An Expert System-based Context-Aware Ubiquitous Learning Approach for Conducting Science Learning Activities
An Expert System-based Context-Aware Ubiquitous Learning Approach for Conducting Science Learning Activities
复制标题
用于开展科学学习活动的基于专家系统的情境感知普适学习方法
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
W. Tsai
中科院分区：
文献类型：
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作者：
Po;Gwo;W. Tsai
情境感知的泛在学习被认为是一种很有前途的方法，它使学生能够在数字世界的支持下与现实世界的学习目标进行交互。一些研究者已经指出了在情境感知的泛在学习过程中为个体学生提供学习指导或提示的重要性。在这项研究中，提出了一种基于专家系统的指导方法进行有效的上下文感知的无处不在的学习活动的基础上提供的领域知识的经验丰富的教师。为了评估所提出的方法的有效性，在高中地球科学课程的一个学习活动中进行了实验。实验结果表明，采用这种新的教学方法，学生的学习成绩在布卢姆教育目标分类中的“分析”和“评价”等几个认知过程方面都得到了显著的提高。因此，本研究的结论是，情境感知的泛在学习系统与互动的指导方法，有利于提高他们的高阶思维能力的学生。
Context-aware ubiquitous learning has been recognized as being a promising approach that enables students to interact with real-world learning targets with supports from the digital world. Several researchers have indicated the importance of providing learning guidance or hints to individual students during the context-aware ubiquitous learning process. In this study, an expert system-based guidance approach is proposed for conducting effective context-aware ubiquitous learning activities based on the domain knowledge provided by experienced teachers. To evaluate the effectiveness of the proposed approach, an experiment on a learning activity in a senior high school Geosciences course has been conducted. The experimental results show that, with this new approach, the students’ learning achievements have been significantly improved in terms of several cognitive processes in Bloom’s taxonomy of educational objectives, such as “analyzing” and “evaluating.” Consequently, it is concluded that the context-aware ubiquitous learning system with the interactive guiding approach has benefited the students in enhancing their higher order thinking competences.