Abstract：Welcome to the second issue of the Social Network Analysis and Mining journal. In this issue, we will continue to demonstrate the high standard of the SNAM journal which started by publishing five well written papers in the first issue. We are delighted to witness the journal gaining popularity since the first articles were published online. The number of visitors to the online version of the journal is increasing rapidly and the number of downloaded articles shows the interest in the journal. We much appreciate the increased interest in the journal. We are receiving more submissions than expected. Fortunately, we are maintaining the short turnaround time for the reviewing process; humble thank you to the expert reviewers and board members who dedicate their valuable time and effort to submit timely detailed and constructive reports.

Abstract： Ubiquitous computing which enabled by the availability of mobile, heterogeneous devices that supply context information, is currently not matured by the lack of programming support for the design and development of context-aware applications. Especially, ubiquitous computing environment is not static which can be compensable dynamically according to need of environment. Mobile agent is a very efficient framework applications can cooperative in heterogeneous environment. Therefore, we have developed a mobile agent based framework that significantly eases the development of mobile, context-aware applications. The framework allows developers to fuse data from disparate sensors, represent application context, and reason efficiently about context, without the need to write complex code. An event based communication paradigm designed specifically for ad-hoc wireless environments is incorporated, which supports loose coupling between sensors, actuators and application components

Abstract： Emotions are a crucial element for personal and ubiquitous computing. What to sense and how to sense it, however, remain a challenge. This study explores the rare combination of speech, electrocardiogram, and a revised Self-Assessment Mannequin to assess people’s emotions. 40 people watched 30 International Affective Picture System pictures in either an office or a living-room environment. Additionally, their personality traits neuroticism and extroversion and demographic information (i.e., gender, nationality, and level of education) were recorded. The resulting data were analyzed using both basic emotion categories and the valence--arousal model, which enabled a comparison between both representations. The combination of heart rate variability and three speech measures (i.e., variability of the fundamental frequency of pitch (F0), intensity, and energy) explained 90% (p < .001) of the participants’ experienced valence--arousal, with 88% for valence and 99% for arousal (ps < .001). The six basic emotions could also be discriminated (p < .001), although the explained variance was much lower: 18–20%. Environment (or context), the personality trait neuroticism, and gender proved to be useful when a nuanced assessment of people’s emotions was needed. Taken together, this study provides a significant leap toward robust, generic, and ubiquitous emotion-aware computing.

Abstract：The capacity to gather and timely deliver to the service level any relevant information that can characterizeservice-provisioning environment, such as computing resources/capabilities, physical device location, userpreferences, and time constraints, usually defined as context-awareness, is widely recognized as a core functionfor the development of modern ubiquitous and mobile systems. Much work has been done to enable context-awareness and to ease the diffusion of context-aware services; at the same time, several middleware solutionshave been designed to transparently implement context management and provisioning in the mobile system.However, to the best of our knowledge, an in-depth analysis of the context data distribution, namely thefunction in charge of distributing context data to interested entities, is still missing. Starting from the coreassumption that only effective and efficient context data distribution can pave the way to the deployment oftruly context-aware services, this paper aims at putting together current research efforts to derive an original andholistic view of the existing literature. We present a unified architectural model and a new taxonomy for contextdata distribution, by considering and comparing a large number of solutions. Finally, based on our analysis, wedraw some of the research challenges still unsolved and we identify some possible directions of future work.Categories and Subject Descriptors: A.1 [General Literature]: Introductory and Survey; C.2.1 [Computer-Communication Networks]: Network Architecture and Design—Wireless communication; D.4.4 [OperatingSystems]: Communications Management—Network communication, Message sendingGeneral Terms: Design, ManagementAdditional Key Words and Phrases: ubiquitous system, context, context-aware, context-awareness, contextaccess, context data distribution, context data distribution infrastructure, quality of context, QoC, survey,research challenge

Abstract：This paper proposes a Mobile Learning Support System (MLSS) which enables students to access learning materials by utilizing 2D barcodes and GPS technology. As the pilot system of ubiquitous learning, we used camera-equipped mobile phones and 2D barcode tags to obtain learning information from online websites. By installing the MLSS on to their mobile phones, students can scan the tag attached to the corresponding object to display related multimedia materials on the screen of mobile phones. Furthermore, MLSS also applies GPS technology to develop a location-aware environment for students. GPS technology is used to detect the students’ location and identify which 2D barcode tags are in their proximity. Therefore, this paper provides the opportunity to develop for developers create ubiquitous learning environments that combine real-world and digital world resources.

Abstract：Previous studies have reported the importance and benefits of situating students in a real-world learning environment with access to digital-world resources. At the same time, researchers have indicated the need to develop learning guidance mechanisms or tools for assisting students to learn in such a complex learning scenario. In this study, a grid-based knowledge acquisition approach is proposed and a Mindtool is developed to help students organize and share knowledge for differentiating a set of learning targets based on what they have observed in the field. An experiment has been conducted in an elementary school Natural Science course for differentiating different species of butterflies. Forty-one fifth-grade students have been assigned to a control group and an experimental group to compare the effect of the conventional approach and that of the proposed approach. The experimental results show that the proposed approach not only improves students’ learning achievements, but also significantly enhances their ability of identifying species in the field.

Abstract：Ubiquitous learning (u-learning), in conjunction with supports from the digital world, is recognized as an effective approach for situating students in real-world learning environments. Earlier studies concerning u-learning have mainly focused on investigating the learning attitudes and learning achievements of students, while the causations such as learning style and teaching style were usually ignored. This study aims to investigate the effects of teaching styles and learning styles on reflection levels of students within the context of u-learning. In particular, we investigated the teaching styles at the dimensions of brainstorming and instruction and recall and the learning styles at the dimensions of active and reflective learning. The experiment was conducted with 39 fifth grader students at an elementary school in southern Taiwan. A u-learning environment was established at a butterfly ecology garden to conduct experiments for natural science courses. The experimental results of one-way ANCOVA show that those students who received a matching teaching–learning style presented a significant improvement in their reflection level. That is, matching the learning styles of students with the appropriate teaching styles can significantly improve students’ reflection levels in a u-learning environment.

Abstract： Advances in wireless networking, mobile broadband Internet access technology as well as the rapid development of ubiquitous computing means e-learning is no longer limited to certain settings. A ubiquitous learning (u-learning) system must however not only provide the learner with learning resources at any time and any place. However, it must also actively provide the learner with the appropriate learning assistance for their context to help him or her complete their e-learning activity. In the traditional e-learning environment, the lack of immediate learning assistance, the limitations of the screen interface or inconvenient operation means the learner is unable to receive learning resources in a timely manner and incorporate them based on the actual context into the learner’s learning activities. The result is impaired learning efficiency. Though developments in technology have overcome the constraints on learning space, an inability to appropriately exploit the technology may make it an obstacle to learning instead. When integrating the relevant information technology to develop a u-learning environment, it is therefore necessary to consider the personalization requirements of the learner to ensure that the technology achieves its intended result. This study therefore sought to apply context aware technology and recommendation algorithms to develop a u-learning system to help lifelong learning learners realize personalized learning goals in a context aware manner and improve the learner’s learning effectiveness.

Abstract：Mobile learning provides a ubiquitous learning context for the learners to select appropriate learning paths and learning objects. Adaptive learning methods and correct learning path planning can help to achieve the goal of learning anytime and anywhere. Moreover, the display ability of mobile learning devices has become a key factor affecting the interest and acquisition time of learners. Achieving the desired functionality is currently an important topic in the field of mobile learning. This paper uses competency-based learning as the basis to evaluate the knowledge deficiency that the learner must overcome. We then use carrier selection, fuzzy interpolation computation, and ant-genetic algorithm techniques to select the appropriate learning paths and objects. Finally, we use NFC's point-to-point technology to transfer the learning content in the learning device to a larger screen with NFC capability in the user's environment to display the same content, thus providing a complete learning system. (C) 2012 Elsevier Ltd. All rights reserved.

Abstract：Ubiquitous decision support systems require more intelligent mechanism in which more timely and accurate decision support is available. However, conventional context-aware systems, which have been popular in the ubiquitous decision support systems field, cannot provide such agile and proactive decision support. To fill this research void, this paper proposes a new concept of context prediction mechanism by which the ubiquitous decision support devices are able to predict users’ future contexts in advance, and provide more timely and proactive decision support that users would be satisfied much more. Especially, location prediction is useful because ubiquitous decision support systems could dynamically adapt their decision support contents for a user based on a user’s future location. In this sense, as an alternative for the inference engine mechanism to be used in the ubiquitous decision support systems capable of context-prediction, we propose an inductive approach to recognizing a user’s location by learning a dynamic Bayesian network model. The dynamic Bayesian network model has been evaluated with a set of contextual data from undergraduate students. The evaluation result suggests that a dynamic Bayesian network model offers significant predictive power in the location prediction. Besides, we found that the dynamic Bayesian network model has a great potential for the future types of ubiquitous decision support systems.

