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This article integrated inquiry behaviors and a guided learning map (gMap) into a mobile app called Ubiquitous-Physics (U-Physics), which helps students to explore inclined plane phenomena in authentic contexts. The article investigated inquiry behaviors such as interpreting graphs, applying formulas, drawing conclusions, and peer collaboration, and how these influenced learning achievement. The app's and the learning activities’ effects on learning perceptions and motivation were also analyzed. A total of 45 first-grade vocational high school students majoring in housekeeping management were volunteered and divided into an experimental with gMap (n = 20) and a control group without gMap (n = 25). The results show that the inquiry behaviors of the experimental group who used U-Physics with gMap significantly outperformed the control group. Analysis of the correlations among inquiry behaviors and learning achievement revealed that the quantity of learning records on gMap had the greatest influence on learning achievement. Additionally, most students reported positive perceptions of the U-Physics app and were highly motivated to use it for future learning. These findings confirm that exploring and conducting physics phenomena outside of the classroom enhances students’ understanding of the physics phenomena being studied. It also enriches their authentic experiences because an outdoor activity can provide useful experience to connect students’ knowledge with daily life environments, enrich their scientific understanding, and stimulate their motivation to learn physics anytime at anywhere. [ABSTRACT FROM AUTHOR]

This paper aimed to investigate the effect of a mobile app on mathematics learning in authentic contexts. Authentic contexts contain rich resources wherein students can use authentic objects as aid in advanced educational technology-assisted mathematics learning. We designed Ubiquitous-Fraction (U-Fraction), a mobile application that helps students to learn fraction in authentic contexts and that integrates fraction concepts into daily contexts. This mixed study involved 80 fifth-grade Taiwanese students. We compared the learning achievements of students who used U-Fraction (experimental group) with those of students who used web-based tool and the traditional learning mode (control groups). We studied the students’ behaviors toward the use of U-Fraction in their learning activities and analyzed the relationship of students’ learning behavior with their learning achievements. Furthermore, we collected students’ perception of U-Fraction. Results demonstrated that the experimental group significantly outperformed the control groups in terms of learning achievements. In terms of learning behaviors, fraction concept/comparison learning with authentic photo taking and fraction addition/subtraction learning with authentic photo taking were most significantly correlated with learning achievement. It indicated that fraction can be learned better in an authentic environment. Furthermore, regression analysis showed that the assignment scores could significantly predict learning achievements. We found that most participants had positive perception toward U-Fraction and that they enjoyed using the photo-taking feature to solve fraction problems in their surroundings. Therefore, we suggest that fraction learning activities should be designed in a way that students are encouraged to apply through photo taking in authentic environments and the knowledge they have learned. [ABSTRACT FROM AUTHOR]

Geometry students have few opportunities to apply geometric concepts and solve geometry problems in authentic contexts. We developed a Ubiquitous Geometry (UG) system to teach geometry to elementary students by using it to measure common objects in authentic contexts. The instant study investigates the effects of UG on student geometry estimation ability, geometry learning achievement, spatial ability, and learning geometric concepts and explores the correlations. Participants were 82 fifth grade students divided into the experiment group (EG), the ruler measurement group (RG), and the control group (CG). The results revealed that the EG students performed significantly better than the others in geometry estimation ability, geometry learning achievement, spatial ability, and understanding geometric concepts. We found that geometry estimation ability is significantly related to spatial ability and geometry learning achievement, which means fostering estimation ability through measuring authentic objects could help students to learn geometry. Finally, students perceived that UG engaged them more in geometry and improved their interest in learning because the activity designs related more to their daily life, thereby enhancing their sense of confidence and satisfaction. Conclusions include that UG effectively enhances student geometry estimation ability, geometry learning achievement, spatial ability, and understanding of geometric concepts. [ABSTRACT FROM AUTHOR]

