Study of affordances of iPads and teacher's private theories

Post-PC TouchPad mobile devices are increasingly being used in educational contexts. Growing investment isplanned by higher education institutions in Hong Kong and by the HKSAR Education Bureau in relation to educational uses ofTouchPad technology. However, current research intoeducational applications of this technology is limited. This paper reports an ongoing qualitative study that investigates how higher education teachers use iPad technology to facilitate their practice. The emergent study results provide insight intoboth the educational affordances of iPad technology and theways in which teachers’ personal or private theories mediate these affordances and transform through the process. The studyoutcomes will contribute to theoretical understanding of higher education teacher changes through adoption of technology. Furthermore, the outcomes will provide a set of recommendations for applications of TouchPad technology inhigher education and ways to support teachers to effectively adopt such technology in their practices.published_or_final_versio

Authoring Tool for Location-based Learning Experiences

In this paper, we present some features of our in-situ indoor-outdoor authoring tool for location-based learning experiences. For example, how to reuse locations in different experiences or how to design from scratch in places without any location sensing mechanisms. In addition, we describe some features in which we are working on. We expect to create a space for discussion about these kind of tools and to reflect on the products created with them

Authoring Tool for Location-based Learning Experiences

In this paper, we present some features of our in-situ indoor-outdoor authoring tool for location-based learning experiences. For example, how to reuse locations in different experiences or how to design from scratch in places without any location sensing mechanisms. In addition, we describe some features in which we are working on. We expect to create a space for discussion about these kind of tools and to reflect on the products created with them.Laboratorio de Investigación y Formación en Informática Avanzad

Students’ acceptance of mobile-based assessment

The effective development of a Mobile-Based Assessment (MBA) depends on students’ acceptance. The aim of this paper was to examine the determinant factor of students’ behavioral intention to use mobile-based assessment. Data were collected from 105 second grade students of a vocational high school through an online survey questionnaire. Partial Least Squares (PLS) was used to test the measurement and the structural model. Results showed Perceived Ease of Use as the strongest direct predictor of Behavioral Intention to Use, followed by Perceived Usefulness. Content and Mobile Self-Efficacy only has an indirect effect. These four variables explain 51.3 percent of the variance of Behavioral Intention to Use

Perceptions on the Utilization of Mobile Technologies for Learning among Postgraduate Students

This study determined the perceptions of the utilization of mobile technologies for learning among Postgraduate Students in Kwara State. The study adopted survey approach. The population for this study was made up of all the postgraduate students in Kwara State. Proportional sampling techniques were used to allocate a number of respondents in each school based on their estimated population using Israel Model. The instrument for data collection was an adapted questionnaire. Descriptive and Inferential statistics were used to answer the research question and test the stated hypotheses with the aid of stastistical product and service solution (SPSS) version 20.0 at 0.05 level of significant. The findings indicated that postgraduate students had positive perception of the utilization and ease of use of mobile technologies for learning. No significant difference exists in the postgraduate students’ perception of the utilization of mobile technologies for learning based on gender and the field of study. The study concluded that learning can be enhanced among postgraduates’ students if appropriate mobile technologies are deployed for learning. Therefore, postgraduate students are encouraged to deploy mobile technology for learning irrespective of their gender

PENGEMBANGAN TUGAS BELAJAR TOPIK GELOMBANG CAHAYA BERBASIS KERANGKA PEMBELAJARAN TIGA DIMENSI

Kerangka kerja pembelajaran tiga dimensi sebagai standard pembelajaran sains masa kini perlu didukung dengan tugas belajar yang sesuai. Penelitian ini bertujuan untuk mengembangkan tugas belajar topik gelombang cahaya berbasis kerangka pembelajaran tiga dimensi di SMA. Partisipan terdiri dari 150 orang peserta didik SMAN 1 Jatiluhur, 20 guru dan empat dosen. Metode penelitian yang digunakan adalah sequential mixed methods dengan model pengembangan Exploratory Design: Instrument Development Model. Lembar kuesioner, dokumen literatur, serta lembar wawancara terstruktur mengenai pembelajaran Gelombang Cahaya digunakan untuk memperoleh data kualitatif. Data kuantitatif diperoleh dari lembar validasi logis berdasarkan Learning Object Review Instrument (LORI) 2.0, lembar keterbacaan, serta validasi empiris tugas belajar. Data kualitatif dianalisis menggunakan triangulasi sumber data, kemudian Many Facet Rasch Measurement (MFRM) digunakan untuk menganalisis data kuantitatif. Hasil penelitian ini berupa desain konstruksi dari tugas belajar topik cahaya berbasis pembelajaran tiga dimensi yang valid, reliabel, serta memiliki keterbacaan dan karakteristik instrumen yang baik. Tugas belajar yang telah dikembangkan juga dapat memfasilitasi asesmen kemampuan kognitif peserta didik sesuai kerangka pembelajaran tiga dimensi. The three-dimensional learning framework as a standard for today's science learning needs to be supported by appropriate learning tasks. This study aims to develop learning tasks for light waves based on a three-dimensional learning framework in high school. Participants consisted of 150 students of SMAN 1 Jatiluhur, 20 teachers, and four lecturers. The research method used is sequential mixed methods with the development model of Exploratory Design: Instrument Development Model. Questionnaire sheets, literature documents, and structured interview sheets regarding Light Wave learning were used to obtain qualitative data. Quantitative data were obtained from logical validation sheets based on Learning Object Review Instrument (LORI) 2.0, readability sheets, and empirical validation of learning tasks. Qualitative data were analyzed using triangulation of data sources, then Many Facet Rasch Measurement (MFRM) was used to analyze quantitative data. The result of this research is the construction design of the light topic learning task based on three-dimensional learning that is valid, reliable, and also has good readability and instrument characteristics. The developed learning tasks can also facilitate the assessment of students' cognitive abilities according to a three-dimensional learning framework

