Research Issues and Applications of Mobile and Ubiquitous Learning Gwo-Jen Hwang Graduate Institute of Digital Learning and Education National Taiwan University

Research Issues and Applications of Mobile and Ubiquitous Learning

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/

Research Issues and Applications of Context-Aware Ubiquitous Learning 2Gwo-Jen Hwang

M-Learning vs. U-Learning U-Learning

emphasizing “learning can be proceeded at any place and in any time.”

An ideal case of learning M-Learning

A kind of learning using mobile technologies to facilitate students to learn

emphasizing the use of mobile technologies or the mobility of students in the learning process.

M-learning is a way to achieve the aim of u-learning (via using mobile technologies).


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

learning or u-learning activities with sensing technologies (e.g., GPS, RFID, or QR-codes).

Context-aware ubiquitous 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.


Ubiquitous Learning(anywhere and anytime learning)

Mobile Learning(the use of mobile and wireless communication

technologies in learning)

Context-Aware U-Learning(Learning with mobile,

wireless communications and sensing technologies)

Broad sense definition

More specific definitions of u-

learningGwo-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.


Example of a context-aware u-learning environment using RFID

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 reader can receive the information from the corresponding tag.

TargetObject 1

TargetObject 2

TargetObject 3

TargetObject 4

TargetObject 5

Each student has a mobile device equipped with an RFID reader and wireless communication facility.

Each learning target (e.g., a plant, a building , or an object) has an RFID tag on it.

The learning system is executed on the server


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

- although they are not always necessary

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


Research Issues of mobile and ubiquitous learning Proposing new 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

Early applications-Serving as a Tutor for Science Observations

The m/u-learning systems serve as a personalized tutor to guide the students to observe a set of learning targets in the real world.


Applications in Elementary School Natural Science Courses In the Natural Science courses of elementary

schools in Taiwan the students need to learn to observe and classify

some learning targets (e.g., plants on school campus, butterflies in the ecology garden)

Such abilities (i.e., observation and classification) are important learning objectives of science education.


Traditional “Butterfly and Ecology” learning activityA teacher usually needs to train 10 or more students at the same time.


In such a one-to-many instruction mode:

It is difficult to provide personalized instructions or feedback to the students or to record their learning status.


Scenario 1: Butterfly museum Students are guided by the u-learning system to learn to identify different types of butterflies based on the appearances of the butterflies.

more than 10 thousands Butterfly samples


Location of the target butterfly

What is the name of the butterfly in front of you?

The most significant feature for differentiating the two butterflies

Observe and compare the target butterfly with other butterflies based on the feature.


Scenario 2: Butterfly ecology garden The Butterfly Ecology Garden consists of 25

ecology areas for raising host plants of butterflies.

華他卡藤

玉蘭花

馬兜鈴

柑橘爬森藤蓖麻鐵刀木

鷗蔓

蜜源草花

魚木

蜜源草花蜜源

草花土肉桂

山刈葉

土肉桂

馬兜鈴

柑橘鐵刀木

瑪利筋賊仔樹

賊仔樹魚木

黃蝴蝶

鷗蔓蓖麻

華他卡藤

玉蘭花

馬兜鈴

柑橘爬森藤蓖麻鐵刀木

鷗蔓

蜜源草花

魚木

蜜源草花蜜源

草花土肉桂

山刈葉

土肉桂

馬兜鈴

柑橘鐵刀木

瑪利筋賊仔樹

賊仔樹魚木

黃蝴蝶

鷗蔓蓖麻

Hui-Chun Chu, Gwo-Jen Hwang*, Shu-Xian Huang and Ting-Ting Wu (2008), “A Knowledge Engineering Approach to Developing E-Libraries for Mobile Learning”, The Electronic Library. 26(3), 303-317.


TAG

Reader

The student holds a PDA equipped with an RFID reader

Each ecology area of butterflies has an RFID tag

Learning tasks or supplementary materials


The students are guided by the learning system to observe the host plants and the butterfly ecology in each target area.


Some preliminary findings in the early studies Advantages of the u-learning approach

Providing a personalized guide for individual students in the real world

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

Motivating the students to learn To engage students in higher order thinking,

more effective learning supports or knowledge construction tools are needed

Recent applications- Leading in Mindtools for m/u-learning activities


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 plants in school campus

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

Positive feature(1)

Golden Chinese banyan

Arigated- leaf croton

CupheaIndian almond

Opposite feature(5)

Leaf-shape is long and thin 1 2 2 5

Leaf-shape is flat and round

The leaf has a tapering point 3 1 1 5

The leaf has a hollow point

Perfectly smooth leaf

edge1 1 4 1

The leaf edge has deep indents

Features for identifying the plants.

