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Mobile Learning Research in

Specific Disciplines

Gwo-Jen Hwang

Graduate Institute of Digital Learning and Education

National Taiwan University of Science and Technology

E-mail: [email protected]

http://www.idlslab.net/

mailto:[email protected]

http://www.idlslab.net/

IDLS (Intelligent Distance Learning

Systems) lab

Funded by MOST and MOE of Taiwan

per year for conducting mobile learning

programs

Science courses

Social studies courses

Computer courses

Language courses

Nursing courses

Computer or engineering courses

Mobile Learning Research in Specific Disciplines 2

The backgrounds of the members in this lab include

Computer Science and Educational Technology.


Mobile learning community in

Taiwan

Researchers from 10 universities in Taiwan

Sharing research experiences and results every

6 months


International research cooperation

Japan: Prof. Sachio Hirokawa’s team and Prof.

Hiroaki Ogata’ team in Kyushu University

Sweden: Prof. Marcelo Milrad’s team in Linnaeus

University

Canada: Prof. Kinshuk’s team in Athapasca

University

China: Faculty of Education, Beijing Normal

University

Thailand: Innovative Learning Center of Mahidol

University

Hong Kong: The Education University of Hong

Kong Mobile Learning Research in Specific Disciplines 5

Academic Publications of IDLS Lab 200+ journal papers

Computers & Education (SSCI)

Educational Technology & Society (SSCI)

Interactive Learning Environments (SSCI)

British Journal of Educational Technology (SSCI)

Australasian Journal of Educational Technology (SSCI)

Innovations in Teaching and Education International (SSCI)

Electronic Library (SSCI)

IEEE Transactions on Education (SCI)

IEEE Transactions on Learning Technology (SSCI)

IEEE Transactions on SMC, Part C (SCI)

IEEE Transactions on Mobile Computing (SCI)

Expert Systems with Applications (SCI)

Other SCI/EI/TSSCI journals

300+ papers presented in conferences

10 book chapters (in English)

4 e-learning books (in Chinese) Mobile Learning Research in Specific Disciplines 6

Mobile and ubiquitous learning

M-Learning A kind of learning using mobile technologies to

facilitate students to learn

enabling students to learn across contexts

emphasizing the use of mobile technologies or

the mobility of students in the learning process.

U-Learning emphasizing “learning can be proceeded at

any place and in any time.”

M-learning is a way to achieve the aim of u-

learning (via using mobile technologies). Mobile Learning Research in Specific Disciplines 7

M-learning/u-learning with

sensing technologies Some researchers have tried to conduct m/u-

learning activities with sensing technologies

(e.g., GPS, RFID, and QR-codes).

Context-aware ubiquitous/mobile learning-

the approach that uses mobile, wireless

communication and sensing technologies to

support real-world learning activities (Hwang,

Tsai , & Yang, 2008)

Gwo-Jen Hwang*, Chin-Chung Tsai and Stephen J.H. Yang (2008), “Criteria,

Strategies and Research Issues of Context-Aware Ubiquitous Learning”,

Educational Technology & Society, 11(2), 81-91. Mobile Learning Research in Specific Disciplines 8

Ubiquitous Learning (anywhere and anytime learning)

Mobile Learning (the use of mobile and wireless communication

technologies in learning)

Context-Aware U/M-Learning

(Learning with mobile,

wireless communications

and sensing technologies)

Broad sense

definition

More specific

definition

Gwo-Jen Hwang*, Chin-Chung Tsai and Stephen J.H. Yang (2008), “Criteria, Strategies and

Research Issues of Context-Aware Ubiquitous Learning”, Educational Technology & Society,

11(2), 81-91. Mobile Learning Research in Specific Disciplines 9

Objectives of conducting

mobile/ubiquitous learning activities

Link what students’ learning from the

textbook to what they have experienced in

the real world (or daily life)

Provide guidance or support to individual

students for dealing with real-world

problems

Enable students to learn across contexts

(seamless learning)


Example of a context-aware u/m-learning

environment using RFID/QR-code

Server

Learner

Teaching Materials

Learning Portfolio

Wireless Network

Aristolochia heterophylla

Hemsl

Aristolochia zollingeriana

Miq

Aristolochia kaempferi

Willd

Aristolochia cucurbitifolia

Hayata

Tetradium meliaefolia

Benth………

Learning Location

Once the student walks

close to a learning target,

the RFID/QR-code

reader can receive the

information from the

corresponding tag.

