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In this study, we designed geometry learning activities so that students could apply newly learned knowledge to solve real-life problems, such as estimating the distance to real objects they find in their local community, measuring objects' length, width, and height, and calculating objects' surface area. Our participating students were divided into three groups, and each group used different tools in different contexts for the measurements and calculations: the students in control group A used traditional tools, such as rulers, paper, and pencil, and their learning activities took place in the local community; the students in control group B used traditional tools as well, but their learning activities took place in classroom; the students in the experimental group learned geometry in a local community setting using a tablet PC-based ubiquitous geometry (UG) system that we developed for this study. We tested the difference in geometry learning performance, such as geometry reasoning and spatial estimation abilities, among the three groups. We also investigated the perceptions of students in the experimental group toward the UG system. Furthermore, student behaviors toward measuring objects using the UG system and their relationship with geometry reasoning and spatial estimation abilities were explored. Our results showed that the geometry learning performance of the students in the experimental group was significantly better than that of the students in the other two groups. Our results also showed that the students in the experimental group had high learning motivation and intention to use the UG system. Further analysis revealed that the students who measured more objects in the real world using our system had better geometry reasoning and spatial estimation abilities. However, only the students who measured objects correctly had high learning gains. The results suggest that the learning activities supported by the UG system were beneficial for enhancing geometry reasoning and spatial estimation abilities because the students were able to apply newly learned knowledge to the real world. Based on the results, we give some advice on the design of learning activities.

A learning activity supported by a mobile multimedia learning system (MMLS) was designed in this study. We aimed to test the effectiveness of the learning activity to enhance autonomous language learning in quasi-experimental Study 1 using a pretest/posttest design. Two groups participated in the learning activity: the students in a control group (n = 27) completed the activity using traditional approach whereas the students in an experimental group (n = 26) completed the activity using MMLS. The results of Study 1 showed that the experimental students outperformed their counterparts on the post-test (F = 29.602, p < 0.005, partial eta-squared = 0.372). In a non-experimental Study 2, the experimental students (n = 26) were assigned two learning tasks, the first task was completed individually and the second task in collaboration. We aimed to investigate which learning approach to complete tasks (i.e. individual vs. collaborative) enhances learning performance better by comparing students' scores on two tasks. In addition, we explored students' perceptions towards MMLS. The results of Study 2 showed that the students had better learning performance when they completed tasks in collaboration than individually. The results also showed that the students had high perceptions towards MMLS. Based on our results, we make suggestions and provide directions for future research.

For this study the researchers designed learning activities to enhance students' high level cognitive processes. Students learned new information in a classroom setting and then applied and analyzed their new knowledge in familiar authentic contexts by taking pictures of objects found there, describing them, and sharing their homework with peers. An experiment was carried out in which 58 junior high school students were divided into a control (n = 30) and an experimental (n = 28) group. The control group studied and completed learning activities with traditional textbooks while the experimental group used electronic textbooks and a learning system, Virtual Pen for Tablet PC (VPenTPC), in order to gauge the feasibility of the proposed approach. The post-test results show a significant difference between the control and experimental groups. In our analysis of the various approaches students took to complete the task, we were able to identify thirty cognitive and metacognitive strategies for using mobile technology, from which we selected the ten most frequently used ones. The results show that low ability students make better use of strategies than their high ability peers, resulting in significant learning gains. The results also show that most students perceive VPenTPC positively. Based on these results, we suggest some implications along with conclusions and directions for future research.

This study developed a system using two-phased strategies called "Pause Lecture, Instant Tutor-Tutee Match, and Attention Zone" (PLITAZ). This system was used to help solve learning challenges and to minimize learning progress differences in a software learning class. During a teacher's lecture time, students were encouraged to anonymously express their desire to pause the lecture, or to take a short break, in order to catch up with a teacher's lecture. A simple proportion of one-third of the class was found to be a suitable pause-lecture threshold to prevent learning progress differences from becoming too great as well as to provide enough peer tutorial resources. During students' practice time, an instant tutor-tutee match strategy extended tutorial resources, which took 60% workload from the teacher. Meanwhile, the attention zone (AZ) strategy helped the teacher to identify students with low levels of learning progress, as AZ students who needed more attention. It was found that AZ student numbers had a negative relation to overall learning achievement. Furthermore, 49% of the identified AZ students who received PLITAZ strategies experienced improved learning progress over identified non-AZ students. Overall learning progress differences were significantly minimized with the Instant Tutor-Tutee Match and Attention Zone strategies.