A 5-scale rating mechanism


Two stages for providing u-learning supports based on the repertory grid

1st stage- creating the objective repertory grid by teachers

2nd stage- using the objective repertory grid to help students develop their repertory grids


Trait Construct

Lalang Grass

Arigated- leaf

croton Cuphea

Indian almon

d

Money Tree

Crown of

thorns

Pink ixora

Opposite Constru

ct

Leaf-shape long

and thin 1 2 2 4 2 2 2

Leaf-shape flat

and round

The leaf has a

tapering point

1 1 1 4 2 1 3 The leaf

has a hollow point

Perfectly smooth

leaf edge 1 1 4 4 1 5 1

The leaf edge has

deep indents

The leaf vein has

few branches

5 3 2 2 3 3 3

The leaf vein has

many branche

s

Trait Construct

Lalang Grass

Arigated- leaf

croton Cuphea

Indian almon

d

Money Tree

Crown of

thorns

Pink ixora

Opposite Constru

ct

Leaf-shape long

and thin

Leaf-shape flat

and round

The leaf has a

tapering point

The leaf has a

hollow point

Perfectly smooth

leaf edge

The leaf edge has

deep indents

The leaf vein has

few branches

The leaf vein has

many branche

s

The Objective RG

The RG constructed by the student

The student is asked to observe the “leaf shape” of “Lalang grass” by asking a question.

The learning mission: observing the “leaf shape” of “Lalang grass” and answer the following question.


Trait Construct

Lalang Grass

Arigated- leaf

croton Cuphea

Indian almon

d

Money Tree

Crown of

thorns

Pink ixora

Opposite Constru

ct

Leaf-shape long

and thin 1 2 2 4 2 2, 2

Leaf-shape flat

and round

The leaf has a

tapering point

1 1 1 4 2 1 3 The leaf

has a hollow point

Perfectly smooth

leaf edge 1 1 4 1 1 5 1

The leaf edge has

deep indents

The leaf vein has

few branches

5 3 2 2 3 3 3

The leaf vein has

many branche

s

Trait Construct

Lalang Grass

Arigated- leaf

croton Cuphea

Indian almon

d

Money Tree

Crown of

thorns

Pink ixora

Opposite Constru

ct

Leaf-shape is long and thin

1

Leaf-shape is flat

and round

The leaf has a

tapering point

The leaf has a

hollow point

Perfectly smooth

leaf edge

The leaf edge has

deep indents

The leaf vein has

few branches

The leaf vein has

many branche

s

The Objective RG


The student has correctly answered the “leaf shape” of “Lalang grass” to be “long and thin”, and is asked to give more detailed descriptions.

Acicular

Linear

Lance-shaped


Trait Construct

Lalang Grass

Arigated- leaf

croton Cuphea

Indian almon

d

Money Tree

Crown of

thorns

Pink ixora

Opposite Constru

ct

Leaf-shape long

and thin 1 2 2 4 2 2 2

Leaf-shape flat

and round

The leaf has a

tapering point

1 1 1 4 2 1 3 The leaf

has a hollow point

Perfectly smooth

leaf edge 1 1 4 1 1 5 1

The leaf edge has

deep indents

The leaf vein has

few branches

5 3 2 2 3 3 3

The leaf vein has

many branche

s

Trait Construct

Lalang Grass

Arigated- leaf

croton Cuphea

Indian almon

d

Money Tree

Crown of

thorns

Pink ixora

Opposite Constru

ct

Leaf-shape is long and thin

4

Leaf-shape is flat

and round

The leaf has a

tapering point

The leaf has a

hollow point

Perfectly smooth

leaf edge

The leaf edge has

deep indents

The leaf vein has

few branches

The leaf vein has

many branche

s


The Objective RG

The student is asked to observe the leaf shape of “Lalang grass” and has given an incorrect answer.

The student is asked to observe the leaf shape of “Indian Almond” and compare it with the leaf shape of Lalang grass”.

Flat and round

Long and thin

Flat and round


Experiment Design Subject unit : “Knowing the plants on school

campus” of the Natural Science course Comparing the u-learning performance of the

students who learned with/without the Mindtool


Comparing u-Mindtool learning with u-Learning Participants: 61 fifth graders

Control group: 29 students, learned with a conventional tour-based u-learning system that provided location guidance and supplementary materials

Experimental group: 32 students, learned with the Repertory Grid-oriented u-learning approach


Part of our findings-Learning Achievements

Table 1. t-test of the pre-test results

N Mean S.D. t

V1 control group 29 73.09 11.21 .591

V2 experimental group 32 71.14 14.56

Table 2. Descriptive data, and ANCOVA of the post-test results

Variable N Mean S.D. Adjusted

Mean Std.Error. F value

post-test Experimental group

32 52.69 13.45 52.185 2.236 7.533*

Control group

29 44.31 13.68 44.652 2.346

*p<.05

The use of Mindtools in u-learning is effective.

Trait Lalang Grass

Arigated- leaf

croton

Crown of

thorns

Pink ixora

Opposite

? ?

? ?

? ?

? ?

A follow-up learning activity The students needed to determine the

features for identifying the learning targets when developing repertory grids.


After the field trip, they can share their findings to peers via a knowledge-sharing interface.


