April 2012 Volume 15 Number 2 - Educational Technology & Society

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Real-time Evaluation m-Test, m-Notes, m- Voting, and m-Portfolio/ Treasure hunt game Individuality m-Calendar, m- Portfolio, m-Browser and m-Player/ Understanding the ecology of wetlands Diverse Interaction Arbitrary Data collection Ubiquitous Game play Authentic Contextawareness Vivid Immersion 2. Perceived affordances Skillful Application Methodical Analysis Creative Synthesis Evaluate outcome, examine homework, examine reports, present intend, and evaluate portfolio Organize personal schedule, save learning records, and manage personal portfolio All tools/ All activities Discuss issues, share information, present ideas, and present intent, and interact with virtual objects m-Loader, m-Capture, and m-Browser/ Understanding the ecology of wetlands and Wetland rescue m-Browser, m-RFID, and m-Test/ Treasure hunt game m-RFID and m-Player/ Treasure hunt game m-AR/ Unexpected encounter Collect videos, audios, images, articles and data Retrieve context-aware materials, and play ubiquitous game Retrieve context-aware data, play media, combine courses with real world, and observe wildlife behavior Combine virtual and real world objects as well as provide spatial, temporal and contextual conceptualization All tools/All activities Access materials, browse materials, collect data, compile articles, play media, calculation, analysis data, present intend, organize schedule, manage personal information, discuss issues, share information, evaluate achievement, present ideas, retrieve context-aware materials, and compile Embedded calculator and analysis tool/ Wetland rescue m-Loader, m-Capture and m-Notes/ Wetland rescue reports Collect data, observe wildlife, analyze data, and make a conclusion Integrate learning objects into productions Evaluate learning outcomes, and improve knowledge cognition Perform individual activity, develop private portfolio, engage individualized learning experiences, accomplish learner-centered learning, foster self-management ability, foster good learning habits, and improve learning performance Enhance peer interaction, increase motivation, improve outcome, improve human relationship, healthful psychology, improve learning efficiency, improve teaching quality, and develop thinking ability Foster data collection ability, build learning basis, develop investigation, and enhance learning cognition Increase learning interest, engage learning motivation, enhance learning interactivity, and improve learning outcomes Engage learning experiences, improve learning effectiveness, and construct authentic knowledge Improve understanding and enhance learning experiences Apply information technologies for learning and foster problem-solving skill, exploring ability, and independent thinking ability Foster data analysis ability and explore new knowledge Combine elements and produce creative products, and achieve self-satisfactory 217
Ubiquitous Revision Seamless Collaboration m-Loader, m-Player and m-Browser/ Understanding the ecology of wetlands m-Loader, m-Browser, m-Capture, m-Share, m- Messenger, Forum, and m-Notes/ Wetland rescue Conclusions and future work Browse learning materials, save learning materials, and review learning materials at any time and place Share information, share experience, complete a common task, and produce team reports Increase familiarity with lessons, enhance learning experiences, and improve learning performance Increase peer interaction, engage motivation, improve outcome, improve human relationship, enhance healthful psychology, and find out social value of existence This study finds thirteen educational affordances divided into two categories. The ubiquitous learning environment and course provided eight actual educational affordances, which included unconstrained knowledge accession, realtime evaluation, individuality, diverse interaction, arbitrary data collection, ubiquitous game play, authentic contextawareness, and vivid immersion. The students’ responses identified five perceived educational affordances, which were skillful application, methodical analysis, creative synthesis, ubiquitous revision, and seamless collaboration. Among these affordances, seven gained good approval (greater than 80%), four gained general approval (greater than 60% but lower than 80%), and two gained no-good approval (lower than 60%) from the students, implying that the educational affordances provided by the EULER and the natural science course gained major approval (average is 76%) from the students. The educational affordances explicated in this study should be useful to teachers when they employ ubiquitous computing technology, rich educational resources, and diverse pedagogical tactics to improve the student learning effect and help students achieve their learning goals. Our future research will be dedicated to investigating the differences in educational affordances between different instructional environments and open courses using different learning tools, learning contexts, learning affections, theme-based activities, and instructional strategies. Acknowledgments This study was sponsored by the National Science Council of Taiwan. We are very pleased to thank the elementary school, Affiliated Experimental Elementary School of Taipei Municipal University of Education, whose students and teachers participated in this research. References Anderson, L. W., & Krathwohl, D. R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s educational objectives. NY: Longman. Bloom, B. S. (Ed.) (1956). Taxonomy of educational objectives: The classification of educational goals, Handbook I: Cognitive domain. New York, NY: Longman, Green. Bloom, B. S. (1968). Learning for mastery. Evaluation Comment,1(2), 1–12. Bricken, M., & Byrne, C. M. (1993). Summer students in virtual reality: A pilot study on educational applications of virtual reality technology. In A. Wexelblat (Ed.), Virtual reality: Applications and explorations (pp. 199–218). Boston, MA: Academic. Churchill, D., & Churchill, N. (2008). <strong>Educational</strong> affordances of PDAs: A study of a teacher's exploration of this technology. Computers & Education, 50(4), 1439–1450. Cooper, J. (1993). Engaging the [Museum] visitor: Relevance, participation and motivation in hypermedia design. In D. Lees (Ed.), Proceedings of 2nd International Conference on Hypermedia and Interactivity in Museums (pp.174–177). Los Alamitos, CA, USA: IEEE Computer <strong>Society</strong>. Dey, A. K. (2001). Understanding and using context. Personal and Ubiquitous Computing, 5(1), 4–7. 218
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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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Valsamidis, S., Kontogiannis, S., K
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The Analog system (Yan et al., 1996
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First, the number of the sessions a
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BioLayout uses a modified version o
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As shown in figure 3, all metrics c
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Figure 7. The detailed results for
Page 171 and 172: Enright, A. J., van Dongen, S., Ouz
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Page 179 and 180: Table 5 summarizes the students’
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Page 189 and 190: Methods Before the experiment, a mo
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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
Page 207 and 208: In this problem, intention was take
Page 209 and 210: References Ajjan, H., & Hartshorne,
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Page 213 and 214: Students perused the course materia
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Page 217 and 218: tests, electronic tests are more li
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Page 221: collection was also approved by all
Page 225 and 226: Tai, Y. (2012). Contextualizing a M
Page 227 and 228: tasks were developed from task type
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Page 237 and 238: 4PL IRT model According to the numb
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Page 249 and 250: Leppisaari, I., & Lee, O. (2012). M
Page 251 and 252: Selection of the virtual tool The t
Page 253 and 254: Environmental themes emerged strong
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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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