Download ppt - 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]

IDLS (Intelligent Distance Learning Systems) lab

Mobile and Ubiquitous LearningFunded by NSC of Taiwan with

NT$15,000,000 per yearNatural science coursesSocial science coursesComputer science coursesEnglish courses



The backgrounds of the members in this lab include Computer Science and Educational Technology.

Academic Publications of IDLS Lab 150 journal papers

Computers & Education (SSCI) Educational Technology & Society (SSCI) Innovations in Teaching and Education International (SSCI) British Journal of Educational Technology (SSCI) Electronic Library (SSCI) Interactive Learning Environment (SSCI) Ecommerce Research and Application (SSCI) IEEE Transactions on Education (SCI) IEEE Transactions on SMC, Part C (SCI) IEEE Transactions on Mobile Computing (SCI) Expert Systems with Applications (SCI) Other SCI/EI/TSSCI journals

250 papers presented in conferences 3 book chapters


Six SSCI (Social Sciences Citation Index) journals of e-learning Computers & Education (C&E) Educational Technology & Society (ETS) British Journal of Educational Technology

(BJET) Innovations in Education and Teaching

International (IETI) Educational Technology Research &

Development (ET R&D) Journal of Computer Assisted Learning (JCAL)



Number of m-learning/u-learning papers published from 2001 to 2010

2 0

13

5

127

12

2227

54

0

10

20

30

40

50

60

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Number of MUL publications from 2001 to 2010

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), E65-70.


Sample groups selected for mobile and ubiquitous learning studies from 2001 to 2010

Sample group Elementary

school students High school

students Higher

education Teachers

Working adults

Non-specified

2001-2005 7 3 9 2 2 9 2006-2010 34 14 50 4 4 16

Total number of articles 41 17 59 6 6 25

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), E65-70.


Research learning domains selected from 2001 to 2010

Learning domain

Science Mathematics Language

& Art Social science

Engineering (including

Computers) Others

Non-specified

2001-2005 5 2 3 2 2 5 13 2006-2010 25 4 21 9 20 7 36

Total number of articles 30 6 24 11 22 12 49


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

u-learning activities with sensing technologies. This has lead to context-aware ubiquitous learning

(Hwang, Tsai , & Yang, 2008) The learning system is able to detect and record the

real-world learning status of the students. More learning supports can be provided by the learning

system for guiding the students to learn in the real world.

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. (SSCI)


Ubiquitous Learning(anywhere and anytime learning)

Mobile Learning(Learning with mobile devices and

wireless communications)

Context-Aware U-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. (SSCI)

the use of mobile, wireless communications and sensing technologies for supporting students to learn in the real world

SKIP


Illustrative example of a context-aware u-learning environment

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 uses a PDA equipped with an RFID reader and wireless communication facility.

Each learning target has an RFID tag on it.

The learning system is executed on the server


TAG

Reader

The student holds a PDA equipped with an RFID reader

Each ecology area of butterflies has an RFID tag

Learning missions or supplementary materials


Benefits of using sensing technologies

The learning system is able to guide the learners in the real world via detecting their locations

The learning system can more actively provide learning supports to the learners if necessary E.g., Give hints to the students who are doing a

dangerous chemical experiment before something goes wrong


More parameters in a context-aware u-learning portfolio 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 concerning 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 cognitive process cognitive load learning style or cognitive style self-efficacy

Earlier applications-Serving as a Guide for Science Observations

The u-learning system serves as a guide for observing a set of learning targets in the real world.


Background and Motivation Observation and classification abilities

important learning objectives for science education. 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 garden)

In the followings, several learning activities are designed for the “Butterfly and Ecology” unit of a natural science course


Conventional “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 of the target butterfly

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


Scenario 2: Butterfly ecology garden The Butterfly Ecology Garden consists of 18

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. (SSCI)


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 earlier studies Advantages of the u-learning approach

Providing a personalized guide for individual students

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 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 MindtoolHelping the students identify and differentiate

a set of learning targets based on the features of the targets

Concept mapsHelping the students organize their

knowledge via linking the new knowledge and their prior knowledge



Trait (1) ----Constructs (features of the plants)---opposite(5)

Repertory grid (Kelly, 1955) A repertory grid is represented as a matrix or table

Its columns are labeled with elements. Its rows are labeled with constructs.

