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Developing a survey for assessing preferences in constructivist context‐aware ubiquitous learning environments
Author(s) -
Tsai P.S.,
Tsai C.C.,
Hwang G.J.
Publication year - 2012
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/j.1365-2729.2011.00436.x
Subject(s) - constructivist teaching methods , context (archaeology) , educational technology , psychology , relevance (law) , learning sciences , knowledge management , mathematics education , computer science , teaching method , political science , law , paleontology , biology
Abstract This study developed a survey to explore students' preferences in constructivist context‐aware ubiquitous learning environments. A constructivist context‐aware ubiquitous learning (u‐learning) environment survey (CULES) was developed, consisting of eight scales, including ease of use, continuity, relevance, adaptive content, multiple sources, timely guidance, student negotiation, and inquiry learning. The survey responses were gathered from 215 university students from five universities in Taiwan. The students all had actual experience of using u‐learning systems in u‐learning environments. Both exploratory and confirmatory factor analyses showed that the CULES had high reliability and validity. The structural model revealed that the provision of realistic and close‐to‐real‐life information could enhance students' preferences for timely guidance, student negotiation, and inquiry‐learning activities. In addition, the attainment of inquiry learning is quite challenging when designing u‐learning activities, as it involves the enhancement of the other CULES scales.