Target

Object 1

Target

Object 2

Target

Object 3

Target

Object 4

Target

Object 5

Each student has a

mobile device equipped with an RFID

or QR-code reader as

well as the wireless

communication facility.

Each learning target

(e.g., a plant, an

area , or an object)

has an RFID/QR-

code tag on it.

The learning

system is

executed on the

server


Benefits of using sensing technologies (e.g., GPS, QR-code, RFID)

The learning system is able to guide the students in

the real world via detecting their locations

The learning system can more actively provide

learning supports (e.g., hints, warnings or

supplementary materials) to the learners if

necessary

Warn the students before something goes wrong in a

dangerous chemical experiment


More parameters can be recorded with

the help of sensing technologies

Personal context in the real world: learner’s location, time of

arrival, body temperature, heartbeat, blood pressure, etc.

Environmental context : the learning target’s ID and location,

the environmental temperature, humidity, air ingredients, and

other parameters of the environment around the sensor

The data collected by the students in fields, e.g. PH value

of water.

Personal data in the database : learner’s profile and learning

portfolio, such as the predefined schedule, starting time of a

learning activity, the longest and shortest acceptable time

period, place, learning sequences.

Environmental data in the database : equipment in the lab,

the rules of using the equipment, the time table of using the lab Mobile Learning Research in Specific Disciplines 13

Early m/u-learning studies -Serving as a Tutor or Guide

in the field

The m/u-learning systems serve as a

personalized tutor to guide the students to

learn or practice in the real world.

A Context-Aware Mobile Learning System

for Supporting Nursing Skills Training

The aim of the study is to foster students the

competence of applying integrated knowledge

with clinical skills to the application domains.

In the traditional approach, in-class knowledge

learning and clinical skills training are usually

conducted separately

the students might not be able to integrate the

knowledge and the skills in performing standard nursing

procedures


Context-aware mobile learning system

for training physical assessment skills

The learning system guides the students to

observe the dummy patient and collect data

following the standard process of physical

assessment.

Degree of mastery (DM) (Barsuk, Ahya, Cohen,

McGaghie, & Wayne, 2009; Block, 1971; Carroll, 1963) :

%100

time)completion(student

time)completion (expected DM(Si)


Mastery Learning

Originated from Model of School Learning

proposed by Carroll(1963).

Main principle: When students have proper

opportunity to learn, they will learn.

Bloom(1968) revised “proper opportunity”

to “students need to master every bit of

knowledge of every learning goal to move

on to the next one.”


Learning environment- a simulated sickroom

Web Browsers

Mobile Device

Application

Wi-Fi

The mobile system based on the

cognitive apprenticeship for the

physical assessment course

Wi-Fi

Wi-Fi

Wi-Fi

RFID

Reader

Student

RFID

Reader

Student

RFID

Reader

Student

Bed: pneumonia

RFID

Tag

Bed; pneumothorax

RFID

Tag

Bed; emphysema

RFID

Tag

Bed; asthma

RFID

Tag

Bed; bronchitis

RFID

Tag

Database of

personal information

Database of

case of diseases

Database of

Learning portfolio of students

SOP mechanism

Mastery

mechanism

When the students approach a dummy patient, the RFID reader on the mobile

device detects the tag on the patient and provides relevant information, including

the patient's name, symptoms and case history.

Dummy patient

exhibiting physical

symptoms of a

specified disease.

18

context-aware mobile learning environment

for training nursing skills Students use mobile device

with RFID reader to detect

physical symptoms of the

dummy patient


detecting pathological (病理) signs from the

dummy patient

The student collects and

assesses the life sign of

this body part.