Abstract：Mobile learning (m-learning) as a kind of learning model allowing learners to obtain learning materials anywhere and anytime using mobile technologies and the Internet. It is necessary that the elements of mobile learning are organized correctly and the interactions between the various elements are combined in an efficient and optimum way so that the mobile learning is successful and the implementation is efficient. In addition, the characteristics of mobile learning should be organized, and the way they are applied to mobile learning activities and the application methods and the duration of the application time should be planned well in advance. Consequently, a deeper insight into theory-based research is required to better understand the underlying motivations that lead academics to adopting mobile learning elements and characteristics. These reasons have motivated authors to carry out this study. Learner, teacher, environment, content and assesstment are basic elements of the complete mobile learning. The core characteristics of mobile learning are ubiquitous, portable size of mobile tools, blended, private, interactive, collaborative, and instant information. They enable learners to be in the right place at the right time, that is, to be where they are able to experience the authentic joy of learning. The aim of this study is to describe the basic elements and characteristic of mobile learning according to new trends in developing technology. The paper might be useful for anyone interested in designing, preparing and implementing a mobile learning.

Abstract：This paper presents a roadmap of system environment to Ubiquitous Learning in the field of its application and research area, which is based on the analysis of the theory and practice research. The roadmap is called “The Roadmap of System Environment to Ubiquitous Learning”, which is a mode includes three levels and six elements. Then, the paper concludes four typical application patterns of the roadmap. The U-Learning research and practice projects in recent years are sorted on the basis of the four application modes and the purpose is to seek the inner link among them in the roadmap. At last, the paper predicts the development tendency of system environment to Ubiquitous Learning and its roadmap so to promote the research and practice of the ULearning area.

Abstract：Knowledge management is a critical activity for any organization. It has been said to be a differentiating factor and an important source of competitiveness if this knowledge is constructed and shared among its members, thus creating a learning organization. Knowledge construction is critical for any collaborative organizational learning environment. Nowadays workers must perform knowledge creation tasks while in motion, not just in static physical locations; therefore it is also required that knowledge construction activities be performed in ubiquitous scenarios, and supported by mobile and pervasive computational systems. These knowledge creation systems should help people in or outside organizations convert their tacit knowledge into explicit knowledge, thus supporting the knowledge construction process. Therefore in our understanding, we consider highly relevant that undergraduate university students learn about the knowledge construction process supported by mobile and ubiquitous computing. This has been a little explored issue in this field. This paper presents the design, implementation, and an evaluation of a system called MCKC for Mobile Collaborative Knowledge Construction, supporting collaborative face-to-face tacit knowledge construction and sharing in ubiquitous scenarios. The MCKC system can be used by undergraduate students to learn how to construct knowledge, allowing them anytime and anywhere to create, make explicit and share their knowledge with their co-learners, using visual metaphors, gestures and sketches to implement the human-computer interface of mobile devices (PDAs).

Abstract：The application of ubiquitous technologies in the improvement of education strategies is called Ubiquitous Learning. GlobalEdu is a model created to support ubiquitous learning. The model has the 89 to implement learning-related functionalities in ubiquitous environments. The basic ubiquitous computing support must be supplied by a middleware where GlobalEdu lays atop. This article proposes the GlobalEdu model and its integration with two ubiquitous middlewares: ISAM and LOCAL. ISAM supports the creation of large-scale ubiquitous systems. As such, its integration with GlobalEdu results in large-scale ubiquitous learning environments. LOCAL is dedicated to create small-scale ubiquitous learning environments. The integration GlobalEdu/LOCAL results in a local ubiquitous learning environment. Based on this small-scale environment, the authors’ created a system and applied it in a practical scenario involving the community of a Computer Engineering undergraduate course. The system was positively evaluated by 20 individuals and the initial results attest the system’s usefulness.Keywords: Context-Aware Computing, Location Systems, Mobile Computing, Ubiquitous Computing, Ubiquitous Learning

Abstract：This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Wireless sensor networks include a wide range of potential applications to improve the quality of teaching and learning in a ubiquitous environment. WSNs become an evolving technology that acts as the ultimate interface between the learners and the context, enhancing the interactivity and improving the acquisition or collection of learner’s contextual information in ubiquitous learning. This paper presents a model of an effective and interactive ubiquitous learning environment systembased on the concepts of ubiquitous computing technology that enables learning to take place anywhere at any time. The u-learning model is a webbased e-learning system utilizing various state-of-the-art features of WSN that could enable learners to acquire knowledge and skills through interaction between them and the ubiquitous learning environment. It is based on the theory of connectivism which asserts that knowledge and the learning of knowledge are distributive and are not located in any given place but rather consist of the network of connections formed from experiences and interactions with a knowing community. The communication between devices and the embedded computers in the environment allows learners to learn in an environment of their interest while they are moving, hence, attaching them to their learning environment.

Abstract：Knowledge management is a critical activity for any organization. It has been said to be a differentiating factor and an important source of competitiveness if this knowledge is constructed and shared among its members, thus creating a learning organization. Knowledge construction is critical for any collaborative organizational learning environment. Nowadays workers must perform knowledge creation tasks while in motion, not just in static physical locations; therefore it is also required that knowledge construction activities be performed in ubiquitous scenarios, and supported by mobile and pervasive computational systems. These knowledge creation systems should help people in or outside organizations convert their tacit knowledge into explicit knowledge, thus supporting the knowledge construction process. Therefore in our understanding, we consider highly relevant that undergraduate university students learn about the knowledge construction process supported by mobile and ubiquitous computing. This has been a little explored issue in this field. This paper presents the design, implementation, and an evaluation of a system called MCKC for Mobile Collaborative Knowledge Construction, supporting collaborative face-to-face tacit knowledge construction and sharing in ubiquitous scenarios. The MCKC system can be used by undergraduate students to learn how to construct knowledge, allowing them anytime and anywhere to create, make explicit and share their knowledge with their co-learners, using visual metaphors, gestures and sketches to implement the human-computer interface of mobile devices (PDAs).

Abstract：This study aims at understanding the fundamental factors influencing users’ intentions to continually use smartphones as a ubiquitous learning (u-learning) tool. This study examines consumers’ experiences with smartphone learning in order to investigate the areas of its development as a u-learning application. In this paper, the modified unified theory of acceptance and usage technology (UTAUT) model is used with constructs from expectation-confirmation theory (ECT). While the findings confirm the significant roles of users’ cognitive perceptions, the findings also shed light on the possibility of the smartphone serving as an enabler of u-learning. Users may want to use the smartphone as a telecommunication tool, as well as a u-learning application. The proposed model brings together extant research on smartphones and provides an important cluster of antecedents to eventual technology acceptance via constructs of continuance intention to use and actual usage of u-learning. The empirical findings demonstrate that employing perceived usability and perceived quality would be a worthwhile extension of the UTAUT/ECT in the smartphone learning context, as both were found to be influential in predicting smartphone users’ attitudes and behavioral intentions. Practical implications for industry can be drawn from these findings in terms of strategies and new models for u-learning and beyond.

Abstract：Context-awareness techniques can support learners in learning without time or location constraints by using mobile devices and associated learning activities in a real learning environment. Enrichment of context-aware technologies has enabled students to learn in an environment that integrates learning resources from both the real world and the digital world. Although learning outside of the traditional classroom is an innovative teaching approach, the two main problems are the lack of proper learning strategies and the capacity to acquire knowledge on subjects effectively. To manage these problems, this study proposes a context-aware ubiquitous learning system (CAULS) based on radio-frequency identification (RFID), wireless network, embedded handheld device, and database technologies to detect and examine real-world learning behaviors of students. A case study of an aboriginal education course was conducted in classrooms and at the Atayal u-Museum in Taiwan. Participants included elementary school teachers and students. We also designed and used a questionnaire based on the Unified Theory of Acceptance and Use of Technology (UTAUT) theory to measure the willingness for adoption or usage of the proposed system. The experimental results demonstrated that this innovative approach can enhance their learning intention. Furthermore, the results of a posttest survey revealed that most students’ testing scores improved significantly, further indicating the effectiveness of the CAULS.

Abstract：As part of the Visual Learning Lab’s initiative of promoting visual learning supported through technologies in Higher Education, this VLL funded study explored part-time mature doctoral students’ use and perceptions of a mobile device in support of their research activities. The study was conducted by the Graduate School in collaboration with the School of Nursing at the University of Nottingham. Six students participated in the study for a period of six months. The methodology was qualitative and included semistructured exit interviews. By re-analysing the original study (Gibbons, 2009), this paper raises a vital question about what constitutes a meaningful mobile learning experience which takes into account the different biographical and life stage factors. It challenges the ongoing debate on generational issues on uses of mobile or other digital technologies and leads to discussion of the concept of digital fluency with all learners.