Modify one’s own repertory grid

Delete the selected constructs

Option for referring to other students’ repertory grid

Add new constructs

Confirm if the operations are to be saved/executed

Concept map-oriented Mindtool for u-learning


StudentsStudents

StudentsStudents

Wireless network

Personal computer mode

Butterfly ecology garden

Server: the learning system

PDA modeEcology area

Ecology area

Ecology area

Ecology areaEcology area

Computer classroom

Ecology area

1. Develop concept maps in the classroom based on what they have learned from the textbooks.

2. Go to the field to observe the ecology of butterflies.

3. Go back to the classroom to modify their concept maps


“Idea leuconoe clara”

Concept to be modified

New concept

Interface for entering Chinese character s

The students can browse and modify their concept maps via the mobile devices.

Take notes for what they have found during the learning activities.

Experimental results

It was found that, with the help of the Mindtools, the students’ learning achievements, motivations and attitudes were significantly improved in comparisons with traditional in-field learning or tour-based u-learning.

This implies the importance of providing learning supports for u-learning activities.


Context-Aware U-Learning for complex experiment procedures


Background and Motivation Development of a context-aware u-learning system for

training the “Single-Crystal X-ray Diffraction” procedure in a Chemistry course.

It is the most effective method for analyzing 3D structure of compound materials.

The learners are graduated or PhD students in chemistry or material departments.

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


Microscopeproducts – examining, selecting, crystal mounting

leanerIndexing, 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

ExpertSystem

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-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

Other applications of U-Learning

U-learning for Local culture courses


Love our ancient assets, love our local culture.

Temples or ancient buildings.

Learning task 1- observe learning targets


Pillar with dragon statue

Only the goods for the king can have dragons with five claws on them.

The background story of each learning target

Learning task 2- read the ancient records on the learning targets


Learning task 3- Search for supplementary materials on the Internet


Ancient decorations in the temple

Learning task 4- touch and feel the material of the learning targets


Stone Drum

U-learning for nursing courses Develop several u-learning systems for clinical

nursing courses .


Interview the patient and record her health status.

Research Issues and Applications of Mobile and Ubiquitous Learning 49

U-learning activities in a Science park Learn to operate scientific devices with the help

of the u-learning system

Step1: guide the students to find the target device


The device for simulate the sun in winter and summer.

Step 2: Present the learning tasks and the complementary materials Link the functionality of the device to the

knowledge learned from the textbook


Step 3: Ask the students to operate the devices

Students are asked to operate the devices and record the data shown by the device to complete their learning tasks


What happens to the pointer on the device?

儀器操作、教學

If the students fail to correctly operate the device, a tutorial is given.

Step 4: Provide learning guidance and feedback to the students

…

再次測驗Research Issues and Applications of Mobile and Ubiquitous Learning 5353

Number of participants per year


Experimental results

All of the experiments have been conducted by arranging experimental groups and control groups.

It is found that the u-learning approach is able to assist students in improving their learning achievements, motivations, attitudes if proper learning supports are provided.


The on-going project

56


Inquiry-based learning activities in Chi-Gu ecology park in southern TaiwanIn this area, there are Mangroves, Black-Face Spoonbills and Fiddler Crabs. Fiddler

Crabs

Mangroves,Black-Face Spoonbills

57


The students are equipped with a smartphone (or PDA), a telescope and a set of probe devices to collect data in the ecology park.

Build the ecology database for the target areas

58


Conclusions

The popularity of mobile, wireless communication and sensing technologies has brought us some new aspects for perceiving education.

It is worth re-examining or re-defining many e-learning issues (e.g., TAM, personalization models)

New learning strategies or tools can be developed.

59

Thank you for your attention!

60


ReferencesHung, P. H., Hwang, G. J., Lin, Y. F., Wu, T. H., & Su, I. H. (in press). Seamless connection

between learning and assessment- applying automated scoring for constructed response tasks in mobile ecology inquiry. Educational Technology & Society. (SSCI)

Hsu, C. K., Hwang*, G. J., Chang, Y. T., & Chang, C. K. (in press). Effects of video caption modes on English listening comprehension and vocabulary acquisition using handheld devices. Educational Technology & Society. (SSCI)

Tsai, P. S., Tsai, C. C., & Hwang, G. J. (2011). Developing a survey for assessing preferences in constructivist context-aware ubiquitous learning environments. Journal of Computer-Assisted Learning. doi: 10.1111/j.1365-2729.2011.00436.x (SSCI)

Hwang, G. J., Wu P. H., Zhuang, Y. Y., & Huang, Y. M. (2011). Effects of inquiry-based mobile learning model on cognitive load and learning achievement of students. Interactive Learning Environments. doi:10.1080/10494820.2011.575789 (SSCI)

Hung, P. H., Hwang, G. J., Su, I. S., & 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)

61


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)

62


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)

63


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)

64

Documents

Research Issues and Applications of Mobile and Ubiquitous Learning Gwo-Jen Hwang Graduate Institute of Digital Learning and Education National Taiwan University