Information of life sign:

(1) blood pressure:

176/98 mmHg

(2) temperature: 39 ℃(3) pulse: 110 times/min


giving hints for mistakes or missing steps.

Please collect

palpation

information

of the chest.

The position

is incorrect. Please

think about it again.

Your steps:

(1) Upper part of

left clavicle

(2) lower part of left

clavicle

The system provides

the correct steps for

palpation of the chest.

(1)Superficial palpation

(2)Thoracic expansion

(3)Tactile fremitus


The final step of the standard operating process:

examine the patient’s blood test report.

The system provides the patient’s

blood test information for the

student to assess and determine the

treatment.

ABGs: read detailed information

SMA: read detailed information

CBC-CD: read detailed information

The system

presents some

similar diseases

for the student to

identify based

on the gathered

symptoms.


Showing the student’s degree of mastery for

each case

The student’s degree of

mastery is shown in the

table. The student needs

to practice the cases

marked in red.

Case 1 (pneumonia) and

Case 2 (left pneumothorax)

need to be practiced to

reach a higher degree of

mastery.


Experimental design

Participants: 46 students from the nursing

department of a university in southern

Taiwan

Group Control Experimental

Learning

method Traditional approach

Context-aware m-

learning approach

N 24 22


Experimental procedure 46 students

In-class teaching

Experimental group

N = 22

Control group

N = 24

Traditional

approach with

learning sheets

Cognitive

apprenticeship approach

with the RFID-based

mobile learning system

Pre-test

Post-test

Skills test

Class-

room

Nursing

lab

Class-

room

Nursing

lab

2 weeks

180

minutes

180

minutes

basic knowledge

of the respiratory

system

25

ANCOVA result of the students’ learning

achievement

N Mean S.D. Adjusted

Mean Std.

Error F

experimental

group 22 78.14 9.40 76.2 2.09 45.26*

control group 24 53.13 8.48 54.89 1.98

*p<.05


Skill performances

Significance was found between two groups in

terms of skill accuracy and smoothness

dimensions.

Group Mean Std.

deviation N t

Accuracy Experimental 87.32 10.26 22 2.20*

Control 77.83 17.72 24

Smoothness Experimental 87.75 10.55 22 2.41*

Control 75.21 22.38 24

*p<.05


Other findings and implications

The experimental group showed lower cognitive

load and better learning attitude than the

control group.

It is effective to foster students the competence of

applying integrated knowledge with clinical skills

to nursing problems using mobile, wireless

communication and sensing technologies.


A Context-Aware Ubiquitous Learning

Environment for Conducting Complex

Science Experiments

a context-aware u-learning environment is

developed for guiding inexperienced researchers

to practice single-crystal x-ray diffraction

operations.

Single-crystal X-ray structure determination is an

important experiment for Chemical and Material

Sciences

which provides the most convincing evidence to reveal

the 3D structure of a compound material.


Background and Motivation

It is time-consuming to train a new researcher (usually 6 months to 1 year)

The operations could be dangerous, and hence the learner requires full-time guidance during the training process

Development of a context-aware u/m-learning system for training the “Single-Crystal X-ray Diffraction” procedure in a Chemistry course.

The learners are master or PhD students in chemistry or material science departments.


Microscope

products – examining,

selecting, crystal

mounting

leaner

Indexing,

data collecting

Centering and

aligning the

sample

Single Crystal

X-ray Diffractometer

Instructing Data transmitting

Data transmitting

PC

Data processing

& Structure

determination

PC

(1)

(2)

(3)

Location: 2nd floor, R 204 Location: 2nd floor, R 203

Location: 1st floor, R 126

Expert

System

Ubiquitous learning

environment

Give advice

or hints

based on

the context

Context of

learner RFID

Temperature meter


Stage 1: Select a crystal of good quality and suitable size

through an optical microscope and mount the crystal on the

top of the glass fiber.

The expert system guides

the learner to complete

the procedure and check

if the selected crystal is

usable.