Abstract：If ubiquitous learning (u-learning) is to be effectively developed and feasibly applied to education, it is necessary to evaluate its effectiveness. Yet to achieve a sound evaluation, a particular paradigm must be employed to fit the problem domain. Toward this end, the authors of this study have adopted a meaningful learning paradigm. Meaningful learning is often regarded as the ultimate learning status for a learner, regardless of the learning environment. Interestingly, several characteristics of u-learning are also linked to attributes of meaningful learning. For example, both u-learning and meaningful learning emphasize the authentic and active of the learning activity. Therefore, it is important to investigate the applicability of a meaningful learning paradigm for evaluating the efficacy of u-learning. The method proposed here evaluates u-learning along both macro and micro aspects, and in an effort to make ulearning more sustainable. By employing a case study, we demonstrate the feasibility of our approach by showing the advantages and disadvantages that are common to both u-learning and meaningful learning. Moreover, we also provide suggestions for instructors and designers so that they can promote the quality of u-learning.

Abstract：Industrial Maintenance is seeking to enhance the efficiency of asset usage according to multiple criteria and constraints. Its implementation is facilitated by the application of a range of enabling technologies, termed in this context as e-Maintenance. Integrated e-Maintenance solutions can support a multitude of industrial maintenance procedures, from top-level management to low-level machinery technical issues. The level of complexity in these procedures varies greatly and requires a multidisciplinary level of skills from the involved personnel. Therefore, e-Maintenance applications can benefit from incorporating e-Learning and e-Support solutions. E-Learning can be an effective training method for maintenance, by providing cost effective, location-independent and easily updated training content. E-Support can be employed to provide technical staff with contextualized information and services in order to aid them with their assigned tasks. The WelCOM e-Maintenance architecture offers a framework that combines a networked infrastructure of intelligent wireless sensors, and a toolset of maintenance support services, linked to a CMMS. In this setting, one of the objectives is to integrate e-Learning in the form of web-based training modules and e-Support, by providing ubiquitous help through mobile devices to technical staff. The web-based learning is tailored to condition monitoring tasks, whereas the e-Support is planned to include instructions, videos, manuals or technical reports, all specially formatted to be delivered by a mobile device (tablet), exploiting its graphic, storage and networking capabilities. In this way, we aim for a smooth acceptance of the new e-Maintenance system, by providing easily accessible and context-depended support for maintenance personnel.

Abstract：The purpose of the present study was to examine the effects of English proficiency (low vs. high) and material presentation mode (single channel vs. dual channel) on English listening comprehension, cognitive load and learning attitude in a ubiquitous learning environment. An experimental learning activity was implemented using PDA as a learning tool to facilitate learning. A quasi-experimental design was employed with university students participating in the experiment. The results revealed that (a) high English proficiency learners had significantly better English listening comprehension and lower intrinsic and extraneous load than low English proficiency learners; (b) both high and low English proficiency learners learning with dual channel had significantly better English listening comprehension and held more positive attitude toward the ubiquitous learning environment than learners learning with single channel; (c) for learners learning with single channel, low English proficiency learners had significantly higher extraneous load than high English proficiency learners; and (d) for low English proficiency learners, learners who learned with dual channel possessed significantly lower extraneous load than learners who learned with single channel. The suggestions for educators and instructional designers were also discussed in the present study.

Abstract：The emergence of mobile and ubiquitous technologies as important tools to complement formal learning has been accompanied by a growing interest in their educational benefits and applications. Mobile devices can be used to promote learning anywhere and anytime, to foster social learning and knowledge sharing, or to visualize augmented reality applications for learning purposes. However, the development of these applications is difficult for many researchers because it requires understanding many different protocols; dealing with distributed schemas, processes, platforms, and services; learning new programming languages; and interacting with different hardware sensors and drivers. For that reason, the use of frameworks and middleware that encapsulate part of this complexity appears to be fundamental to the further development of mobile learning projects. This study analyzes the state of the art of frameworks and middleware devoted to simplifying the development of mobile and ubiquitous learning applications. The results can be useful to many researchers involved in the development of projects using these technologies by providing an overview of the features implemented in each of these frameworks.

Abstract：Two previous literature review-based studies have provided important insights into mobile learning, but the issue still needs to be examined from other directions such as the distribution of research purposes. This study takes a meta-analysis approach to systematically reviewing the literature, thus providing a more comprehensive analysis and synthesis of 164 studies from 2003 to 2010. Major findings include that most studies of mobile learning focus on effectiveness, followed by mobile learning system design, and surveys and experiments were used as the primary research methods. Also, mobile phones and PDAs are currently the most widely used devices for mobile learning but these may be displaced by emerging technologies. In addition, the most highly-cited articles are found to focus on mobile learning system design, followed by system effectiveness. These findings may provide insights for researchers and educators into research trends in mobile learning.

Abstract：Context-awareness techniques can support learners in learning without time or location constraints by using mobile devices and associated learning activities in a real learning environment. Enrichment of context-aware technologies has enabled students to learn in an environment that integrates learning resources from both the real world and the digital world. Although learning outside of the traditional classroom is an innovative teaching approach, the two main problems are the lack of proper learning strategies and the capacity to acquire knowledge on subjects effectively. To manage these problems, this study proposes a context-aware ubiquitous learning system (CAULS) based on radio-frequency identification (RFID), wireless network, embedded handheld device, and database technologies to detect and examine real-world learning behaviors of students. A case study of an aboriginal education course was conducted in classrooms and at the Atayal u-Museum in Taiwan. Participants included elementary school teachers and students. We also designed and used a questionnaire based on the Unified Theory of Acceptance and Use of Technology (UTAUT) theory to measure the willingness for adoption or usage of the proposed system. The experimental results demonstrated that this innovative approach can enhance their learning intention. Furthermore, the results of a posttest survey revealed that most students’ testing scores improved significantly, further indicating the effectiveness of the CAULS

Abstract：The review analyses work in the research field of ambient display with a focus on the use of such displays for situational awareness, feedback and learning. The purpose of the review is to assess the state-of-theart of the use of ambient displays with an explicit or implicit learning purpose and the possible classification of respective prototypes on the basis of a presented framework. This framework is comprised of theories around the educational concepts of situational awareness and feedback as well as design dimensions of ambient displays. The review sheds light on results of recent empirical studies within this field as well as developed prototypes with a focus on their design and instructional capabilities when providing feedback. The results expose that the explicit use of ambient displays for learning is not a prominent research topic, although implicitly ambient displays are already used to support learning activities fostering situational awareness by exploiting feedback. Overall ambient displays represent a technological concept with great potential for learning and the review facilitates a proper foundation and research questions for further research in this direction – towards ambient learning displays.

Abstract：This study investigated split-attention and redundancy effects in a mobile learning environment on leaf morphology of plants as a function of different combinations of media. Eighty-one fifth-grade students were randomly assigned to the following three conditions: texts with pictures embedded in the mobile device (TP condition); texts embedded in the mobile device and real objects that are outside of the mobile device (TO condition); and texts with pictures embedded in the mobile device and real objects that are outside of the mobile device (TPO condition). Differences in performance on comprehension tests and learning efficiency were examined across conditions. The TP condition was expected to perform better than the TO condition due to a split-attention effect. The TP and TO conditions were expected to perform better than the TPO condition due to a redundancy effect. The results indicated no difference between the TP and the TO condition in comprehension and learning efficiency, but the TP and TO conditions performed better than the TPO condition on both measures. The implications of the results for research and design of mobile learning environments are discussed.

Abstract： English vocabulary learning and ubiquitous learning have separately received considerable attention in recent years. However, research on English vocabulary learning in ubiquitous learning contexts has been less studied. In this study, we develop a ubiquitous English vocabulary learning (UEVL) system to assist students in experiencing a systematic vocabulary learning process in which ubiquitous technology is used to develop the system, and video clips are used as the material. Afterward, the technology acceptance model and partial least squares approach are used to explore students’ perspectives on the UEVL system. The results indicate that (1) both the system characteristics and the material characteristics of the UEVL system positively and significantly influence the perspectives of all students on the system; (2) the active students are interested in perceived usefulness; (3) the passive students are interested in perceived ease of use.

Abstract：Sustainable Seamless Learning: What have we learned and where are we going?

