Affordances and Core Functions of Smart Learning Environments: A Systematic Literature Review
Affordances and Core Functions of Smart Learning Environments: A Systematic Literature Review
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DOI：
10.1109/tlt.2021.3067946
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发表时间：
2021-03
影响因子：
3.7
通讯作者：
Bernardo Tabuenca;Sergio Serrano-Iglesias;Adrian Carruana-Martin;Cristina Villa-Torrano;Y. Dimitriadis;Juan I. Asensio-Pérez;Carlos Alario-Hoyos;E. Gómez-Sánchez;Miguel L. Bote-Lorenzo;A. Martínez-Monés;C. D. Kloos
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文献类型：
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作者：
Bernardo Tabuenca;Sergio Serrano-Iglesias;Adrian Carruana-Martin;Cristina Villa-Torrano;Y. Dimitriadis;Juan I. Asensio-Pérez;Carlos Alario-Hoyos;E. Gómez-Sánchez;Miguel L. Bote-Lorenzo;A. Martínez-Monés;C. D. Kloos
智能学习环境（SLEs）在过去的20年中获得了相当大的发展势头。SLE一词的出现涵盖了教育技术领域的一系列最新趋势，这些趋势受到云服务、移动的设备和互连对象等技术日益增长的影响。然而，术语SLE一直使用不一致的技术增强学习（TEL）社区，因为不同的研究工作采用形容词“智能”，指的是不同方面的新的学习环境。以往的调查局限于特定的技术或停留在理论层面，没有讨论实证研究中发现的实际影响。为了解决这种不一致性，并有助于对SLE概念的共同理解，本文对2000年至2019年期间发表的论文进行了系统的文献综述，讨论了经验研究中的SLE。从最初的1341篇论文中选出了68篇论文进行分析，以确定以下内容：1）哪些启示使学习环境变得智能; 2）在SLEs中使用哪些技术; 3）在什么教学环境中使用SLEs。考虑到以前的调查的局限性，和不一致的使用SLE的概念，在TEL社区，本文提出了一个全面的表征，通过他们的启示，所使用的技术，并在选定的论文中考虑的教学方法来描述SLE。因此，确定并解释了SLE的具体核心功能。这项工作的目的是确保相关的知识基础和参考，以实现未来的SLE。
Smart learning environments (SLEs) have gained considerable momentum in the last 20 years. The term SLE has emerged to encompass a set of recent trends in the field of educational technology, heavily influenced by the growing impact of technologies, such as cloud services, mobile devices, and interconnected objects. However, the term SLE has been used inconsistently by the technology-enhanced learning (TEL) community since different research works employ the adjective “smart” to refer to different aspects of novel learning environments. Previous surveys on SLEs are narrowly focused on specific technologies or remain at a theoretical level that does not discuss practical implications found in empirical studies. To address this inconsistency and also to contribute to a common understanding of the SLE concept, this article presents a systematic literature review of papers published between 2000 and 2019 discussing SLEs in empirical studies. Sixty-eight papers out of an initial list of 1341 papers were analyzed to identify the following: 1) what affordances make a learning environment smart; 2) which technologies are used in SLEs; and 3) in what pedagogical contexts are SLEs used. Considering the limitations of previous surveys, and the inconsistent use of the SLE concept in the TEL community, this article presents a comprehensive characterization to describe SLEs through their affordances, the technologies used, and pedagogical approaches considered in the selected papers. As a result, specific core functions of SLEs are identified and explained. This work aims at ensuring a relevant knowledge base and reference toward the implementation of future SLEs.