Stage 2: Analyze the crystal by operating the X-ray

diffractometer to find the cell constants within

acceptable deviation.

This stage is very

complex since there are

several rules to be

followed and various

parameters to be

considered.


Stage 3: Determine the 3D structure of the crystal-

line solid using a special program

The outputs of the

program include the

shape, the exact distance

between atoms, and other

parameters for describing

the structure.


Benefits of the context-aware u/m-

learning approach based on the responses from 5 researchers who had 6

months experiences and the system logs of 5 new

learners

Traditional

Approach

(mean, S.D.)

U-learning

Approach

(mean, S.D.) t

Average number of experiments

conducted per week 1.9 (0.55) 8 (2.38) -5.59**

Number of mistakes made per

experiment 2.3 (0.65) 0.32 (0.08) 6.75***

Average time needed to deal with

faults in an experiment 2.5 days (0.66) 0.45 days (0.15) 6.77***

Time for fully understanding the

operating procedure 5.5 months (1.49) 2 months (0.45) 5.04**

**p<.01, *** p<.001


Designing dynamic English: a creative

reading system in a context-aware fitness

center using a smart phone and QR-Codes

English for Specific Purposes (ESP) with

interaction design has been a focus in recent

years

A reading system is developed to guide college

students to learn in a context-aware fitness center

using smart phones and QR-Codes


Interacting with the fitness learning environment-

by scanning QR-codes to start learning tasks and

access supplementary materials for the learning

objects


Interacting with the fitness learning environment-

following the instructions of the learning system to

do exercises


The content of learning material was developed based on

dialogues instead of texts, since talking is more common

than reading in an authentic fitness center environment.

the dialogue with

highlighted

keywords in the

unit


Keyword search functions


The smart phone interface showing the keywords

in yellow for the user to scan the QR code


The result of QR code scanning and (b) the mini-

test interface


Development of a Collaborative Ubiquitous

Learning Platform based on a Real-Time

Help-Seeking Mechanism

Provide a help-seeking mechanism on

smartphones to help students find right persons

who are able to assist them to solve problems

encountered in the real world during the learning

process.

An experiment was conducted in a “Personal

Computer-Assembling” activity of a university in

northern Taiwan.


Learning scenarios of the PC-DIY ubiquitous

learning activity

Scan QR-code to

derive required

instruction of each

component

Log in the context-

aware u-learning

system


Send requests select the requests

they would like to

deal with

Find

experienced

learners

Inform the

recommended

helpers

Agree to

provide

assistance

Solve

problems

collaboratively


Brief of the learning mission


Interface for seeking help requests and

responding to the requests


Experiment design

Learning task: PC-DIY (the assembly of

personal computers).

The students need to identify each part of a personal

computer (such as CPU, RAM, HDD, CDROM,

Floppy Disk, Recovery card, Power supply, Monitor,

Keyboard, and Mouse) and assemble those parts into

a workable computer.

The task completion time is used as an indicator

for evaluating learning efficiency.

The smaller value a group gains, the better

learning efficiency it represents. Mobile Learning Research in Specific Disciplines 48

Participants: 58 freshman from a university

in Taiwan

The experimental group (N=29) learned with the

proposed approach

The control group (N=29) learned with the

traditional instruction.

If they had any questions, they were allowed to ask

the TA.


Experimental result- learning efficiency Table 3 t-test results of learning efficiency for the experimental group and control

group

Group N Mean SD t

Experimental group 29 42.41 11.160 -6.328***

Control group 29 62.52 12.969

*** p <.001


Discussion

Advantages of the u/m-learning approach Providing a personalized guide for individual students

in authentic scenarios

Providing supplementary materials and hints in the right place and at the right time

Motivating the students to learn

Improving students’ learning achievements and skills

To further promote students’ learning performances, more effective learning supports or knowledge construction tools are needed


Advanced applications - Leading in Mindtools or

other learning strategies

Definitions of Mindtools

Jonassen (1999, p9) described Mindtools as

“a way of using a computer application

program to engage learners in constructive,

higher-order, critical thinking about the

subjects they are studying.”


