A context-aware knowledge map to support ubiquitous learning activities for a u-Botanical museum

• Published in: Australasian Journal of Educational Technology Vol. 31; no. 4; pp. 470 - 485
• Main Authors: Wang, Shu-Lin, Chen, Chia-Chen, Zhang, Zhe George
• Format: Journal Article
• Language: English
• Published: Australasian Society for Computers in Learning in Tertiary Education 01.01.2015
• Subjects: Academic staff; Access to Information; Attitude Measures; Case studies; College Faculty; College Students; Computer Attitudes; Database design; Educational Innovation; Educational Technology; Electronic Learning; Environmental education; Exhibits; Factor Analysis; Foreign Countries; Handheld Devices; ICT in education; Information retrieval; Knowledge Level; Mobile learning; Museums; Natural Sciences; Online learning; Ontology; Plants (Botany); Postsecondary education; Questionnaires; Science Experiments; Semantic web; Taiwan; Teaching Methods; Technology integration; Technology Uses in Education; Telecommunications; University students; Taiwan
• ISSN: 1449-5554; 1449-3098; 1449-5554
• DOI: 10.14742/ajet.1205

Recent developments in mobile and wireless communication technologies have played a vital role in building the u-learning environment that now combines both real-world and digital learning resources. However, learners still require assistance to control real objects and manage the abundance of available materials; otherwise, their mental workload could become so high that learning becomes less effective. The learner is the priority in every learning situation and is, therefore, a crucial factor in executing u-learning. This study presents a u-learning system that integrates context awareness and ontological technology to design a context-aware knowledge map (CAKM) to improve learning efficiency. A case study of an Orchid Island botanical ecosystem course was conducted in classrooms and at the Botanical Garden of National Museum of Natural Science in Taiwan. Participants were university teachers and students. A questionnaire based on the technology acceptance model (TAM) theory was designed and used to measure the willingness for adoption or usage of the proposed system. The results demonstrate that this innovative approach can enhance learning intention. The results also indicate that this CAKM not only substantially improves the effectiveness of subject learning but also enhances the usability of u-learning systems in the museum environment. [Author abstract]