In this study, we developedan on-call-tutor system to facilitate peer-help activities. The system was implemented in a face-to-face heterogeneous classroom with 119 students from different departments who were not familiar with each other. Students learned Geographic Information System (GIS) in a computer classroom in two groups: students, who learned without our on-call-tutor system, were in a control group whereas those, who learned with our on-call-tutor system, were in an experimental group. When students had any difficulties during the learning process (e.g., to use GIS), they could request help face-to-face (the control group) or through the system (the experimental group). When students requested help via the system, it selected one student from a pool of those who perceived himself/herself to have excellent learning progress and then assigned him/her as a tutor to a student in need (tutee). We carried out this study to explore whether our on-call-tutor system is useful to facilitate peer-help activities and to enhance student learning performance. To this end, based on the theoretical framework of this study, we designed an experiment in which learning performance and behavior of students in the two groups were explored and compared. We also analyzed student social network and investigated whether it can be extended with the support of the on-call-tutor system. Finally, factors that influence making a friend with an unfamiliar classmate and relationship among these factors were explored. For the data analysis, we gathered student logs to send messages, to help peers, and their practice time. We also collected students’ responses to a questionnaire survey about their attitudes towards using our on-call-tutor system. In addition, student learning performance was measured and interviews with students were carried out. Our results showed that, compared to students in the control group, those in the experimental group had more peer-help activities and better learning performance. Results also showed that students built their social network in which they interacted with each other and obtained/provided social support and useful knowledge for learning purpose. In addition, we found that usefulness of our system for learning was the main factor that influenced students’ willingness to build friendship in the social network with familiar/unfamiliar classmates and then communicate with them. Based on our results, we suggest employing the on-call-tutor system in a heterogeneously grouped classroom in order to facilitate peer-help activities, especially when students learn difficult subjects like computer software and are not acquainted with one another. Our system is useful for students in requesting help and finding a tutor in case when they need assistance or some further learning information. With the assistance of our system, students can build the social network among classmates and communicate with each other in order to find/provide learning assistance and social support. As a result, student peer-help activities can be facilitated and learning performance enhanced. [ABSTRACT FROM AUTHOR]

For this study, we designed learning activities in which students applied newly acquired knowledge to solve meaningful daily life problems in their local community – a real, familiar, and relevant environment for students. For example, students learned about signs and rules in class and then applied this new knowledge to create their own rules for a location in their community (e.g., playground rules that tell visitors what is or is not allowed to do in a local playground) to make it more environmentally friendly. To facilitate this, we developed a mobile learning system equipped with a dictionary as well as textual annotation, recording, and sharing functions. This mobile learning system enables students to take pictures of objects, describe them verbally or in writing, and share their work with peers. Our goal was to study the effectiveness of learning activities supported by a mobile learning system on the cognitive learning process by examining the changes in students’ cognitive processes and the distribution of students who reach a certain level of cognition before and after learning. Fifty-seven junior high school students participated in the research, and their views of the mobile learning system and interest in continuing use were also explored. Students were divided into one control $({{\mathrm{n}} = 26})$ group and one experimental $({{\mathrm{n}} = 31})$ group. The control group completed learning activities using a traditional approach while the experimental group used a learning system installed in tablet PCs. The effectiveness of the mobile PC system on students’ cognitive processes was tested by comparing the control and experimental groups’ pre-test and post-test outcomes. Changes in students’ cognitive processes were measured by calculating the differences in student scores among three tasks. The distribution of students who reached a certain level of cognition was derived based on their learning performance. Students’ perceptions were evaluated using a questionnaire survey. The mobile learning system kept records of how students used it. Our results show that the experimental students significantly outperformed the control students on test items related to high cognitive levels. Students made clear cognitive progress from the second topic to the third one. Most students rated the learning system highly and want to use it in the future. Finally, the results show that creating text annotations is the best indicator of learning. Based on these results, we recommend applying appropriate learning activities supported by a mobile learning system to facilitate students’ cognitive processes when they are studying English as a foreign language in an authentic environment. [ABSTRACT FROM PUBLISHER]