Mindtools used in our studies

Grid-based Mindtool (i.e., repertory grid)

Helping students organize the information for

identify and differentiate a set of learning

targets based on the features of the targets

Concept maps (a graphical tool)

Helping students identify the relationships

between what they have observed in the field

and their prior knowledge learned from the

textbooks


Positive (1) ------- relationship between them --------opposite(5)

Grid-based Mindtool- Repertory grid Identify a set of diseases based on the observed

symptoms of the patient

Elements (e.g., names of the diseases)

Positive feature

(1)

Pneumoth

orax

Airless

lung

Bronchitis Pneumo

nia Opposite feature

(5)

Cough 5 1 1 1 No cough

Accessory

muscle

used 1 1 5 5

No accessory

muscle used

Features for identifying the disease.

A 5-scale rating mechanism


George Kelly-the Creator of Repertory

Grids (凱利方格)

April 28, 1905 – March 6, 1967

An American psychologist,

therapist and educator.

Best known for developing

Personal Construct Psychology


Conducting Mobile Learning Activities for

Clinical Nursing Courses based on the

Repertory Grid Approach

The learning environment is a simulated

sickroom

Several standard patients (i.e., the

persons who play the role of patients with

specific diseases) with different diseases

are placed.


Learning scenarios The students were guided

by the learning system to

visit the patients and

collect their symptoms to

organize their own

repertory grids.


There are eight symptoms for identifying

nine diseases.

In each observation iteration, two patients

with different diseases are observed.

For each pair of patients, the students are

guided to observe the eight symptoms and

record their findings in the repertory grid.

Each pair of patients to be visited is

determined by the teacher in advance

based on the diseases and the symptoms

they have. Mobile Learning Research in Specific Disciplines 59

The learning system asks questions

following the learning sequence

determined by the teacher.

After the students finish observing the

eight symptoms for a pair of patients, the

learning system guides them to visit the

next pair of patients for further

observation.

The learning process is ended after the

students’ repertory grids are complete.


圖2 學生觀察肺無氣病患的情境

The student walks close to the

patient suffering from “Airless lung”

and makes detailed observations

Hint: collect the information of the target

patient

The basic information of the target

patient includes name, age, gender,

height and weight.

Historical data of the patient: having a

fever with much sputum in the previous

week, coughing, having had a stroke five

years ago, and relying on nursing.


the observed

symptom: sputum

The student fills in

the values for the

two diseases.

The student judges

that the symptom to

differentiate

Asthma and

Atelectasis is

sputum.

the observed

symptom: sputum

The student fills in

the values for the

two diseases.

The student judges

that the symptom to

differentiate

Asthma and

Atelectasis is

sputum.Airless lung is


The observed disease:

Tuberculosis

Chest pain is found.

The percussion

sound is dullness.

Sputum is found.

The patient has a

cough.

The auscultation

sound are rales.


The Second Stage

10 hours

30 Min.

120 Min. 50 Min.

The First Stage

In the Classroom

In the Nursing

Laboratory

In the Classroom

Taking Nursing Training Program, 48 students

Guided by the

proposed approach

Guided by the

conventional

approach

Learning, 23 students 25 students

Traditional instruction in the classroom

Pre-test and pre-questionnaire

Post-test and post-questionnaires Mobile Learning Research in Specific Disciplines 64

Results

The students who learned with the repertory grid-

oriented mobile learning approach showed better

learning achievement, attitude and lower cognitive

load than those learning with the conventional

approach.

This implies the importance of providing learning

supports for u/m-learning activities.


