Constructivist context-aware ubiquitous learning environments

Authors:
P.-S. Tsai;C.-C. Tsai;G.-J. Hwang
Affiliations:
Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, Taipei, Taiwan;Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan;Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan
Venue:
Journal of Computer Assisted Learning
Year:
2012

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Abstract

This study developed a survey to explore students' preferences in constructivist context-aware ubiquitous learning environments. A constructivist context-aware ubiquitous learning (u-learning) environment survey (CULES) was developed, consisting of eight scales, including ease of use, continuity, relevance, adaptive content, multiple sources, timely guidance, student negotiation, and inquiry learning. The survey responses were gathered from 215 university students from five universities in Taiwan. The students all had actual experience of using u-learning systems in u-learning environments. Both exploratory and confirmatory factor analyses showed that the CULES had high reliability and validity. The structural model revealed that the provision of realistic and close-to-real-life information could enhance students' preferences for timely guidance, student negotiation, and inquiry-learning activities. In addition, the attainment of inquiry learning is quite challenging when designing u-learning activities, as it involves the enhancement of the other CULES scales. © 2012 Wiley Periodicals, Inc. (This study is supported by the National Science Council, Taiwan under contract numbers NSC 98-2511-S-011-005-MY3, NSC 99-2511-S-011-011-MY3, and NSC 99-2631-S-011-002.)