Mobile Learning

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Gwojen Hwang - One of the best experts on this subject based on the ideXlab platform.

  • transformation of educational roles of library supported Mobile Learning a literature review from 2009 to 2018
    The Electronic Library, 2020
    Co-Authors: Gwojen Hwang
    Abstract:

    This study aims to explore the transformation of the roles of libraries, application trends and potential research issues of library-supported Mobile Learning.,The publications in the Scopus database from 2009 to 2018 are reviewed and analyzed from various aspects, such as the roles of libraries in Mobile Learning, types of libraries, research foci and sensing or location-based technologies.,The role of libraries as Learning material providers is examined the most in library-supported Mobile Learning studies, followed by the role as inquiry context providers and as knowledge-sharing platforms. In terms of the role as Learning material providers, academic libraries were investigated the most and radio frequency identification (RFID) was mainly adopted. In terms of the role as inquiry context providers, special libraries were explored the most; adopted sensing technologies were more diverse (e.g. QR code, augmented reality, RFID and Global Positioning System). Only special libraries played a role as knowledge-sharing platforms, adopting augmented reality. Most research on library-supported Mobile Learning mainly focused on investigating the affective domain during Mobile Learning.,Five potential applications of educational roles in library-supported Mobile Learning are suggested based on the findings of the present study.,The current study provides insights relevant to the educational roles of library-supported Mobile Learning. The findings and suggestions can serve as references for researchers and school teachers conducting library-supported Mobile Learning.

  • effects of the inquiry based Mobile Learning model on the cognitive load and Learning achievement of students
    Interactive Learning Environments, 2013
    Co-Authors: Gwojen Hwang, Pohan Wu, Ya Yen Zhuang, Yuehmin Huang
    Abstract:

    The advancement of Mobile device and wireless communication technologies is having a great influence on the design concept of Learning activities. In this study, we attempt to integrate field study into the inquiry-based Mobile Learning model; moreover, a Mobile Learning environment that allows students to access both physical and virtual resources is developed accordingly. During the in-field Learning activity, the Mobile Learning system is able to present the Learning tasks, guide the students to visit the real-world Learning targets for exploration, and provide them with supplementary materials via the Mobile devices. The aim of this research focuses on the effects of this Mobile Learning model on students' cognitive load and Learning achievements. The 51 sixth graders who participated in this research were assigned to an experimental and a control group. From the pre and posttests as well as the cognitive load questionnaire, it was found that the students who learned with the inquiry-based Mobile lear...

  • an investigation based Learning model for using digital libraries to support Mobile Learning activities
    The Electronic Library, 2011
    Co-Authors: Juling Shih, Gwojen Hwang, Yuchung Chu, Chienwen Chuang
    Abstract:

    Purpose – This study proposes a Mobile Learning model that employs digital libraries to support investigative Learning activities. A student‐centered Mobile Learning activity with self‐guided exploration for physical ecology observation has been conducted to demonstrate the benefits of using digital libraries to support investigation‐based ecology Learning activities.Design/methodology/approach – An investigation‐based Mobile Learning model is proposed and an experiment is designed to show the effectiveness of the Learning model, in which the students are asked to answer a series of questions by observing the real‐world Learning objects and searching for supplemental materials from a digital library.Findings – The instructional experiment conducted in an elementary school with 64 sixth grade students shows that the innovative approach is able to improve the Learning achievement, Learning effectiveness, as well as the Learning attitudes of the students.Practical implications – The findings of this paper im...

  • a formative assessment based Mobile Learning approach to improving the Learning attitudes and achievements of students
    Computer Education, 2011
    Co-Authors: Gwojen Hwang, Hsunfang Chang
    Abstract:

    The advancement of Mobile and wireless communication technologies has encouraged an increasing number of studies concerning Mobile Learning, in which students are able to learn via Mobile devices without being limited by space and time; in particular, the students can be situated in a real-world scenario associated with the Learning content. Although such an approach seems interesting to the students, researchers have emphasized the need for well-designed Learning support in order to improve the students' Learning achievements. Therefore, it has become an important issue to develop methodologies or tools to assist the students to learn in a Mobile Learning environment. Based on this perspective, this study proposes a formative assessment-based approach for improving the Learning achievements of students in a Mobile Learning environment. A Mobile Learning environment has been developed based on this approach, and an experiment on a local culture course has been conducted in southern Taiwan to evaluate its effectiveness. The experimental results show that the proposed approach not only promotes the students' Learning interest and attitude, but also improves their Learning achievement.

