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A context-aware video prompt approach to improving students' in-field reflection levels
ARTICLE

, , , Department of Information Management, Taiwan ; , Graduate Institute of Digital Learning and Education, Taiwan ; , Department of Information Management, Taiwan

Computers & Education Volume 70, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Engaging students in reflection during real-world observation and inquiry activities has been recognized as an important issue for improving students' learning achievement and motivation. Many studies in the literature have adopted text-based reflection prompts as an important strategy to promote learning performance, this study argues that using videos as a reflection prompt would be more effective for improving learners' ubiquitous learning experiences and can provide a more sensible scenario that is better fitting the real-world contexts than the text-based prompts. In this study, a context-aware video-based prompt approach is proposed for improving students' reflection levels and satisfaction by providing timely and personalized guidance using mobile, wireless communication and sensing technologies. An experiment was conducted for evaluating the effectiveness of the proposed video-based prompt strategy with 70 participants in two groups. The results show that learners' reflection levels were significantly improved with the use of the proposed approach and that positive attitudes were observed toward the use of video-based prompts in the context-aware ubiquitous learning environment.

Citation

Hung, I.C., Yang, X.J., Fang, W.C., Hwang, G.J. & Chen, N.S. (2014). A context-aware video prompt approach to improving students' in-field reflection levels. Computers & Education, 70(1), 80-91. Elsevier Ltd. Retrieved November 14, 2019 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2013.08.007

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