Outcomes-based appropriation of context-aware ubiquitous technology across educational levels

Vivien Lin, Gi Zen Liu, Gwo Jen Hwang, Nian Shing Chen, Chengjiu Yin

Research output: Contribution to journalReview articlepeer-review

3 Citations (Scopus)

Abstract

This review study investigates the appropriation of sensing technology in context-aware ubiquitous learning (CAUL) in the fields of sciences, engineering, and humanities. 40 empirical studies with concrete learning outcomes across mandatory and higher education have been systematically reviewed and thematically analyzed with an outcomes-based teaching and learning approach. Four derived themes have been found to describe the design and implementation of CAUL, including learner-centeredness, technological facilitation, learning ecology, and research evaluation. The learning processes enabled by context-aware sensing technology have been explicated, revealing specific ways to apply new technologies in formal and informal environments. The analysis based on intended learning outcomes suggest that more efforts should be directed to fostering competence in analyzing and creating in mandatory education, and to creating in tertiary settings. Finally, unequal distribution of CAUL implementation across world regions calls for more technological appropriation in Southeast Asia and Africa. Specific suggestions on how to improve CAUL are also provided to better prepare learners in the twenty-first century.

Original languageEnglish
JournalInteractive Learning Environments
DOIs
Publication statusAccepted/In press - 2019

All Science Journal Classification (ASJC) codes

  • Education
  • Computer Science Applications

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