A 5-scale rating mechanism is usually used.

Elements (e.g., plants)

Trait(1)

Golden Chinese banyan

Arigated- leaf croton

CupheaIndian almond

Opposite(5)

Leaf-shape is long and thin 2 2 2 4

Leaf-shape is flat and round

The leaf has a tapering point 3 1 1 4

The leaf has a hollow point

Perfectly smooth leaf

edge1 1 4 1

The leaf edge has deep indents

Elements: targets to be indentified or classified

constructs: traits for identifying the targets.


Two stages for providing 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 describe more detailed features of the leaf shape.

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 answer “Flat and Round” to the “leaf shape” of “Lalang gtass” is incorrect.

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


Experiment Design Subject unit : “Knowing the plants on

school campus” of the Natural Science course

Comparing the 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 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


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 p

post-test Experimental group

32 52.69 13.45 52.185 2.236 7.533* .024

Control group

29 44.31 13.68 44.652 2.346

*p<.05

No significant difference between the two groups

A follow-up learning activity The students needed to develop their own repertory

grids by determining the traits for identifying the target butterflies.


The can also share their findings to peers and modify their repertory grids 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 butterfly garden to observe the ecology of the butterflies. Check if their concept map is correct and complete via browsing the developed concept maps on the PDA.Take notes on the PDA.

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

CmapTools developed by the Institute for Human and Machine Cognition (IHMC) of the Florida University System (Novak & Cañas, 2006).


Working space for developing concept maps

Set up concept map

parameters

Insert the picture of the concept


“Idea leuconoe clara”

Concept to be modified

New concept

Interface for entering Chinese character s

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

Take notes or record what they have found during the 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. 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


Estimation about cost benefit for using the approach

Save 80,000 USD per year for training 10 researchers

SKIP

Other applications of U-Learning

U-learning for Local culture courses


Learning task 1- observe learning targets


Pillar with dragon statue

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

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 .


Number of participants per year


The on-going project


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


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


Conclusions The popularity of mobile, wireless

communication and sensing technologies has brought us some new aspects for perceiving education.

Some issues can be investigatedDesign new learning activitiesAnalyze the real-world learning behaviorsDevelop new learning strategies or tools

The cooperation of researchers with different backgrounds is needed


ReferencesTsai, P. S., Tsai, C. C., & Hwang, G. J. (in press). 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. (in press). Effects of inquiry-based mobile learning model on cognitive load and learning achievement of students. Interactive Learning Environments. (SSCI)

Hung, P. S., Hwang, G. J., Su, I. S., & Lin, I. H. (in press). A concept-map integrated dynamic assessment system for improving ecology observation competences in mobile learning activities. Turkish Online Journal of Educational Technology. (SSCI)

Wu, P. H., Hwang, G. J., Su, L. H., & Huang, Y. M. (in press). A context-aware mobile learning system for supporting cognitive apprenticeships in nursing skills training. Educational Technology & Society. (SSCI)

Wu, P. H., Hwang, G. J., Tsai, C. C., Chen, Y. C., & Huang, Y. M. (in press). A pilot study on conducting mobile learning activities for clinical nursing courses based on the repertory grid approach. Nurse Education Today. doi: 10.1016/j.nedt.2010.12.001 (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)

Chu, H. C., Hwang, G. J., & Tsai, C. C. (in press). Difference in learning achievement and human cognitive load by using formative assessment-based mobile learning. Online Information Review. (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), E65-70. (SSCI)


Hwang, G. J., Wu, C. H., Tseng, Judy C. R., & Huang, I. W. (in press). Development of a ubiquitous learning platform based on a real-time help-seeking mechanism. British Journal of Educational Technology. doi:10.1111/j.1467-8535.2010.01123.x (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(1), 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)

Thank you