A context-aware video prompt approach to improving students' in-field reflection levels
A context-aware video prompt approach to improving students' in-field reflection levels
复制标题
情境感知视频提示方法可提高学生的现场反思水平
DOI：
10.1016/j.compedu.2013.08.007
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
N. Chen
中科院分区：
文献类型：
--
作者：
I;Xiu;Wei;Gwo;N. Chen
让学生在真实世界的观察和探究活动中进行反思已经被认为是提高学生学习成绩和动机的一个重要问题。文献中的许多研究都将基于文本的反思提示作为提高学习成绩的一种重要策略，本研究认为，使用视频作为反思提示将更有效地改善学习者无处不在的学习体验，并能提供比基于文本的提示更符合现实世界背景的更合理的情景。在这项研究中，提出了一种基于情境感知的视频提示方法，通过使用移动、无线通信和传感技术提供及时和个性化的指导，来提高学生的反思水平和满意度。实验评估了基于视频的提示策略的有效性，被试分成两组，每组70人。结果表明，使用该方法后，学习者的反思水平得到了显著提高，并对在情境感知的无处不在的学习环境中使用基于视频的提示表示了积极的态度。
Engaging students in reflection during real-world observation and inquiry activities has been recognized as an important issue for improving students' learning achievement and motivation. Many studies in the literature have adopted text-based reflection prompts as an important strategy to promote learning performance, this study argues that using videos as a reflection prompt would be more effective for improving learners' ubiquitous learning experiences and can provide a more sensible scenario that is better fitting the real-world contexts than the text-based prompts. In this study, a context-aware video-based prompt approach is proposed for improving students' reflection levels and satisfaction by providing timely and personalized guidance using mobile, wireless communication and sensing technologies. An experiment was conducted for evaluating the effectiveness of the proposed video-based prompt strategy with 70 participants in two groups. The results show that learners' reflection levels were significantly improved with the use of the proposed approach and that positive attitudes were observed toward the use of video-based prompts in the context-aware ubiquitous learning environment.