Abstract：In this paper, we present a design research study in Mobile Assisted Language Learning (MALL) that emphasizes learner created content and contextualized meaning making. In learning Chinese idioms, students proactively used smartphones on a 1:1 basis to capture photos of the real-life contexts pertaining to the idioms, and to construct sentences with them. Subsequently, in-class or online sharing and discussions on the contexts took place, which would enhance the students' understanding of the proper usage of the idioms. The learning design is grounded in seamless learning that encompasses in-class formal learning and out-of-class informal settings, and personal and social learning spaces. Our analysis of the student artifacts in both product- and process-oriented aspects reveal the students’ cognitive process and learning strategies during the course of content creation. The students' ongoing, open-ended, personal-to-social meaning making process and artifacts have shown some indicators of seamless language learning that has the potential of transforming language learning into an authentic learning experience.

Abstract：Building on the expositions on MSL by Chan et al (2006) and Wong and Looi (2011) which were relatively researcher/instructor design-oriented, this paper departed from the two publications by foregrounding individual learners’ perspective to reconceptualise MSL. Whereas one may interpret from Figure 1 that the ultimate objective of MSL is to achieve knowledge synthesis, an equally important motivation for us to promote MSL is to foster the habits of mind and skills of seamless learning among the 21st century learners. The reconceptualisations of MSL5 and “learning hub” notions highlight the significance of seamless learners’ epistemological beliefs and the roles that learner history would play in their ongoing, self-directed learning journey. Indeed, learning and living are inherently integrated (Jaros & Deakin-Crick, 2007), as learning is a way of establishing one’s identity in the material world, an “integrative, whole body process that consists of rational, intuitive, affective, sensory and volitional way of knowing” (Clark, 1997, p. 28). Mediated by technology, a seamless learner should be able to explore, identify and seize boundless latent opportunities that her daily living spaces may offer to her, rather than always being inhibited by externally defined learning goals and resources.

Abstract：Seamless learning refers to the seamless integration of the learning experiences across various dimensions including formal and informal learning contexts, individual and social learning, and physical world and cyberspace. Inspired by the exposition by Chan et al. (2006) on the seamless learning model supported by the setting of one or more mobile device per learner, this paper aims to further investigate the meaning of seamless learning and the potential ways to put it in practice. Through a thorough review of recent academic papers on mobile-assisted seamless learning (MSL), we identify ten dimensions that characterize MSL. We believe that such a framework allows us to identify research gaps in the stated area. A practitioner interested in adopting an MSL design or doing a new design can use our analysis to situate the dimensional space where the constraints or parameters of his or her design problem lie, and look at relevant design and research-based evidence of other related MSL systems to refine her own design.

Abstract：The rich learning resources and contexts learners experience in their everyday life could play important roles in complementing formal learning, but are often neglected by learners and teachers. In this paper, we present an intervention study in ‘Move, Idioms!’, a mobile-assisted Chinese language learning approach that emphasizes contextualized learner content creation and meaning (sense) making with their daily encounters. In the study, students used smart phones on a 1:1 basis to take photos of the real-life contexts pertaining to Chinese idioms or conjunctions, made sentences with the idioms/conjunctions, and then posted them onto a wiki space for peer reviews. This paper focuses on analysing students’ on-campus face-to-face collaborative learning process. Inspired by the notions of mediation by artefacts and distributed cognition, we derived a novel visualization approach for descriptive analysis of the small-group activities to provide a synoptic view of the process of student artefact co-creation in such collaborative activities. Through our artefact-oriented analysis, we foreground the significance and the potential impact in fostering learners’ habit of mind and skills in identifying and appropriating in situ resources to mediate their learning activities in any learning space, rather than always being ‘dictated’ by the resources that the teacher provides with fixed roles to play.

Abstract：One of the new major directions in research on web-based educational systems is the notion of adaptability: the educational system adapts itself to the learning profile, preferences and ability of the student. In this paper, we look into the issues of providing adaptability with respect to learning pathways. We explore the state of the art with respective to deriving the most apt learning pathway to recommend to the learner. Our proposal suggests a novel way of modeling learning pathways that combines rule-based prescriptive planning, which could be found in many of the classic Intelligent Tutoring Systems, and Ant Colony Optimization-based inductive planning, for recommending learning paths by stochastically computing past learners' traveled paths and their performances. A web-based prototype has been developed using C# and .NET technologies.

Abstract：This paper reviews the advancement of mobile and ubiquitous learning research from 2001 to 2010 based on the articles published in six major SSCI journals. It is found that the number of articles has significantly increased during the past 10 years; moreover, researchers from other countries have contributed to the related field in recent years. These findings could be good references for educators and researchers who plan to contribute to the relevant studies. Furthermore, as educators have emphasised the importance of situating students to learn in a real world environment (Lave &Wenger, 1991) and mobile and communication technologies that could be the key to supporting effective learning in the realworld (Hwang, Kuo,Yin & Chuang, 2010; Peng et al, 2009), the analysis results could help policymakers in governments and researchers in professional organisations to allocate the necessary resources and make plans for supporting future research and applications.

Abstract：In recent years, we have witnessed the concomitant rise of communicative and contextualized approaches as well as the paradigmatic development of the mobile-assisted language learning (MALL) framework in analysing language learning. The focus of MALL research has gradually shifted from content-based (delivery of learning content through mobile devices) to design-oriented (authentic and/or social mobile learning activities) study. In this paper, we present two novel case studies of MALL that emphasize learner-created content. In learning English prepositions and Chinese idioms, respectively, the primary school students used the mobile devices assigned to them on a one-to-one basis to take photos in real-life contexts so as to construct sentences with the newly acquired prepositions or idioms. Subsequently, the learners were voraciously engaged in classroom or online discussion of their semantic constructions, thereby enhancing their understanding of the proper usage of the prepositions or idioms. This work shows the potential of transforming language learning into an authentic seamless learning experience.

Abstract：Contextualised and ubiquitous learning are relatively new research areas that combine the latest developments in ubiquitous and context aware computing with educational approaches in order to provide structure to more situated and context aware learning. The majority of recent activities in contextualised and ubiquitous learning focus on mobile scenarios, with location as the primary contextual dimension. However, the meaning of context aware learner support is not limited to location based solutions, as it is highlighted by the educational paradigms of situated learning and communities of practice. This paper analyses learner participation as a contextual dimension of adapting graphical indicators of interaction data for engaging and motivating learners in participating and contributing to an open community. The analysis is based on interaction data and interviews with participants in a nine week lasting design study, during which we compared the effect of two indicators on the engagement of the participants in the group activities. The trend of study results supports the presumption that the learners' perception of their activity visualisations is context dependent. We found that more engaging visualisation polarised the participants in this group: while contributing participants were attracted to contribute more to the community, non-contributing participants were distracted by the same visualisation.

Abstract：This paper reports the results of a study which aimed to investigate how ubiquitous games influence English learning achievement and motivation through a context-aware ubiquitous learning environment. An English curriculum was conducted on a school campus by using a context-aware ubiquitous learning environment called the Handheld English Language Learning Organization (HELLO). HELLO helps students to engage in learning activities based on the ARCS motivation theory, involving various educational strategies, including ubiquitous game-based learning, collaborative learning, and context-aware learning. Two groups of students participated in the learning activities prescribed in a curriculum by separately using ubiquitous game-based learning and non-gaming learning. The curriculum, entitled ‘My Campus’, included three learning activities, namely ‘Campus Environment’, ‘Campus Life’ and ‘Campus Story’. Participants included high school teachers and juniors. During the experiment, tests, a survey, and interviews were conducted for the students. The evaluation results of the learning outcomes and learning motivation demonstrated that incorporating ubiquitous games into the English learning process could achieve a better learning outcomes and motivation than using non-gaming method. They further revealed a positive relationship between learning outcomes and motivation.

Abstract：Researchers have conducted various studies on applying wireless communication and ubiquitous computing technologies to education, so that the technologies can provide learners and educators with more active and adaptive support. This study proposes a Ubiquitous Performance-support System (UPSS) that can facilitate the seamless use of powerful new technologies in the school setting. In order to help the readers visualize these novel technologies in practice, we present one case study of a butterfly-ecology training course facilitated by the UPSS. The aim behind the case study is to inform the design and the development of context-aware ubiquitous computing system and its learning materials. The research inquiry centers around three themes: (1) the critical features to the data-driven decision making of teachers, (2) the perceptions of teachers and students to the UPSS, and (3) implementation issues. The results of the two rounds of formative evaluation indicate positive effects of the UPSS regarding motivation, interactivity, and effectiveness. In addition, teachers’ attitudes and teachers’ pedagogical approaches toward UPSS use are two key factors in the successful implementation of teaching with such innovative technology. This study can be a useful reference for those who are interested in conducting studies applying context-aware ubiquitous computing to educational contexts. Finally, this study presents suggestions and implications for future research and system development.

