Outcomes-based appropriation of context-aware ubiquitous technology across educational levels

ABSTRACT

This review study investigates the appropriation of sensing technology in context-aware ubiquitous learning (CAUL) in the fields of sciences, engineering, and humanities. 40 empirical studies with concrete learning outcomes across mandatory and higher education have been systematically reviewed and thematically analyzed with an outcomes-based teaching and learning approach. Four derived themes have been found to describe the design and implementation of CAUL, including learner-centeredness, technological facilitation, learning ecology, and research evaluation. The learning processes enabled by context-aware sensing technology have been explicated, revealing specific ways to apply new technologies in formal and informal environments. The analysis based on intended learning outcomes suggest that more efforts should be directed to fostering competence in analyzing and creating in mandatory education, and to creating in tertiary settings. Finally, unequal distribution of CAUL implementation across world regions calls for more technological appropriation in Southeast Asia and Africa. Specific suggestions on how to improve CAUL are also provided to better prepare learners in the twenty-first century.

KEYWORDS:

• Context-aware ubiquitous learning
• human-computer interface
• outcomes-based teaching and learning
• intended learning outcomes
• technological appropriation
• twenty-first century competencies

Disclosure statement

No potential conflict of interest was reported by the authors.

The data used are provided in the references following ethical rules.

Additional information

Funding

This work was supported by Ministry of Science and Technology, Taiwan [Grant Number MOST 105-2511-S-006-006-MY3].

Notes on contributors

Vivien Lin

Vivien Lin is an Assistant Professor at National Yunlin University of Science & Technology, Taiwan. Dr. Lin received her Ph.D. degree in the Department of Foreign Languages & Literature at National Cheng Kung University (NCKU) in Taiwan. Her research interests include context-aware ubiquitous learning, academic writing, plagiarism avoidance, and computer assisted language learning.

Gi-Zen Liu

Gi-Zen Liu is a Distinguished Professor in the Department of Foreign Languages & Literature at NCKU in Taiwan. He received his PhD degree in Instructional Systems Technology from Indiana University Bloomington in the U.S. in 2003. His research interests include computer assisted language learning, context-aware mobile learning, plagiarism avoidance, blended language learning, online writing tutorials, and Learning Technology. Professor Liu received K. T. Li Honorary Scholar Award in Taiwan in 2016.

Gwo-Jen Hwang

Gwo-Jen Hwang is currently a Chair Professor at the National Taiwan University of Science and Technology. Dr. Hwang serves as an editorial board member and a reviewer for more than 30 academic journals of educational technology and e-learning. He has also been the principal investigator of more than 100 research projects funded by National Science Council and Ministry of Education in Taiwan. His research interests include mobile and ubiquitous learning, digital game-based learning, adaptive learning, and artificial intelligence in education.

Nian-Shing Chen

Nian-Shing Chen is a Chair Professor at National Yunlin University of Science & Technology, Taiwan. He has published over 400 academic papers in the international referred journals, conferences and book chapters. Prof. Chen has received the national outstanding research awards for three times from the National Science Council in 2008, 2011-2013 and the Ministry of Science and Technology in 2015-2017. His current research interests include assessing e-Learning course performance; online synchronous teaching & learning; mobile & ubiquitous learning; embodied cognition & game-based learning. Prof. Chen is serving as editorial board members for many international journals and guest editors for more than 15 special issues of international journals. He has also organized and chaired numerous international conferences and workshops in the area of advanced learning technologies. Professor Chen is a senior and golden core member of IEEE, ACM and the Editor-in-Chief for the SSCI-indexed journal of Educational Technology & Society.

Chengjiu Yin

Chengjiu Yin is an Associate Professor at Kobe University, Japan. His research interests include mobile and ubiquitous learning, digital reading-based learning, adaptive learning, and artificial intelligence in education.