On-going mobile learning promotion

programs in Taiwan

Mobile learning promotion program for

elementary and junior high schools

100 schools/year since 2012

Mobile learning promotion program for senior

high schools and vocational schools

40-50 schools/year since 2013

Mobile MOOCs program

4-5 universities/year since 2015


Training programs for school teachers

Mobile Learning Research in Specific Disciplines

Training courses

for teaching plan

design

Introduction to

the objectives of

the program

Experience

sharing by

school teachers

Q&A

Mobile Learning Experiences in Taiwan

In-class

activities

In-field

activities

68

Astronomy

Ecology

Circuit

design

Dance

Mobile Learning Experiences in Taiwan 69

Challenges of doing

mobile/ubiquitous learning studies

Finding suitable subjects unit for conducting

m/u-learning activities

What is the objective of the selected unit?

What is the role of mobile technology in the study?

How can the mobile technology benefit students

during the learning process?

Leading in or proposing effective learning

strategies or tools to help students learn better


Research Issues of mobile and

ubiquitous learning Proposing or adopting strategies or tools for

supporting m-learning or u-learning activities

Developing adaptive or collaborative m-learning or u-learning environments

Investigating students’ real-world learning status from different aspects, such as learning achievement and problem-solving skills

learning style and cognitive style

cognitive load, learning motivation and attitudes

learning behaviors and learning patterns

Re-examining some well-recognized e-learning issues, such as TAM


New idea- Seamless flipped Learning -Integration of mobile learning and flipped learning


In class

At home

Seamless

Flipped Learning

Mobile devices with


In the field

Hwang*, G. J., Wang, S. Y., & Lai, C. L. (2015). Seamless

flipped learning- a mobile technology-enhanced flipped

classroom with effective learning strategies. Journal of

Computers in Education, 2(4), 449-473.

Learning from the tutoring videos

Make annotations and search for relevant

data at home, and bring all of the materials

to the in-class discussion or activities

Various learning

activities can be

conducted using

mobile technology

Collect data and

experience in the

field

Bring the collected

data and learning

diaries to the class

1

2

3

4

5 6

7

8

Seamless

Flipped Learning

Mobile devices with


In the field In class

At home

Issue-quest

learning

Knowledge

Construction

Tools

Using application software

or supplementary materials

for extension courses

and discussion

Problem-based learning

Individual project-based learning

Collaborative project-based

learning and knowledge sharing

Peer

assessment Peer Competition

or gaming

Discussion

74

What are the features of the existing

mobile learning studies and applications?

Are those features also in the some units

of the courses you know or teach?

What are the learning problems students

encountered in these courses?

Can mobile/ubiquitous learning

approaches solve the problems? How?


Questions and Answers

76

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Educational Technology & Society, 17(2), 270-283.

Hwang, G. J., Hung, P. H., Chen, N. S. & Liu, G. Z. (2014). Mindtool-assisted in-field learning

(MAIL): An advanced ubiquitous learning project in Taiwan. Educational Technology &

Society, 17(2), 4-16.

Tsai, C. C., & Hwang, G. J. (2013). Issues and challenges of educational technology research

in Asia. The Asia Pacific Education Researcher, 22(2), 215-216.

79 Mobile Learning Research in Specific Disciplines 79

Wu, P. H., Hwang, G. J., & Chai, W. H. (2013). An expert system-based context-aware

ubiquitous learning approach for conducting science learning activities. Educational

Technology & Society, 16(4), 217-230.

Yang, C. C., Hung, C. M., Hwang, G. J., & Tseng, S. S. (2013). An evaluation of the

learning effectiveness of concept map-based science book reading via mobile

devices. Educational Technology & Society, 16(3), 167-178.

Hwang, G. J., Wu, C. H., & Kuo, F. R. (2013). Effects of touch technology-based concept

mapping on students' learning attitudes and perceptions. Educational Technology &

Society, 16 (3), 274-285.

Hsu, C. K., & Hwang, G. J. (2014). A context-aware ubiquitous learning approach for

providing instant learning support in personal computer assembly activities.

Interactive Learning Environments, 22(6), 687-703. doi:

10.1080/10494820.2012.745425

Yin, C. J., Song, Y. J., Tabata, Y., Ogata, H., & Hwang, G. J. (2013). Developing and

implementing a framework of participatory simulation for mobile learning using

scaffolding. Educational Technology & Society, 16(3), 137-150.

