April 2012 Volume 15 Number 2 - Educational Technology & Society

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Parker, K. R., & Chao, J. T. (2007). Wiki as a teaching tool. Interdisciplinary Journal of Knowledge and Learning Objects, 3, 57– 72. Sim, J. W. S., & Hew, K. F. (2010). The use of weblogs in higher education settings: A review of empirical research. Educational Research Review, 5, 151–163. Snelling, C., & Karanicolas, S. (2008, November). Why wikis work: Assessing group work in an on-line environment. Paper presented at the Australian Technology Network Assessment Conference, Adelaide, South Australia. Su, F., & Beaumont, C. (2008, June). Student perceptions of e-learning with a wiki. Paper presented at SOLSTICE international conference on e-Learning and Learning Environment for the Future, Edge Hill University, UK. Venkatesh, V., Morris, M., Davis, G., & Davis, F. (2003). User acceptance of information technology: Toward a unified view. MIS Qarterly 27, 425–478. Williams, J. B., & Jacobs, J. (2004). Exploring the use of blogs as learning spaces in the higher education sector. Australasian Journal of Educational Technology, 20, 232–247. Yang, S. H. (2009). Using blogs to enhance critical reflection and community of practice. Educational Technology & Society, 12(2), 11–21. 205
Tan, T.-H., Lin, M.-S., Chu, Y.-L., & Liu, T.-Y. (2012). Educational Affordances of a Ubiquitous Learning Environment in a Natural Science Course. Educational Technology & Society, 15(2), 206–219. Educational Affordances of a Ubiquitous Learning Environment in a Natural Science Course Tan-Hsu Tan, Min-Sheng Lin, Yu-Ling Chu and Tsung-Yu Liu 1* Department of Electrical Engineering, National Taipei University of Technology, Taipei, Taiwan // 1 Department of Multimedia and Game Science, Lunghwa University of Science and Technology, Taoyuan County, Taiwan // thtan@ntut.edu.tw // mslin@ee.ntut.edu.tw // chu_yuling@tp.edu.tw // joye.liu@msa.hinet.net * Corresponding author (Submitted August 26, 2010; Revised December 11, 2010; Accepted April 15, 2011) ABSTRACT Educational affordances are worthy of being explored because the affordances of Information and Communication Technologies (ICT) provide the pedagogical effects for promoting cognitive acceleration, increasing the self-management of students, facilitating data collection, and presentation in science learning. This study aims to explore educational affordances on a course with a learning environment. To address this research goal, this study employed a ubiquitous learning environment termed the Environment of Ubiquitous Learning with Educational Resources (EULER) and conducted a natural science course for eight weeks. The participants included elementary school teachers and students. Detailed studies of how the students use EULER and how this course affects their learning have enabled us to identify specific educational affordances and their potential application in supporting learning. This study describes thirteen educational affordances that were revealed through the responses given by students in an open-question survey and interviews as well as through transcripts from researcher observations and student discussions. These educational affordances of ubiquitous learning environment employed in the natural science course have implications for current and future developments in pedagogy. Keywords Collaborative learning, Educational affordances, Game-based learning, Natural science learning, Ubiquitous learning Introduction The term “affordance” was coined by the perceptual psychologist J. J. Gibson, who developed an “ecological” alternative to cognitive approaches (Gibson, 1977). Gibson (1977) defined affordances as what the environment offers to humans and what it provides or furnishes, which may be for good or ill; it emphasizes possible actions that the observer perceives as feasible in the environment. Norman (1988) defined affordances as opportunities for action, that is, the perceived and actual fundamental properties of a thing that determine its possible uses. Independent of perception, affordances exist whether or not the actor cares about them, perceives them, or has perceptual information about them (Gaver, 1996). These definitions suggest that the same environment perceived by different observers may produce different perceptions of affordances, which are determined by the culture, social setting, experience, and intentions of the observer (McGrenere & Ho, 2000). On the basis of the abovementioned definitions, affordances cut across the subjective/objective barrier. Affordances are objective in that their existence does not depend on value, meaning, or interpretation. Additionally, affordances are subjective in that an actor is needed as a frame of reference; the actor and the environment make an inseparable pair (McGrenere & Ho, 2000). Kirschner (2002) further defined educational affordances as those characteristics of an artifact that determine if and how a particular learning behavior can possibly be enacted within a given context. Webb (2005) illustrated that the affordances of information and communication technologies (ICT) provide the following pedagogical effects in science learning, which are promoting cognitive acceleration, enabling a wider range of experience in science learning, increasing self-management of students, and facilitating data collection and presentation. Therefore, the educational affordances are worthy of being explored and discussed. Related works and our work Mobile learning that employs mobile devices as learning tools has been thriving since recent years. Many studies are exploring the educational affordances that mobile devices can offer. For example, Klopfer, Squire, and Jenkins (2002) ISSN 1436-4522 (online) and 1176-3647 (print). © International Forum of Educational Technology & Society (IFETS). The authors and the forum jointly retain the copyright of the articles. Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear the full citation on the first page. Copyrights for components of this work owned by others than IFETS must be honoured. Abstracting with credit is permitted. To copy otherwise, to republish, to post on servers, or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from the editors at kinshuk@ieee.org. 206
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April 2012 Volume 15 Number 2
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Supporting Organizations Centre for
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Contextualizing a MALL: Practice De
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Kop, R. (2012). The Unexpected Conn
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Human mediation and information flo
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elevant information based on some k
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of learners. A search facilitated t
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information as human mediation mean
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Blau, I., & Barak, A. (2012). How D
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examined whether the readiness to p
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Table 5 presents the ANOVA for the
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However, in discussing a non-sensit
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deviations showed smaller variance,
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actual participation discussing sen
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Mesch, G., & Elgali, Z. (2009). Soc
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Although prior research on overall
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with a score of 39 and below as “
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Table 2 demonstrates mean scores an
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Discussion Although the recent Inte
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Furthermore, the most preferred pla
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MEB. (2009). Internete erisim proje
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Learning Management Systems (LMS) b
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practice and repetition with feedba
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Online peer assessment Peer assessm
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At an international conference on m
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� Ability to produce rich assessm
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Meishar-Tal, H., & Tal-Elhasid, E.
