriate size. 18% 40% 26% 11% 5% 2.45 The system messages were easy to understand. 1% 8% 19% 37% 35% 3.97 The learning contents provided in the system were appropriate to the learners' needs. 0% 10% 13% 45% 32% 3.99 I have a stronger impression of the English content I learned through this kind of learning method. 0% 7% 15% 42% 36% 4.07 I like the design of the learning system interface. 0% 10% 20% 48% 22% 3.82 It's easier for me to learn through this learning method than when learning from a teacher 1% 6% 12% 46% 35% 4.08 This kind of learning method helps me to learn anytime I want. 0% 10% 20% 40% 30% 3.90 I am very interested in this kind of English learning system. 6% 12% 18% 42% 22% 3.62 The contents introduced in the system are related to my life. 0% 10% 12% 45% 33% 4.01 This system helps me to learn English. 2% 6% 10% 46% 36% 4.08 I enjoy learning through this system. 1% 9% 10% 48% 32% 4.01 I would be happy to recommend this system to other learners. 0% 10% 12% 42% 36% 4.04 This system helps me improve my English reading abilities. 1% 8% 12% 45% 34% 4.03 Discussion and Conclusion This paper designs a learning system that can effectively enhance the English-proficiency of students in non-English speaking countries by combining wireless technologies, RFID equipment and mobile devices. The system provides comprehensive supporting features to assist the learning of reading materials by making up the inefficiency of vocabulary-centric memorization-oriented learning model. It can truly improve the ability of students in learning from the reading materials (from words, phrases, sentences, paragraphs to whole articles) in terms of organization of sentences, application of words and understanding of meanings and implications. The system is designed based on the theory of reading-based and situated learning to recommend reading materials that highly relevant to the surroundings at the location of the learners in order for learners to enhance their learning effectiveness. To further 177
enhance learning outcomes, it importantly utilizes the records of learning portfolio to offer reading guidance by taking into account the reading relation degree, difficulty degree and learner ability. All data are dynamically computed in real-time to guide the decision-making indicators and provide progressive reading suggestions to learners in the situated environment. This approach is beneficial to the digestion and internalization of reading contents. A series of evaluations on freshman students in universities show that the results of this system are positive. According to the results of evaluation, learners who had adopted situated English learning system improved significantly in their English performance and increased their interests in learning English. This English learning environment combines the theory of situated learning can enlighten students converting abstract perception into concrete thinking. Moreover, this learning strategy can let students practice applications of words, phrases and sentences reflective to the situations which they are in. Those results further confirmed related theories of situated language teaching. Learners who were provided with reading guidance mechanism in learning system scored significantly higher in the post-test after English lessons than the other two groups did. We could learn from this phenomenon that including learning guidance support mechanism in the learning system and providing adequate reading articles to learners could efficiently reduce learning obstacles and increase learning efficiency. Besides, according to the analysis of questionnaire, most learners believed that articles recommended by the system were appropriate to the proficiency of learners, and they also believed this kind of learning system benefited English learning and satisfied the need of English learning. Currently, the system operates in a campus environment. However, it can surely extend to daily life situations to assist the general public in learning English. Future studies can add Intelligent Agents to the system to provide features such as automatic searches, screening, classification and filing of reading materials to effectively expand the Learning Material Database in order to enhance the richness and diversity of the reading contents. Moreover, we can focus on analyzing more detailed learning portfolio arguments during learning process. Those may include the relevance of the time spent on article reading, the influence on proficiency of learners and difficulty of articles, the possibility of auxiliary voice to improve reading pronunciation and the influence of weight coefficient differences on the formula of guidance mechanism. We expect that this study can provide perspectives and directions worthy of studying for academic research in related fields by subsequent detailed analysis and induction. Acknowledgments This work was supported in part by the National Science Council (NSC), Taiwan, ROC, under Grant NSC 97-2511- S-006-001-MY3, NSC 97-2511-S-218-002-MY3, and NSC 99-2631-S-011 -002. References Brusilovsky, P. (1999). Adaptive and Intelligent Technologies for Web-based Education. Künstliche Intelligenz, 4, 19-25. Chen, C. M. (2008). Intelligent web-based learning system with personalized learning path guidance. Computers & Education, 5(2), 787-814. Chen, C. M., and Li, Y. L. (2009). Personalised context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive Learning Environments, 18 (4), 341-364. Chen, C. M., & Hsu, S. H. (2008). Personalized Intelligent Mobile Learning System for Supporting Effective English Learning. Educational Technology & Society, 11 (3), 153-180. Chinnery, G. (2006). Emerging Technologies - Going to the MALL: Mobile Assisted Language Learning. Language Learning & Technology, 10(1), 9-16. Clancey, W. J. (1995). A tutorial on situated learning. Proceedings of the International Conference on Computers and Education, AACE, 49-70. Collins, T. G. (2005). English Class on the Air: Mobile Language Learning with Cell Phones. Paper presented at the Fifth IEEE International Conference on Advanced Learning Technologies, July 5-8, 2005, Kaohsiung, Taiwan. Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319-340. Day, R. R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press. 178
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October 2011 Volume 14 Number 4
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Supporting Organizations Centre for
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Time-Quality Tradeoff of Waiting St
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Ibáñez, M. B., García, J. J., Ga
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Situated learning. It states that k
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executed in the client, the server
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The participants were twelve non-na
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Huang, H. M., Rauch, U., & Liaw, S.