Hwang, G. J., Wu, P. H., Zhuang, Y. Y., & Huang, Y. M. (2013). Effects of the inquiry-

based mobile learning model on the cognitive load and learning achievement of

students. Interactive Learning Environments, 21(4), 338-354, DOI:

10.1080/10494820.2011.575789


Hung, P. H., Hwang, G. J., Lin, Y. F., Wu, T. H., & Su, I. H. (2013). Seamless connection

between learning and assessment- applying progressive learning tasks in mobile ecology

inquiry. Educational Technology & Society, 16(1), 194-205. (SSCI)

Hsu, C. K., Hwang, G. J., Chang, Y. T., & Chang, C. K. (2013). Effects of video caption modes

on English listening comprehension and vocabulary acquisition using handheld devices.

Educational Technology & Society, 16(1), 403-414. (SSCI)

Hsu, C. K., Hwang, G. J., & Chang, C. K. (2013). A personalized recommendation-based

mobile learning approach to improving the reading performance of EFL students.

Computers & Education, 63(1), 327-336. (SSCI)

Hwang, G. J., Tsai, C. C., Chu, H. C., Kinshuk, & Chen, C. Y. (2012). A context-aware

ubiquitous learning approach to conducting scientific inquiry activities in a science park.

Australasian Journal of Educational Technology, 28(5), 931-947. (SSCI)

Tsai, P. S., Tsai, C. C., & Hwang, G. J. (2012). Developing a survey for assessing preferences

in constructivist context-aware ubiquitous learning environments. Journal of Computer-

Assisted Learning, 28(3), 250-264. (SSCI)

Hung, P. H., Hwang, G. J., Su, I. H., & Lin, I. H. (2012). A concept-map integrated dynamic

assessment system for improving ecology observation competences in mobile learning

activities. Turkish Online Journal of Educational Technology, 11(1), 10-19. (SSCI)

Wu, P. H., Hwang, G. J., Su, L. H., & Huang, Y. M. (2012). A context-aware mobile learning

system for supporting cognitive apprenticeships in nursing skills training. Educational

Technology & Society, 15(1), 223-236. (SSCI)

Wu, P. H., Hwang, G. J., Tsai, C. C., Chen, Y. C., & Huang, Y. M. (2011). A pilot study on

conducting mobile learning activities for clinical nursing courses based on the repertory

grid approach. Nurse Education Today, 31(8), e8-e15. (SSCI)


Shih, J. L., Hwang, G. J., Chu, Y. C., & Chuang, C. W. (2011). An investigation-based learning

model for using digital libraries to support mobile learning activities. The Electronic Library,

29(4), 488-505. (SSCI)

Hwang, G. J., & Tsai, C. C. (2011). Research trends in mobile and ubiquitous learning: A

review of publications in selected journals from 2001 to 2010. British Journal of

Educational Technology, 42(4), E65-E70. (SSCI)

Hwang, G. J., Wu, C. H., Tseng, Judy C. R., & Huang, I. W. (2011). Development of a

ubiquitous learning platform based on a real-time help-seeking mechanism. British Journal

of Educational Technology, 42(6), 992-1002. (SSCI)

Hwang, G. J., Shi, Y. R., & Chu, H. C. (2011). A concept map approach to developing

collaborative Mindtools for context-aware ubiquitous learning. British Journal of

Educational Technology, 42(5), 778-789. (SSCI)

Hwang, G. J., Wu, P. H., & Ke, H. R. (2011). An interactive concept map approach to

supporting mobile learning activities for natural science courses. Computers & Education,

57(4), 2272-2280. (SSCI)

Hsieh, S. W., Jang, Y. R., Hwang, G. J., & Chen, N. S. (2011). Effects of teaching and

learning styles on students’ reflection levels for ubiquitous learning. Computers &

Education, 57(1), 1194-1201. (SSCI)

Shih, J. L., Chu, H. C., Hwang, G. J., & Kinshuk (2011). An investigation of attitudes of

students and teachers about participating in a context-aware ubiquitous learning activity.

