A context-aware ubiquitous learning approach for providing instant learning support in personal computer assembly activities

Abstract

Personal computer assembly courses have been recognized as being essential in helping students understand computer structure as well as the functionality of each computer component. In this study, a context-aware ubiquitous learning approach is proposed for providing instant assistance to individual students in the learning activity of a computer-assembly course. In addition to comparing the learning achievements and learning satisfaction of the students who learned with context-aware ubiquitous learning and conventional technology-enhanced instruction, the computer-assembling performance, cognitive load, learning perceptions, as well as the learning attitudes of the students are also discussed. It was found that those students utilizing context-aware ubiquitous learning achieved better effects than those with conventional technology-enhanced learning. Moreover, with context-aware ubiquitous learning, the field-independent students presented higher acceptance of cognitive load, and more positive learning experience, learning perceptions, learning satisfaction, and learning attitudes than the field-dependent students.

Keywords:

• context-aware ubiquitous learning
• computer courses
• situated learning
• cognitive style
• cognitive load

Acknowledgements

This study is supported in part by the National Science Council of the Republic of China under contract numbers NSC 99-2511-S-011-011-MY3 and NSC 100-2631-S-011-003.

Notes on contributors

Miss Ching-Kun Hsu is an assistant professor in the Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taiwan.

Dr Gwo-Jen Hwang is a chair professor in the Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taiwan.