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Theoretical background Feedback, is
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There are already a number of tools
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output used were blogs, written by
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Question Table 2: Perceived Relevan
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Black, P., & Wiliam, D. (2009). Dev
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detection, and analysis of affectiv
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experience is a suitable method of
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Collins, 1998). The appraisal theor
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encompasses the finer shades of an
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and can also track faces with glass
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Acknowledgements This research was
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Merill, D. C., Reiser, B. J., Traft
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to the above-discussed issues of th
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The annotation part of the SDM onto
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that enables the office users to ac
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Figure 4. Semantic document browser
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to the group’s shared semantic do
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participants performed less mouse c
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Bastili, V.R., Gianluigi, C., & Rom
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esource contribution, enabling conv
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Semantic Search In contrast to the
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Participation: P i i i NiVadd Vde
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and comment on each page as well. T
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Table 1. Questionnaire results (N=2
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propose for him, as well as calenda
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Discussion and Conclusion Collabora
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Sampson, D. G., & Zervas, P. (2011)
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Obtaining: the first step of the li
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process (Palmer & Richardson, 2004)
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and ratings (the use of star rating
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(K1) is the number of non-reusable
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Case 3: The process of reusing a se
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Washizaki, H., Yamamoto, Y. & Fukaz
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to examine determinants for pre-ser
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Overview of the model The first res
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significance of relationships. All
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Discussion This study represents a
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Davis, F., Bagozzi, R., & Warshaw,
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Ko, C.-C., Chiang, C.-H., Lin, Y.-L
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Interestingly, the Universal Design
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Figure 1. Framework of the TriAcces
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Experiment This experiment aimed to
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Table 2. Descriptive statistics for
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Foulds, R., & Camacho, C. (2003). T
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answer. However, students can choos
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Hartley & Collins-Brown, 1999; Morl
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Subjects Figure 4. Partial misconce
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correct for a four-option MC item i
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from −3 to 3 for any four-option
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Kansup, W. (1973). A comparison of
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The theory of mental models explain
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computer-mediated counter-arguments
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Learning in this study refers to, w
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the experiment process was anonymou
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supported. However, significant dif
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Cannon-Bowers, J. A., Salas, E., &
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Lee, Y.-H., Hsieh, Y.-C., & Hsu, C.
Page 131 and 132: Many researchers have conducted emp
Page 133 and 134: Trialability Some studies have empi
Page 135 and 136: Results Instrument validation Two c
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Page 149 and 150: Results In order to test the hypoth
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Page 155 and 156: A conceptual framework of this stud
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Page 161 and 162: Discussion This study suggests that
Page 163 and 164: 146). Also, role of constructivist
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Page 167 and 168: McNaughton, S. (2002). Meeting of m
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Page 171 and 172: Ubiquitous English-Reading Learning
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Page 175 and 176: initial value for the predetermined
Page 177 and 178: The following Eq. (18) expresses th
Page 179 and 180: Limitations This experiment adopted
Page 181: Table 3 shows the analysis of the p
Page 185 and 186: Ogata, H., & Yano, Y. (2004a). Cont
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Page 191 and 192: Step 5) Writing the story On the ba
Page 193 and 194: As indicated in Table 2, the differ
Page 195 and 196: References Armstrong, S. (2003). Th
Page 197 and 198: Goh, T.-T. (2011). Exploring Gender
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Page 201 and 202: Perceived Self-Efficacy Figure 3. H
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Page 207 and 208: Discussion and Implications Note. S
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Page 211 and 212: Parker, A. (2007). SMS - Its use in
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Page 231 and 232: Peng et al. (2006) To explore ISE &
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Torkzadeh, Chang, and Demirhan (200
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educational level, locus of control
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Internet-based learning self-effica
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Though Lee and Lee (2008) did not d
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Regarding the category of ISE resea
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Bandura, A. (1997). Self-efficacy:
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Pintrich, P. R., & de Groot, E. V.
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In formal learning, Safran, Helic,
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that culture is essential when user
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Table 3. Analysis of usage frequenc
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7 1.16 137.73 0.25 0.29 0.25 Social
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discussions freely. So Korean stude
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Johnson, L., Levine, A., & Smith, R
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Figure 1. The UE Faculty Web Portal
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2006), and consistency (Sindhuja &
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Independent Variables Dependent Var
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Meanwhile, as shown in Table 4, Ava
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design methods in the development o
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Pearson, J. M., & Pearson, A. (2008
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Clewley, N., Chen, S. Y., & Liu, X.
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As shown in this Table, Holists wil
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satisfaction or dissatisfaction wit
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8 I would prefer to learn from huma
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the examples need to be more practi
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Brotherton, J. A,. & Abowd, G. D. (
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Cobos, D. L. (2011). Book review: T
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