  • an inquiry based Mobile Learning approach to enhancing social science Learning effectiveness
    Educational Technology & Society, 2010
    Co-Authors: Juling Shih, Chienwen Chuang, Gwojen Hwang
    Abstract:

    Introduction Mobile Learning entails the kind of Learning in which learners use Mobile devices with digital content inside, to learn in "anytime, anywhere" situations. Such devices include PDAs (Personal Digital Assistants), laptop computers, cellular phones with wireless communication capabilities, as well as customized hardware (Liu & Hwang, 2010; Shih, Chu, Hwang, & Kinshuk, in press). To avoid students aimlessly wandering around, instructors need to carefully arrange the Learning environment and design an interactive Learning model, along with meaningful Learning content provided in time. In the past decade, Mobile Learning has been used in a variety of educational fields in both informal and formal settings, such as bird-watching (e.g. Chen, Kao, & Sheu, 2003), chemistry experiments (e.g. Hwang et al., 2009), math (e.g. Zurita & Nussbaum, 2004), language Learning (e.g. Cui & Bull, 2005), environmental investigation (e.g. Rogers et al., 2005; Lai et al., 2007; Chu, Hwang, Tsai, & Tseng, 2010), and butterfly ecology Learning (e.g. Chu et al., 2008; Hwang, Kuo, Yin, & Chuang, 2010; Hwang, Shih, & Chu, in press). Most of the existing research has been carried out for science, language, or technique-oriented content that trains students to master certain structural or systematic knowledge or skills, while the use of Mobile Learning technology for social science Learning is seldom reported. Moreover, researchers have indicated that, although Mobile Learning seems to be innovative and interesting to the students, their Learning performance could be disappointing without proper Learning strategies or tools (Chu et al., 2010; Hwang, Chu, Shih, Huang, & Tsai, 2010). Unfortunately, so far few scholars have applied Mobile Learning practices in the social science subjects, not to mention proposing effective strategies or tools to facilitate social science Learning. To cope with this problem, this research aims to develop a Mobile Learning system for supporting exploration activities in authentic Learning environments. Moreover, to evaluate the effectiveness of this innovative approach, a Mobile Learning activity for a social science course is conducted by guiding elementary students in southern Taiwan to learn in a local temple with PDAs. The project is targeted, as social science, to include geographical, historical, and cultural issues since Learning about the temple in the students' hometown requires overall content Learning about these aspects. The students are situated in a Learning scenario that combines both the real world (a local temple) and the virtual world (the PDA Learning system with access to digital materials) to extend their Learning experience. A series of educational activities between the field and the digital system are designed to demonstrate the practices of Mobile Learning, which emphasizes Learning that happens close to real life. To achieve this objective, an inquiry-based approach is proposed for developing the Mobile Learning system to facilitate students' field studies; in the meantime, the cognitive loads of the students were taken into account when designing the user interface. Furthermore, both qualitative and quantitative analysis methods were used to evaluate the Learning performance of the students. Literature Review Inquiry-based Learning Inquiry-based Learning is a concept which encourages teachers to allow learners to get in touch with authentic situations, and to explore and solve problems that are analogs to real life (Feletti, 1993; Li & Lim, 2008). By means of exploration, investigation, and observation, students become involved in more rigorous social interactions as well as higher level thinking. In inquiries, students not only develop a deeper understanding of the subject, but also 'learn how to learn' (Price, 2001). Lim (2004) stated that online inquiry Learning ensures students' positive participation, on-task behavior, and rich collaboration, as well as empowering students' ownership and self-directed Learning by increasing their involvement and responsibility for their own Learning. …

Sulaiman Umar - One of the best experts on this subject based on the ideXlab platform.

Lunghsiang Wong - One of the best experts on this subject based on the ideXlab platform.

  • recognizing and measuring self regulated Learning in a Mobile Learning environment
    Computers in Human Behavior, 2012
    Co-Authors: Li Sha, Cheekit Looi, Wenli Chen, Peter Seow, Lunghsiang Wong
    Abstract:

    With the realization that more research is needed to explore external factors (e.g., pedagogy, parental involvement in the context of K-12 Learning) and internal factors (e.g., prior knowledge, motivation) underlying student-centered Mobile Learning, the present study conceptually and empirically explores how the theories and methodologies of self-regulated Learning (SRL) can help us analyze and understand the processes of Mobile Learning. The empirical data collected from two elementary science classes in Singapore indicates that the analytical SRL model of Mobile Learning proposed in this study can illuminate the relationships between three aspects of Mobile Learning: students' self-reports of psychological processes, patterns of online Learning behavior in the Mobile Learning environment (MLE), and Learning achievement. Statistical analyses produce three main findings. First, student motivation in this case can account for whether and to what degree the students can actively engage in Mobile Learning activities metacognitively, motivationally, and behaviorally. Second, the effect of students' self-reported motivation on their Learning achievement is mediated by their behavioral engagement in a pre-designed activity in the MLE. Third, students' perception of parental autonomy support is not only associated with their motivation in school Learning, but also associated with their actual behaviors in self-regulating their Learning.

Ali Zulfiana - One of the best experts on this subject based on the ideXlab platform.

Djafar, Andi Ferawaty - One of the best experts on this subject based on the ideXlab platform.

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