A two-tier test approach to developing location-aware mobile learning systems for natural science courses
A two-tier test approach to developing location-aware mobile learning systems for natural science courses
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DOI：
10.1016/j.compedu.2010.07.004
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发表时间：
2010-12-01
影响因子：
12
通讯作者：
Tseng, Judy C. R.
中科院分区：
文献类型：
--
作者：
Chu, Hui-Chun;Hwang, Gwo-Jen;Tseng, Judy C. R.
无线和移动技术的进步使学生能够在一个结合了现实世界和数字世界学习资源的环境中学习。虽然这种方法被认为是创新和重要的，但在实际的学习活动中也暴露出一些问题。一个主要问题是由于缺乏适当的学习策略或工具来帮助学生在如此复杂的学习场景中获取知识。学生使用移动设备在真实情境中学习时可能会感到兴奋或投入；然而，他们的学习成绩可能令人失望。为了解决这一问题，本研究提出了一种移动学习系统，该系统采用射频识别（RFID）技术来检测和检查学生的真实学习行为。本研究还利用每个学生在两层测试中的回答（即两层格式的选择题）来提供个性化的学习指导（称为两层测试指导，T(3)G）。通过某小学自然科学课程的实验结果表明，这种创新的教学方法能够提高学生的学习成绩，增强学生的学习动机。(C) 2010 Elsevier Ltd.版权所有。
The advancement of wireless and mobile technologies has enabled students to learn in an environment that combines learning resources from both the real world and the digital world. Although such an approach has been recognized as being innovative and important, several problems have been revealed in practical learning activities. One major problem is owing to the lack of proper learning strategies or tools for assisting the students to acquire knowledge in such a complex learning scenario. Students might feel excited or engaged when using the mobile devices to learn in the real context; nevertheless, their learning achievements could be disappointing. To deal with this problem, this study presents a mobile learning system that employs Radio Frequency Identification (RFID) technology to detect and examine real-world learning behaviors of students. This study also utilizes each student's responses from a two-tier test (i.e., multiple-choice questions in a two-level format) to provide personalized learning guidance (called two-tier test guiding, T(3)G). The experimental results from a natural science course of an elementary school show that this innovative approach is able to improve the learning achievements of students as well as enhance their learning motivation. (C) 2010 Elsevier Ltd. All rights reserved.