British Journal of Educational Technology, 42(3), 373-394. (SSCI)

Hwang, G. J., Chu, H. C., Lin, Y. S., & Tsai, C. C. (2011). A knowledge acquisition approach

to developing Mindtools for organizing and sharing differentiating knowledge in a

ubiquitous learning environment. Computers & Education, 57(1), 1368-1377. (SSCI)


Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile learning

approach to improving the learning attitudes and achievements of students. Computers &

Education, 56(4), 1023-1031. (SSCI)

Shih, J. L., Chuang, C. W., & Hwang, G. J. (2010). An inquiry-based mobile learning approach

to enhancing social science learning effectiveness. Educational Technology & Society, 13

(4), 50-62. (SSCI)

Chu, H. C., Hwang, G. J., & Tseng, Judy C. R. (2010). An innovative approach for developing

and employing electronic libraries to support context-aware ubiquitous learning. The

Electronic Library, 28(6), 873-890. (SSCI)

Hung, P. H., Lin, Y. F., & Hwang, G. J. (2010). Formative assessment design for PDA

integrated ecology observation. Educational Technology & Society, 13(3), 33-42. (SSCI)

Chu, H. C., Hwang, G. J., Tsai, C. C., & Tseng, Judy C. R. (2010). A two-tier test approach to

developing location-aware mobile learning systems for natural science courses.

Computers & Education, 55(4), 1618-1627. (SSCI)

Chiou, C. K., Tseng, Judy C. R., Hwang, G. J., & Heller, S. (2010). An adaptive navigation

support system for conducting context-aware ubiquitous learning in museums. Computers

& Education, 55(2), 834-845. (SSCI)

Chu, H. C., Hwang, G. J., & Tsai, C. C. (2010). A knowledge engineering approach to

developing Mindtools for context-aware ubiquitous learning. Computers & Education, 54(1),

289-297. (SSCI)

Hwang, G. J., Chu, H. C., Shih, J. L., Huang, S. H., & Tsai, C. C. (2010). A decision-tree-

oriented guidance mechanism for conducting nature science observation activities in a

context-aware ubiquitous learning environment. Educational Technology & Society, 13(2),

53-64. (SSCI)


Hwang, G. J., Kuo, F. R., Yin, P. Y., & Chuang, K. H. (2010). A heuristic algorithm for planning

personalized learning paths for context-aware ubiquitous learning. Computers & Education,

54(2), 404-415. (SSCI)

Liu, G. Z., & Hwang, G. J. (2010). A key step to understanding paradigm shifts in e-learning:

Towards context-aware ubiquitous learning. British Journal of Educational Technology,

41(2), E1-E9. (SSCI)

Peng, H. Y., Chuang, P. Y., Hwang, G. J., Chu, H. C., Wu, T. T., & Huang, S. X. (2009).

Ubiquitous performance-support system as Mindtool: A case study of instructional decision

making and learning assistant. Educational Technology & Society, 12(1), 107-120. (SSCI)

Chen, C. H., Hwang, G. J., Yang, T. C., Chen, S. H., & Huang, S. Y. (2009). Analysis of a

ubiquitous performance support system for teachers. Innovations in Education and

Teaching International, 46(4), 421-433. (SSCI)

Hwang, G. J., Yang, T. C., Tsai, C. C., & Yang, Stephen J. H. (2009). A context-aware

ubiquitous learning environment for conducting complex science experiments. Computers

& Education, 53(2), 402-413. (SSCI)

Chu, H. C., Hwang, G. J., Huang, S. X., & Wu, T. T. (2008). A knowledge engineering

approach to developing e-libraries for mobile learning. The Electronic Library, 26(3), 303-

317. (SSCI)

Hwang, G. J., Tsai, C. C., & Yang, Stephen J. H. (2008). Criteria, strategies and research

issues of context-aware ubiquitous learning. Educational Technology & Society, 11(2), 81-

91. (SSCI)


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