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Tsai, S. C. (2012). Integration of
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order to decrease text complexity a
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matter how the learners’ aptitude
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If compared by programs, WP student
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mean F2F 4.64 4.52 4.35 4.44 *: p
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een analyzed and were compared with
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Chen, G.-D., Lee, J.-H., Wang, C.-Y
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and diverse cognitional and emotion
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Encourage and persuade students wit
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Materials and procedure Each studen
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The lower part of Figure 4 shows st
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Mayer, R. E., Sobko, K., & Mautone,
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that an item is answered correctly
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Table 1. Relative concepts frequenc
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The Account Management Module provi
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Experiment 1 and results Figure 7.
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Utilization of Test Item 36 33 30 2
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Utilization of Test Item 36 33 30 2
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0.065 0.877 (17.56) 0.938 (22.55) 0
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Hwang, G.J., Hsiao, C.L., & Tseng,
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the diverse needs of modern industr
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Figure 1. The framework of interdis
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Research Design Figure 3. Recommend
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friendly. 8. I feel the layout and
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satisfaction, and system acceptance
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Ozok, A. A., Fan, Q., & Norcio, A.
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than students in a conventional cla
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shown in Figure 2 to include the st
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(1996) Pleasure-Arousal-Dominance (
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Based on this connection, we consid
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Final dominance measurements were p
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student mood and thereby allow comp
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Sessink, O., Beeftink, H., Tramper,
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The rationale behind the video form
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usefulness of the movies and their
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case of the first two questions and
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this paper in order to evaluate the
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The survey questions Appendix A In
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E-training in organizations E-train
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efficacy regarding online training,
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Method Sample and procedure Figure
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0.874 which exceeded the recommende
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Even though the result does not con
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Brown, M., & Cudeck, R. (1993). Alt
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Wen, Y., Looi, C.-K., & Chen, W. (2
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when they are designing and impleme
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paper focuses on the first three st
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their self-esteem to be partners in
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Democratizing knowledge and symmetr
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1) Reading the article: At the star
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Effects of RCKI principle-based ped
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References Alexander, C. (1979). Th
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Page 179 and 180: Table 5 summarizes the students’
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Page 201 and 202: Literature review The related varia
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Page 205 and 206: Self-efficacy 92 5 21 13.37 3.726 W
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McNaught, C., Lam, P. & Lam, S.L. (
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on-site to finally achieve a meanin
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Table 1. Digital game designers and
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worldviews are socio-cultural-histo
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Phase Methods Visitor data collecti
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operate the game without the help o
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Visitors (end users) must be heard.
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Islas Sedano, C., Pawlowski, J., Su
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part of something larger than the s
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Previous studies have developed rel
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Technology Acceptance. The 10 items
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Table 4. Model Fit Indices Model χ
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In the final path model of set 1, t
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Discussion Differing from prior stu
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Haythornthwaite, C., Kazmer, M. M.,
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Ge, Z.-G. (2012). Cyber Asynchronou
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college of a university situated in
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Table 3 shows us the following info
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Appendix B shows Class 1’s respon
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increase one’s ability to process
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Appendix A Responses concerning syn
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Shih, S.-C., Kuo, B.-C., & Liu, Y.-
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Adaptive U-learning Math Path Syste
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Figure 4. Online tutorial courses o
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Participants and Experimental Proce
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the influence of Test1 scores, an e
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Hall, T., & Bannon, L. (2006). Desi
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(Hofer & Pintrich, 1997; Liu, Lin &
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� Through online peer assessment,
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elativism.” High Internet self-ef
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Peng, H., Tsai, C.-C., & Wu, Y.-T.
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Since game-based learning has been
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The second reason is about the sust
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Methods Figure 5. Quest NPCs provid
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These differences indicated that pa
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quests further involves students’
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Chang, I.-H. (2012). The Effect of
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(1) Vision, planning and management
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Based on an examination of the lite
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Table 2. Analysis of reliability an
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λ10 - 0.69 0.83 ε5 14.50 * - 0.32
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Bailey, G. D. (1997). What technolo
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Stegall, P. (1998). The principal:
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instruction has studied the student
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espond and the estimation of possib
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Research question For the purpose o
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READI reliability To verify the con
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Physical -1.43333(*) .44699 .029 -2
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The results of this study suggest t
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Hsu, Y.-C., Ho, H. N. J., Tsai, C.-
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domains. Five research questions we
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Research sample groups (4) Faculty
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13. Policies, Social Culture Impact
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Non-Specified Others Engineering &
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(AR = -2.1) (n = 7) 2. Non-specifie
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(n): Total number of articles Resea
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Compared to the publications in 200
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Pedagogical Content Knowledge (TPAC
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