Abstract：Three years of graduating business honors cohorts in a large urban university were sampled to determine whether the introduction of ubiquitous laptop computers into the honors program contributed to student achievement, student satisfaction and constructivist teaching activities. The first year cohort consisted of honors students who did not have laptops; the second and third year cohorts were given laptops by the University. The honors students found that their honors classrooms were statistically significantly more constructivist than their traditional (non-honors) classroom. The introduction of laptop computing to honors students and their faculty did not increase the level of constructivist activities in the honors classrooms. Laptop computing did not statistically improve student achievement as measured by GPA. Honors students with laptops reported statistically significantly less satisfaction with their education compared to honors students with no laptops.

Abstract：Mobile synchronous learning is a new challenge in the e-learning domain. While popular mobile communication devices, such as cell phones, cannot directly accommodate traditional synchronous content due to the major limitation of display size, other constraints also restrict convenient interactions while using mobile devices in a synchronous learning environment. These problems have motivated the authors of this study to design a context-awareness synchronous learning system and to develop a corresponding pedagogical framework. Different than existing synchronous learning strategies, the proposed system enhances the feedback mechanism and implements an enhanced model for achieving mobile interaction in a synchronous learning environment. The enhanced model is named Interactive Service Module, which enables interactions between teachers and students via short message delivery. In the proposed synchronous learning environment, different kinds of learning devices are used to access the same source of synchronous content simultaneously. To accommodate the diversity of devices, several content styles have been developed and an appropriate style can be selected to a learner via a decision mechanism. This mechanism is based on fuzzy weighted average technique to measure the average computational power for each device. Finally, questionnaires were used to evaluate the usability of the proposed synchronous learning environment, and the results indicate that our system can facilitate synchronous learning by enabling students to access lessons conveniently and efficiently from a wide variety of locations, using common mobile communication devices.

Abstract：If ubiquitous learning (u-learning) is to be effectively developed and feasibly applied to education, it is necessary to evaluate its effectiveness. Yet to achieve a sound evaluation, a particular paradigm must be employed to fit the problem domain. Toward this end, the authors of this study have adopted a meaningful learning paradigm. Meaningful learning is often regarded as the ultimate learning status for a learner, regardless of the learning environment. Interestingly, several characteristics of u-learning are also linked to attributes of meaningful learning. For example, both u-learning and meaningful learning emphasize the authentic and active of the learning activity. Therefore, it is important to investigate the applicability of a meaningful learning paradigm for evaluating the efficacy of u-learning. The method proposed here evaluates u-learning along both macro and micro aspects, and in an effort to make u-learning more sustainable. By employing a case study, we demonstrate the feasibility of our approach by showing the advantages and disadvantages that are common to both u-learning and meaningful learning. Moreover, we also provide suggestions for instructors and designers so that they can promote the quality of u-learning.

Abstract：Mobile devices are more powerful and portable nowadays with plenty of useful tools for assisting people handle daily life. With the advance of mobile technology, the issue of mobile learning has been widely investigated in e-learning research. Many researches consider it is important to integrate pedagogical and technical strengths of mobile technology into learning environments. This review study focuses on the investigation of add-on impact of mobile applications in learning strategies. We surveyed recent researches including context awareness, pedagogical strategy-enhanced learning scenarios, as well as collaborative and socially networked mobile learning. Through this review study, essential characteristics of mobile learning were identified and discussed. With the essential characteristics, we emphasized on the add-on impact of mobile learning and elaborated mobile learning model in learning strategies.

Abstract：Social networks are helpful for people to solve problems by providing useful information. Therefore, the importance of mobile social software for learning has been supported by many researches. In this research, a model of personalized collaborative ubiquitous learning environment is designed and implemented in order to support learners doing learning tasks or activities. It utilizes RFID technology to detect the surrounding environmental objects and then provides social knowledge awareness map for peer helpers dynamically according to the detected objects. The map visualizes the learners’ surrounding objects, peer helpers and the strength of the relation in the social network perspective. It is experimentally tested and evaluated in a small special community. The quantitative and qualitative data of the experiment indicate the important role of the map in augmenting the collaboration between the learners.

Abstract：56.Liu, T.-Y., Tan, T.-H., & Chu, Y.-L. (2009). Outdoor Natural Science Learning with an RFID-Supported Immersive Ubiquitous Learning Environment. Educational Technology & Society, 12 (4), 161–175.

Abstract：Each year since 2004, a new Horizon Report has been released. Each edition attempts to forecast the most promising technologies likely to impact on education along three horizons: the short term (the year of the report), the mid-term (the next 2 years) and the long term (the next 4 years). This paper analyzes the evolution of technology trends from 2004 to 2014 that correspond to the long-term predictions of the most recent Horizon Report. The study analyzes through bibliometric analysis which technologies were successful and became a regular part of education systems, which ones failed to have the predicted impact and why, and the shape of technology flows in recent years. The study also shows how the evolution and maturity of some technologies allowed the revival of expectations for others. The analysis here, which focuses on educational applications, offers guidelines that may be helpful to those seeking to invest in new research areas.

Abstract：This paper provides a critical analysis of Mobile Learning projects published before the end of 2007. The review uses a Mobile Learning framework to evaluate and categorize 102 Mobile Learning projects, and to briefly introduce exemplary projects for each category. All projects were analysed with the criteria: context, tools, control, communication, subject and objective. Although a significant number of projects have ventured to incorporate the physical context into the learning experience, few projects include a socializing context. Tool support ranges from pure content delivery to content construction by the learners. Although few projects explicitly discuss the Mobile Learning control issues, one can find all approaches from pure teacher control to learner control. Despite the fact that mobile phones initially started as a communication device, communication and collaboration play a surprisingly small role in Mobile Learning projects. Most Mobile Learning projects support novices, although one might argue that the largest potential is supporting advanced learners. All results show the design space and reveal gaps in Mobile Learning research.

Abstract：This paper aimed to demonstrate how location-based services were implemented in ubiquitous outdoor ecological learning system. In an elementary school in northern Taiwan, two fifth grade classes on an ecology project were randomly selected: The experimental group could access the ecological learning system on hand-held devices while the control group was guided by a human guide. Flow Learning was adopted as the teaching scheme for this study. We seek to arouse students’ motivation to study first, have them focus next, create opportunities for acquiring knowledge by directly observing the phenomenon to be studied, and finally encourage students to share what they have learned. The results showed that the experimental group outperformed the control group on the ecological knowledge test. Furthermore, the students in the experimental group felt satisfied with the ecological learning system supported by positioning systems. The pedagogical implication of this study is that students need direct experience to gain an understanding of a certain topic.

Abstract：The purpose of the present study was to examine the effects of English proficiency (low vs. high) and material presentation mode (single channel vs. dual channel) on English listening comprehension, cognitive load and learning attitude in a ubiquitous learning environment. An experimental learning activity was implemented using PDA as a learning tool to facilitate learning. A quasi-experimental design was employed with university students participating in the experiment. The results revealed that (a) high English proficiency learners had significantly better English listening comprehension and lower intrinsic and extraneous load than low English proficiency learners; (b) both high and low English proficiency learners learning with dual channel had significantly better English listening comprehension and held more positive attitude toward the ubiquitous learning environment than learners learning with single channel; (c) for learners learning with single channel, low English proficiency learners had significantly higher extraneous load than high English proficiency learners; and (d) for low English proficiency learners, learners who learned with dual channel possessed significantly lower extraneous load than learners who learned with single channel. The suggestions for educators and instructional designers were also discussed in the present study.

Abstract：Mobile devices could facilitate human interaction and access to knowledge resources anytime and anywhere. With respect to wide application possibilities of mobile learning, investigating learners’ acceptance towards it is an essential issue. Based on activity theory approach, this research explores positive factors for the acceptance of m-learning systems. In the research, we developed an m-learning system for learners’ knowledge management and invited 152 participants who knew how to use the m-learning system then report on their experience. The results show that enhancing learners’ satisfaction, encouraging learners’ autonomy, empowering system functions, and enriching interaction and communication activities have a significant positive influence on the acceptance of m-learning systems.

Abstract：Ubiquitous learning (u-learning), in conjunction with supports from the digital world, is recognized as an effective approach for situating students in real-world learning environments. Earlier studies concerning u-learning have mainly focused on investigating the learning attitudes and learning achievements of students, while the causations such as learning style and teaching style were usually ignored. This study aims to investigate the effects of teaching styles and learning styles on reflection levels of students within the context of u-learning. In particular, we investigated the teaching styles at the dimensions of brainstorming and instruction and recall and the learning styles at the dimensions of active and reflective learning. The experiment was conducted with 39 fifth grader students at an elementary school in southern Taiwan. A u-learning environment was established at a butterfly ecology garden to conduct experiments for natural science courses. The experimental results of one-way ANCOVA show that those students who received a matching teaching–learning style presented a significant improvement in their reflection level. That is, matching the learning styles of students with the appropriate teaching styles can significantly improve students’ reflection levels in a u-learning environment.

