Context-aware language-learning application in the green technology building: Which group can benefit the most?

Hong You Wang, Vivien Lin, Gwo Jen Hwang, Gi Zen Liu

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

To assess the effects and learner perceptions of context-aware ubiquitous language learning (CAULL), a green-building English-learning application (GBELA) employing sensing technology was created to develop participants' English listening and reading skills using smartphones and QR codes. This study investigated the effects of 40 participants' perceived ease of use, usability, usefulness, learner attitude, satisfaction with the use of GBELA, and self-efficacy in smartphone and GBELA usage. Quantitative and qualitative data through pretest/post-test, questionnaires, and semistructured interviews were collected with a focus on green building–based English (GBbE) reading and listening skills. Results proved the effectiveness of the GBELA for both high-achievement (HA) and low-achievement (LA) groups. Furthermore, correlations were found between the HA group and ease of use of the GBELA. The correlations among learner perceptions and self-efficacy showed that a well-designed context-aware learning system can help learners enhance self-efficacy in CAULL mode. Implications for the design of effective context- and knowledge-specific ubiquitous learning systems are provided in the study.

Original languageEnglish
Pages (from-to)359-377
Number of pages19
JournalJournal of Computer Assisted Learning
Volume35
Issue number3
DOIs
Publication statusPublished - 2019 Jun

All Science Journal Classification (ASJC) codes

  • Education
  • Computer Science Applications

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