April 2012 Volume 15 Number 2 - Educational Technology & Society

Shih, S.-C., Kuo, B.-C., & Liu, Y.-L. (2012). Adaptively Ubiquitous Learning in Campus Math Path. Educational Technology &
Society, 15 (2), 298–308.
Adaptively Ubiquitous Learning in Campus Math Path
Shu-Chuan Shih*, Bor-Chen Kuo and Yu-Lung Liu 1
Graduate School of Educational Measurement and Statistics, National Taichung University, Taiwan, 140 Min-Shen
Road, Taichung 40306, Taiwan // 1 Department of Computer Science and Information Engineering, Asia University,
500 Liufeng Rd., Wufeng, Taichung 41354, Taiwan // ssc@mail.ntcu.edu.tw // kbc@mail.ntcu.edu.tw //
liu720402@hotmail.com
*Corresponding author
(Submitted November 6, 2010; Revised February 12, 2011; Accepted March 26, 2011)
ABSTRACT
The purposes of this study are to develop and evaluate the instructional model and learning system which
integrate ubiquitous learning, computerized adaptive diagnostic testing system and campus math path learning.
The researcher first creates a ubiquitous learning environment which is called “adaptive U-learning math path
system”. This system enables students to learn math during their daily campus life with mobile devices beyond
web-based education with desktop computers. Moreover, this system can support the adaptive testing and realtime
computer-based adaptive remedial instruction after students complete the situated learning on campus math
path using ubiquitous technology. Next, a quasi-experiment research is conducted to explore the instructional
effectiveness of this system. The 118 subjects are selected from fifth-grade classes in Taiwan. Experimental
results indicate that the proposed system can enhance mathematical achievement and the effect of remedial
instruction. Furthermore, students’ mathematical connection ability can be improved by the proposed
instructional model and learning system. Finally, conclusions for mathematics learning are discussed.
Keywords
Ubiquitous learning, Computerized adaptive diagnostic testing system, Math path, Situated learning
Introduction
Recently, many academics are espousing the merits of situated learning. In situated learning of mathematics, a math
path is a common method that bridges the gap between formal learning and the places where the learning is to be
applied. A math path includes a series of mathematical learning activities that are designed around campuses or
communities, using sports fields, trees, or school gates. These activities make math meaningful by providing students
with problems and examples demonstrating its applications in environment and everyday life. In other words,
students will develop and consolidate key concepts and skills of mathematics by solving authentic, real-world
problems on the math path.
There are two major advantages for the math path learning. The first is to help students understand and value
mathematics. The math path will provide an opportunity for participants to be active learners, it will provide a
context for the learning of mathematics, and will provide a safe, non-threatening environment in which to understand
how math is involved in environment and everyday life. The second purpose is to gain awareness of the connection
of concepts in mathematics. Participants in the math path will become aware and understand the mathematics all
around them embedded in the surrounding environment of the campus.
However, there also are some restrictions in the design of a traditional math path. For example, in paper-and-pencil
based problem solving, it is difficult to immediately share and record students’ processes of solving problems in a
traditional math path. Furthermore, when students encounter difficulties when problem solving outdoors, the teacher
is usually unable to teach each student or support available resources according to individual needs in the right time
and right place, not to mention there is a lack of individual assessment and remedial instruction after math path
learning.
With the rapid development of wireless communication and sensor technologies, ubiquitous learning (U-learning) or
pervasive learning has become a promising solution to educational problems (Chen, Chang, & Wang, 2008; Chen,
Kinshuk, Wei, & Yang, 2008; Chiou, Tseng, Hwang, & Heller, 2010; Chu, Hwang, & Tsai, 2010; Hwang, Chu,
Shih, Huang, & Tsai, 2010; Hwang, Kuo, Yin, & Chuang, 2010; Hwang, Tsai, & Yang, 2008; Kuo, Hwang, Chen, &
Wang, 2007; Laine, Islas Sedano, Vinni, & Joy, 2009; Liu & Chu, 2010; Liu, Tan, & Chu, 2009; Si, Weng, & Tseng,
2006; Syvänen, Beale, Sharples, Ahonen, & Lonsdale, 2005; Yang, 2006). In previous literatures, some people use
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