Abstract：This study developed a Mobile Plant Learning System (MPLS) that provides instructors with the ways and means to facilitate student learning in an elementary-school-level botany course. The MPLS represented in this study was implemented to address problems that arise with the use of a didactic approach to teaching and learning botany, as is typically used in elementary schools in Taiwan. To extend opportunities for learning beyond the classroom, this study used personal digital assistants (PDAs) equipped with the MPLS, which provided both teachers and students access to plant information while in the field. A quasi-experimental research design was used to investigate the effectiveness of using the MPLS to support student learning. The responses to questionnaires and interviews indicate that students valued the outdoor learning activities made possible by use of the PDA and its functions. Pre- and post-test results demonstrated that students also benefitted academically from the use of the MPLS and the PDA.

Abstract：The popularity of mobile devices has encouraged the advance of ubiquitous learning, in which students are situated in a real-world learning environment with support from the digital world via the use of mobile, wireless communications, or even sensing technologies. Most of the ubiquitous learning systems are implemented with high-cost sensing devices for detecting the locations or behaviours of learners; moreover, these systems mainly focus on providing learning guidance or learning materials, while facilities for supporting mutual help among students are usually ignored. In this study, we propose a context-aware ubiquitous learning platform (CULP) which uses low-cost cell phones with embedded cameras and Internet service to support ubiquitous learning. CULP is able to provide instant support for learners in the ubiquitous learning activity; that is, learners can receive help from the right people via the hints given by the learning system when they encounter problems during their learning activities. The experimental results of a Personal Computer-Assembling course show that, with the assistance of the new learning platform, both the learning efficiency and the learning achievement of the students were significantly improved.

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.

Abstract：The Life-long Learning Initiative seeks to fulfil a variety of learning needs for Shanghai citizens. Given the popularity of mobile devices in Shanghai, the ability to provide learning in informal settings through mobile devices is a key objective and challenge of the Initiative. In order to learn how to develop usable learning content for lifelong learners on the move, a set of design principles from both pedagogical and usability concerns was identified. Next, a pilot system, based on the design principles, was developed to implement two prototype lessons. Five subjects were recruited to test each prototype lesson using a heuristic walkthrough method and a focus group meeting. Users' feedback showed that both the practical and the micro principles were valued as a method of integrating learning activity into informal settings in their daily lives. Audio was preferred as well. Technical usability concerns which are consistent with previous web experience were also identified. This research builds new knowledge about design principles for lifelong learning on the move and is a milestone in the development of the future learning resource bank for Shanghai citizens.

Abstract：In recent years, digital learning has been converting from e-learning to m-learning because of the significant growth of wireless and mobile computing technologies. Students can learn any time and any where with mobile devices. Consequently, context-aware ubiquitous learning (u-learning) is emerging as a new research area. It integrates wireless, mobile and context awareness technologies in order to detect the situation of the learners and provide more seamless adaptive support in the learning process. In this paper, a context-aware u-learning environment is developed for learning about campus vegetation in elementary schools based on an innovative approach by employing repertory grid method in designing learning content. In addition, we probe the feasibility of context-aware u-learning in courses by soliciting feedback from the students and teachers through interviews and questionnaires. The findings reveal that the environment is capable of enhancing students’ motivation and learning effectiveness. Moreover, it is also capable of reducing the teaching load while enabling better control of class order.

Abstract：In recent years, digital learning has been converting from e-learning to m-learning because of the significant growth of wireless and mobile computing technologies. Students can learn any time and any where with mobile devices. Consequently, context-aware ubiquitous learning (u-learning) is emerging as a new research area. It integrates wireless, mobile and context awareness technologies in order to detect the situation of the learners and provide more seamless adaptive support in the learning process. In this paper, a context-aware u-learning environment is developed for learning about campus vegetation in elementary schools based on an innovative approach by employing repertory grid method in designing learning content. In addition, we probe the feasibility of context-aware u-learning in courses by soliciting feedback from the students and teachers through interviews and questionnaires. The findings reveal that the environment is capable of enhancing students’ motivation and learning effectiveness. Moreover, it is also capable of reducing the teaching load while enabling better control of class order.

Abstract：Concept maps have been widely employed for helping students organise their knowledge as well as evaluating their knowledge structures in a wide range of subject matters. Although researchers have recognised concept maps as being an important educational tool, past experiences have also revealed the difficulty of evaluating the correctness of a concept map. It usually takes days or weeks for teachers to manually evaluate the concept maps developed by students; consequently, the students cannot receive timely feedback from the teachers, which not only affects their learning schedules, but also significantly influences the students' learning achievements. In this paper, a computer-based concept map-oriented learning strategy with real-time assessment and feedback is proposed in order to cope with the problems mentioned above. Our approach provides immediate evaluation of concept maps and gives also real-time feedback to the students. An experiment has been conducted to evaluate the effectiveness of this new strategy in comparison with the conventional computer-based concept map approach. It is found that our innovative approach can be significantly beneficial to promote learning achievements as well as the learning attitudes of students.

Abstract：In context-aware ubiquitous learning, students are guided to learn in the real world with personalized supports from the learning system. As the learning resources are realistic objects in the real world, certain physical constraints, such as the limitation of stream of people who visit the same learning object, the time for moving from one object to another, and the environmental parameters, need to be taken into account. Moreover, the values of these context-dependent parameters are likely to change swiftly during the learning process, which makes it a challenging and important issue to find a navigation support mechanism for suggesting learning paths for individual students in real time. In this paper, the navigation support problem for context-aware ubiquitous learning is formulated and two navigation support algorithms are proposed by taking learning efficacy and navigation efficiency into consideration. From the simulation results of learning in a butterfly museum setting, it is concluded that the innovative approach is helpful to the students to more effectively and efficiently utilize the learning resources and achieve better learning efficacy.

Abstract：English vocabulary learning and ubiquitous learning have separately received considerable attention in recent years. However, research on English vocabulary learning in ubiquitous learning contexts has been less studied. In this study, we develop a ubiquitous English vocabulary learning (UEVL) system to assist students in experiencing a systematic vocabulary learning process in which ubiquitous technology is used to develop the system, and video clips are used as the material. Afterward, the technology acceptance model and partial least squares approach are used to explore students' perspectives on the UEVL system. The results indicate that (1) both the system characteristics and the material characteristics of the UEVL system positively and significantly influence the perspectives of all students on the system; (2) the active students are interested in perceived usefulness; (3) the passive students are interested in perceived ease of use.

Abstract：A context-aware ubiquitous learning environment allows applications to acquire diverse learning behaviors of u-learners. These behaviors may usefully enhance learner characteristics analysis which can be utilized to distinguish group learners for further instruction strategy design. It needs a systematical method to analyze u-learner behaviors and utilize learner characteristics for group composition. This paper proposes an effective and systematic learner grouping scheme containing transformation processes from u-portfolios to the proposed Portfolio Grid, creating a learner similarity matrix, and group composition. This study also evaluates intra-group diversity of each resultant heterogeneous group and analyzes learning behavioral patterns acquired from the study experiment. The results indicate that the proposed learner grouping algorithms had positive effects on group composition and interaction between group members for follow-up ubiquitous collaborative learning.

Abstract：With the rapid development of wireless communication and sensor technologies, ubiquitous learning has become a promising solution to educational problems. In context-aware ubiquitous learning environments, it is required that learning content is retrieved according to environmental contexts, such as learners’ location. Also, a learning content retrieval scheme should be able to work with various instructional strategies for different learning activities. To solve the context-aware learning content retrieval problem, we propose a strategy-driven approach to derive content retrieval strategies from instructional strategies. Moreover, we construct a knowledge-based system to expand query keywords based on the derived strategies and then select relevant keywords according to geographical distance between entities of concept and learners. This system is composed of four components: knowledge transformation, query expansion, content retrieval and user interface. Besides, ontology construction algorithms, designed for teachers to easily build up ontology from course outlines, are applied to generate the rules of query expansion and the taxonomic index of learning object repository. The experimental results indicate that the proposed approach can increase the learning performance of students.

Abstract：Recent developments in computing and mobile technologies have enabled the mobile and ubiquitous learning approach, which situates students in an environment that combines real-world and digital-world learning resources. Although such an approach seems to be innovative and interesting, several problems have been revealed when applying it to practical learning activities. One major problem is owing to the lack of proper learning strategies or tools that can guide or assist the students to learn in such a complex learning scenario. Students might feel excited or interested when using the mobile devices to learn in the real world; however, their learning achievements could be disappointing. To cope with this problem, in this study, a knowledge engineering approach is proposed to develop Mindtools for such innovative learning scenarios. Experimental results from a natural science course of an elementary school show that this innovative approach not only enhances learning motivation, but also improves the learning achievements of the students.