Design of a Three-Dimensional Cognitive Mapping Approach to Support Inquiry Learning

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A review of the types of mobile activities in mobile inquiry-based learning

Inquiry-based Learning is increasingly suggested as an efficient approach for fostering learners’ curiosity and motivation. It helps learners to develop their ability to work in complex and unpredictable environments making them more critical thinkers and agentic learners. Although mobile technology is a suitable support for this learning process, there is a lack of practical strategies for educational practitioners to enact the right balance between enabling the agency and supporting the students through the mobile technology. Thus, we conducted a literature review that analyzed 62 studies on mobile inquiry- based learning. The analysis focused on the level of agency supported by mobile technology. This review study provided two main results. The first result is a two-layer classification –with five types and twelve subtypes– of the most common mobile activities used in inquiry-based learning. The types and subtypes are: 1) Direct instruction formed by 1a) location guidance, 1b) procedural guidance and 1c) metacognitive guidance, 2) Access to content formed by 2a) fixed and 2b) dynamic content, 3) Data collection that consists of 3a) cooperative and 3b) collaborative data collection, 4) Peer-to-peer communication formed by 4a) asynchronous and 4b) synchronous social communications and 5) Contextual support that includes 5a) augmented experience, 5b) immersive experience and 5c) adaptive feedback. The second result consists of an analytical framework –based on six dimensions– to assess the level of agency supported by the different types of mobile activities. The learners’ agency dimensions are: 1) Goals, 2) Content, 3) Actions, 4) Strategies, 5) Reflection and 6) Monitoring. Finally, the review presents insights on how this analytical framework can be used by educational practitioners to identify mobile activities that effectively balance learners’ agency with mobile technology. http://www.sciencedirect.com/science/article/pii/S0360131517302397?via%3Dihu

Functional measurement of a supplementary teaching system based on augmented reality technology for the course “building mechanical services and utilities” in architecture

Background and Objective:The advancement of information technology in the field of portable technologies has made it possible to develop omnipresent learning. Mobile learning (learning everywhere) is a new learning environment in which the learner is placed in a real-world scenario, with access to online resources, through portable tools and wireless networks. On the other hand, augmented reality has helped to complement human sensory perceptions of the environment by positioning them in the middle of the real world and the virtual world and creating an environment in which virtual components are combined in a dynamic interaction with the real environment. Portable augmented reality technology is a great tool for adding content to field visits by adding virtual components and information to a specific physical location. Such a tool can change the student-centered and inactive educational process into a student-centered and active process by creating a self-sufficient learning situation for students. The learning environment resulting from the combination of the real world and the virtual world is effective in creating a valid learning environment for students. Numerous studies have examined the application of augmented reality technologies in various educational fields such as engineering, medicine, ecology, science, art, history, etc. This study has used a tool based on augmented reality technology to enhance the efficiency of regular visits in teaching technical courses in the field of architecture. Methods: This study is applied utilizing a quantitative research method.  Participants included 73 students in the mechanical engineering course divided into experimental groups (38) and control group (35) after an initial theoretical training and administering pre-tests. The instruments in this study were tests and questionnaires. The experiment took place over a three-week period creating an active learning environment. Findings: The results of the study show that the application of the AR supplementary teaching tool contributes to enhance the students’ learning through the field visits and it is more effective than field visits in order to provide the satisfaction of learning approach and higher scientific validity from the students’ point of view. Conclusion: The use of AR technology and the focus on important points in field visits have made the teaching and learning process more efficient and enjoyable for students. From the students' point of view, the knowledge credibility of the activity designed for the experimental group was higher than the activity designed for the control group. The combination of building information in a simple and understandable software caused valid and superior knowledge.   ===================================================================================== COPYRIGHTS  ©2020 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers.  ====================================================================================

The Use of Mobile Learning in Schools as A Learning Media: Bibliometric Analysis

This bibliometric research aims to evaluate previous academic work that has been carried out in the context of the use of mobile learning at school. Research method using bibliometric analysis from the Scopus Database. From the results of the analysis that has been carried out, it can be concluded that the two decades of analysis show significant growth in Mobile Learning studies, with 209 documents published by 98 sources and active participation from 602 authors, highlighting the synergy between individual and collaborative efforts in research that has a global reach. A special focus in 2020 illustrates the vital role of mobile learning in addressing educational challenges during the pandemic. The dominant contribution from Taiwan, especially through the National Taiwan University of Science and Technology and lead researcher Gwo-Jen Hwang, confirms the country's position as a leader in Mobile Learning research. Meanwhile, the journal "Computers and Education" emerged as the main source of literature. Topics such as motivation, augmented reality, mobile applications, mobile phones, surveys, and technology acceptance models show potential that has not yet been fully explored, promising innovations in mobile learning applications in schools