Abstract

Recent developments in computing and mobile technologies have enabled the mobile and ubiquitous learning approach, which situates students in an environment that combines real-world and digital-world learning resources. Although such an approach seems to be innovative and interesting, several problems have been revealed when applying it to practical learning activities. One major problem is owing to the lack of proper learning strategies or tools that can guide or assist the students to learn in such a complex learning scenario. Students might feel excited or interested when using the mobile devices to learn in the real world; however, their learning achievements could be disappointing. To cope with this problem, in this study, a knowledge engineering approach is proposed to develop Mindtools for such innovative learning scenarios. Experimental results from a natural science course of an elementary school show that this innovative approach not only enhances learning motivation, but also improves the learning achievements of the students.

Citation

Chu, H.C., Hwang, G.J. & Tsai, C.C. (2010). A knowledge engineering approach to developing mindtools for context-aware ubiquitous learning. Computers & Education, 54(1), 289-297. Elsevier Ltd. Retrieved March 6, 2021 from https://www.learntechlib.org/p/66959/.

Keywords

• Cognitive Processes
• Computer Assisted Instruction
• educational technology
• electronic learning
• Elementary School Science
• Handheld Devices
• instructional design
• Instructional Effectiveness
• Instructional Material Evaluation
• Interactive Learning Environments
• Knowledge engineering
• Learning Motivation
• learning strategies
• Mindtools
• Mobile and ubiquitous learning
• Natural Sciences
• Repertory grid
• Science Achievement
• Science Curriculum
• Science Instruction
• student motivation
• teaching methods