Abstract：Previous studies have reported the importance and benefits of situating students in a real-world learning environment with access to digital-world resources. At the same time, researchers have indicated the need to develop learning guidance mechanisms or tools for assisting students to learn in such a complex learning scenario. In this study, a grid-based knowledge acquisition approach is proposed and a Mindtool is developed to help students organize and share knowledge for differentiating a set of learning targets based on what they have observed in the field. An experiment has been conducted in an elementary school Natural Science course for differentiating different species of butterflies. Forty-one fifth-grade students have been assigned to a control group and an experimental group to compare the effect of the conventional approach and that of the proposed approach. The experimental results show that the proposed approach not only improves students’ learning achievements, but also significantly enhances their ability of identifying species in the field.

Abstract：In a context-aware ubiquitous learning environment, learning systems can detect students’ learning behaviors in the real-world with the help of context-aware (sensor) technology; that is, students can be guided to observe or operate real-world objects with personalized support from the digital world. In this study, an optimization problem that models the objectives and criteria for determining personalized context-aware ubiquitous learning paths to maximize the learning efficacy for individual students is formulated by taking the meaningfulness of the learning paths and the number of simultaneous visitors to each learning object into account. Moreover, a Heuristic Algorithm is proposed to find a quality solution. Experimental results from the learning activities conducted in a natural science butterfly-ecology course of an elementary school are also given to depict the benefits of the innovative approach.

Abstract：The advancement of mobile and wireless communication technologies has encouraged an increasing number of studies concerning mobile learning, in which students are able to learn via mobile devices without being limited by space and time; in particular, the students can be situated in a real-world scenario associated with the learning content. Although such an approach seems interesting to the students, researchers have emphasized the need for well-designed learning support in order to improve the students’ learning achievements. Therefore, it has become an important issue to develop methodologies or tools to assist the students to learn in a mobile learning environment. Based on this perspective, this study proposes a formative assessment-based approach for improving the learning achievements of students in a mobile learning environment. A mobile learning environment has been developed based on this approach, and an experiment on a local culture course has been conducted in southern Taiwan to evaluate its effectiveness. The experimental results show that the proposed approach not only promotes the students’ learning interest and attitude, but also improves their learning achievement.

Abstract：A context-aware ubiquitous learning environment is an authentic learning environment with personalized digital supports. While showing the potential of applying such a learning environment, researchers have also indicated the challenges of providing adaptive and dynamic support to individual students. In this paper, a decision-tree-oriented mechanism is developed for that purpose, enabling digital guidance for students to observe and classify real-world objects in the learning activities of natural science courses. To show the effectiveness of the innovative approach, a context-aware ubiquitous learning environment was implemented for the “butterfly and ecology” unit of a fourth-grade natural science course in Taiwan, and 42 students participated in the learning activity. From the surveys and interviews that were conducted to understand the functionalities of the system and the learning effectiveness for the students, the results show that the system had a positive impact on students’ learning, especially on the affective domain, including participation, motivation, and interaction.

Abstract：In context-aware ubiquitous learning, students are guided to learn in the real world with personalized supports from the learning system. As the learning resources are realistic objects in the real world, certain physical constraints, such as the limitation of stream of people who visit the same learning object, the time for moving from one object to another, and the environmental parameters, need to be taken into account. Moreover, the values of these context-dependent parameters are likely to change swiftly during the learning process, which makes it a challenging and important issue to find a navigation support mechanism for suggesting learning paths for individual students in real time. In this paper, the navigation support problem for context-aware ubiquitous learning is formulated and two navigation support algorithms are proposed by taking learning efficacy and navigation efficiency into consideration. From the simulation results of learning in a butterfly museum setting, it is concluded that the innovative approach is helpful to the students to more effectively and efficiently utilize the learning resources and achieve better learning efficacy.

Abstract： Recent advances in mobile and wireless communication technologies have enabled various new learning approaches which situate students in environments that combine real-world and digital-world learning resources; moreover, students are allowed to share knowledge or experiences with others during the learning process. Although such an approach seems to be promising and innovative, researchers have indicated several problems when applying it to practical applications, in particular, the lack of proper strategies or tools to assist the students to learn collaboratively in such a learning scenario with abundant content. Students might feel interested when using the mobile devices to learn; however, without proper assistance or guidance, their learning achievements are usually disappointing. To cope with this problem, this study proposes a concept map-oriented Mindtool for collaborative ubiquitous learning. Experimental results from a natural science course in an elementary school show that this approach not only enhances learning motivation but also improves the learning achievements of the students.

Abstract：Shareable Content Object Reference Model (SCORM) was proposed as a standard for sharable learning object packaging, delivering and sequencing. Several years later, Common Cartridge (CC) is proposed as an enhancement of SCORM offering more flexibility and addressing needs not originally envisioned, namely assessment and web 2.0 standards, content authorization, collaborative forums, outcomes reporting, accessibility. Educational policy makers, specialists responsible for learning systems deployment, educational content authors and teachers committed to the learning object paradigm must opt for or coexist with two different, partially overlapping proposals for content packaging. While SCORM was conceived for self-paced computer based learning, Common Cartridge attempts at providing support for all forms of teaching and learning with a stress on interactive and collaborative environments. Variety of content, distributed content, discussion forums, assessment, student’s tracking, interaction with external tools and authorization to access resources are listed as its main enhancements. This article reviews and compares SCORM and Common Cartridge from an educational perspective, seeking to provide some ground and guidelines on how to stand before these proposals. A simple process for authoring a Common Cartridge is described, as well as testing and conversion from SCORM. Suggestions are made to education practitioners on learning objects standards adoption in the most common scenarios.

Abstract：Ubiquitous learning (u-learning), in conjunction with supports from the digital world, is recognized as an effective approach for situating students in real-world learning environments. Earlier studies concerning u-learning have mainly focused on investigating the learning attitudes and learning achievements of students, while the causations such as learning style and teaching style were usually ignored. This study aims to investigate the effects of teaching styles and learning styles on reflection levels of students within the context of u-learning. In particular, we investigated the teaching styles at the dimensions of brainstorming and instruction and recall and the learning styles at the dimensions of active and reflective learning. The experiment was conducted with 39 fifth grader students at an elementary school in southern Taiwan. A u-learning environment was established at a butterfly ecology garden to conduct experiments for natural science courses. The experimental results of one-way ANCOVA show that those students who received a matching teaching–learning style presented a significant improvement in their reflection level. That is, matching the learning styles of students with the appropriate teaching styles can significantly improve students’ reflection levels in a u-learning environment.

Abstract：In the past decade, a number of adaptive hypermedia learning systems have been developed. However, most of these systems tailor presentation content and navigational support solely according to students’ prior knowledge. On the other hand, previous research suggested that cognitive styles significantly affect student learning because they refer to how learners process and organize information. To this end, the study presented in this paper developed an adaptive hypermedia learning system tailored to students’ cognitive styles, with an emphasis on Pask’s Holist–Serialist dimension. How students react to this adaptive hypermedia learning system, including both learning performance and perceptions, was examined in this study. Forty-four undergraduate and postgraduate students participated in the study. The findings indicated that, in general, adapting to cognitive styles improves student learning. The results also showed that the adaptive hypermedia learning system have more effects on students’ perceptions than performance. The implications of these results for the design of adaptive hypermedia learning systems are discussed.

Abstract： In context-aware ubiquitous learning, students are guided to learn in the real world with personalized supports from the learning system. As the learning resources are realistic objects in the real world, certain physical constraints, such as the limitation of stream of people who visit the same learning object, the time for moving from one object to another, and the environmental parameters, need to be taken into account. Moreover, the values of these context-dependent parameters are likely to change swiftly during the learning process, which makes it a challenging and important issue to find a navigation support mechanism for suggesting learning paths for individual students in real time. In this paper, the navigation support problem for context-aware ubiquitous learning is formulated and two navigation support algorithms are proposed by taking learning efficacy and navigation efficiency into consideration. From the simulation results of learning in a butterfly museum setting, it is concluded that the innovative approach is helpful to the students to more effectively and efficiently utilize the learning resources and achieve better learning efficacy.

Abstract：Previous studies have reported the importance and benefits of situating students in a real-world learning environment with access to digital-world resources. At the same time, researchers have indicated the need to develop learning guidance mechanisms or tools for assisting students to learn in such a complex learning scenario. In this study, a grid-based knowledge acquisition approach is proposed and a Mindtool is developed to help students organize and share knowledge for differentiating a set of learning targets based on what they have observed in the field. An experiment has been conducted in an elementary school Natural Science course for differentiating different species of butterflies. Forty-one fifth-grade students have been assigned to a control group and an experimental group to compare the effect of the conventional approach and that of the proposed approach. The experimental results show that the proposed approach not only improves students’ learning achievements, but also significantly enhances their ability of identifying species in the field.

Abstract：Recent advance of wireless communication and sensor technologies has leaded the educational conception to a new area, called context-aware ubiquitous learning. The new conception of learning not only depicts significant advantages, but also reveals the difficulty of applying it. The major difficulty is owing to the lack of procedural guidance that assists the teachers in designing learning activities that bring the new learning conception into full play. To cope with this problem, this study proposes a procedural knowledge acquisition strategy for designing contextaware ubiquitous learning activities. In addition, a practical application is presented to show the effectiveness of the innovative approach.

Abstract：The portability and immediate communication properties of mobile devices influence the learning processes in interacting with peers, accessing resources and transferring data. For example, the short message and browsing functions in a cell phone provide users with timely and adaptive information access. Although many studies of mobile learning indicate the pedagogical potential of mobile devices, the screen size, computational power, battery capacity, input interfaces, and network bandwidth are too restricted to develop acceptable functionality for the entire learning processes in a handheld device. Therefore, mobile devices can be adopted to fill the gap between Web-based learning and ubiquitous mobile learning. This study first creates a website, providing functions enabling learning to take place anytime and anywhere with any available learning device, for ubiquitous learning according to various properties of mobile devices. Nowadays, learners’ behaviors on a website can be recorded as learning portfolios and analyzed for behavioral diagnosis or instructional planning. A student model is then built according to the analytical results of learning portfolios and a concept map of the learning domain. Based on the student model and learners’ available learning devices, three modules are developed to build a ubiquitous learning environment to enhance learning performance via learning status awareness, schedule reminders and mentor recommendation. Finally, an experiment is conducted with 54 college students after implementation of the ubiquitous learning website. Experimental results indicate that the proposed system can enhance three learning performance indicators, namely academic performance, task accomplishment rates, and learning goals achievement rates.

Keywords：Ubiquitous learning,Student model,Mobile learning,Learning portfolio,Learning performance.

Abstract：This paper reported the results of a study that aimed to construct a sensor and handheld augmented reality (AR)-supported ubiquitous learning (u-learning) environment called the Handheld English Language Learning Organization (HELLO), which is geared towards enhancing students’ language learning. The HELLO integrates sensors, AR, ubiquitous computing and information technologies. It is composed of two subsystems: an English learning management system and a u-learning tool. In order to evaluate the effects of the proposed learning environment on the learning performance of students, a case study on English learning was conducted on a school campus. The participants included high school teachers and students. A learning course entitled ‘My Campus’ was conducted in the class; it included three activities, namely ‘Campus Environment’, ‘Campus Life’ and ‘Campus Story’. The evaluation results showed that the proposed HELLO and the learning activities could improve the students’ English listening and speaking skills.

Keywords： augmented reality,handheld device,immersive learning,task-based language learning,ubiquitous learning.

Abstract：This paper describes the conceptual architecture and ontology-based context model for providing context-aware learning services in ubiquitous learning environments. If ubiquitous computing environments have been realized, it can lead to ubiquitous learning. In ubiquitous learning environments, various embedded computational devices will be pervasive and interoperable across the network for supporting the learning, so users may utilize these devices anytime anywhere. An important next step for ubiquitous learning is the introduction of context-aware learning service that employing knowledge and reasoning to understand the local context and share this information in support of intelligent learning services. In this paper, we assume that a school was equipped with ubiquitous computing environments. We present context-aware manager based architecture to support user-centric ubiquitous learning services, and describe a ontology based context model for intelligent school spaces.

Keywords： Ubiquitous Learning,Ontology Context Model.

Abstract： The age of technology has changed the way that surgeons are being trained. Traditional methodologies for training can include lecturing, shadowing, apprenticing, and developing skills within live clinical situations. Computerized tools which simulate surgical procedures and/or experiences can allow for “virtual” experiences to enhance the traditional training procedures that can dramatically improve upon the older methods. However, such systems do not to adapt to the training context. We describe a ubiquitous computing system that tracks low-level events in the surgical training room (e.g. student locations, lessons completed, learning tasks assigned, and performance metrics) and from these derive the training context. This can be used to create an adaptive training system.

Keywords：context awareness,ubiquitous computing,surgical training.

Abstract： Context and context-awareness provides computing environments with the ability to usefully adapt the services or information they provide. It is the ability to implicitly sense and automatically derive the user needs that separates context-aware applications from traditionally designed applications, and this makes them more attentive, responsive, and aware of their user’s identity, and their user’s environment. This paper argues that context-aware applications capable of supporting complex, cognitive activities can be built from a model of context called Activity-Centric Context. A conceptual model of Activity-Centric context is presented. The model is illustrated via a detailed example.

Keywords：Activity-Centric Context,Context,Context-Awareness,Smart Rooms,Ubiquitous Computing.

Abstract：Ubiquitous learning is supported by ubiquitous computing and represents the next step in the field of e-learning. The goal is, that learning environments will be accessed increasingly in various contexts and situations. From this challenge, new questions arise concerning the adaptation of learning spaces to different contexts of use, so that they continue to enable and support learning processes. As a basic work in this direction, this paper introduces a first notion of a comprehensive definition of ‘plasticity of digital learning spaces’. It exemplifies some of the facets affecting the plasticity and presents aspects of a first system prototype, which enables to select

Keywords：Activity-Centric Context,Context,Context-Awareness,Smart Rooms,Ubiquitous Computing.

Abstract：The advances in telecommunication and computer technology have enabled the distance educators to construct new learning environments such as ubiquitous learning in which learners can obtain knowledge anytime and anywhere. In particular, ubiquitous learning environments based on wireless technologies made the learners able to access the various contents on the Web, search the electronic databases, and interactively communicate with instructors and other learners without time and place constrains (Chang & Sheu, 2002). The purpose of this study is to discuss characteristics of ubiquitous learning and offer an alternative instructional design model based on the ADDIE model which is a systematic instructional design model consisting of five phases:(1)Analysis,(2)Design,(3)Development,(4)Implementation,and(5)Evaluation.

Keywords：Instructional design,ubiquitous learning,wireless technology.

Abstract： Knowledge management and e-learning both address the same fundamental problem: facilitating learning in organizations. But they approach the problem with two different paradigms, resulting in two different types of system. This paper proposes context awareness with respect to the learner’s or employee’s context as a solution to bridge the gap. The project Learning in Process is illustrating a step into that direction.

Abstract：A ubiquitous learning environment provides an interoperable, pervasive, and seamless learning architecture to connect, integrate, and share three major dimensions of learning resources: learning collaborators, learning contents, and learning services. Ubiquitous learning is characterized by providing intuitive ways for identifying right learning collaborators, right learning contents and right learning services in the right place at the right time. Our context aware ubiquitous learning environment consists of three systems, namely peer-to-peer content access and adaptation system, personalized annotation management system, and multimedia real-time group discussion system. Since the effectiveness and efficiency of ubiquitous learning heavily relies on learners’ surrounding context, in this paper, we will address a context model and context acquisition mechanism for collecting contextual information at run time. We have built a context aware ubiquitous learning environment and in this paper we will address how this newly designed environment can fully support the needs of peer-to-peer collaborative learning.

Keywords：Ubiquitous learning,Context aware,Peer-to-peer,Collaborative learning.

Abstract：Through an iterative design approach, we have proposed and evaluated ways of incorporating user-created information into context-aware systems. We implemented and tested a location-sensitive college campus tour guide called Campus Aware that allows users to annotate physical spaces with text notes. The goal was to provide visitors to the campus with a sense of the activities going on in the environment. Our evaluation of Campus Aware revealed that users provided unique content that was interesting and useful to others. They also served as moderators posting corrections to inaccurate notes and answering questions posed by other users. We discovered that our system easily became a distraction and was not able to detect location precisely enough to prevent user confusion. Our findings suggest new ways to make

Abstract：This paper describes a computer supported ubiquitous learning environment for language learning. This paper proposes two systems. The first is contextaware language-learning support system for Japanese polite expressions learning, which is called JAPELAS (Japanese polite expressions learning assisting system). This system provides learner the appropriate polite expressions deriving the learner’s situation and personal information. The second system is called TANGO (Tag Added learNinG Objects) system, which detects the objects around learner using RFID tags, and provides the learner the educational information. This paper describes the preliminary evaluation of those two systems.

Abstract：With the popularization of the wireless network, and the progress of mobile computing technology, the efficiency of the hand-held device is better, and its applications are wider. Combining hand-held device and E-learning will be the main learning method in the future. This research employs wireless network, hand-held device, and RFID to build Context-Aware Writing System (C-Writing for short) in ubiquitous learning environments. After the learner using the C-Writing in the ubiquitous learning environment actually, we evaluate the result of learning by their works with/without C-Writing. We use the questionnaire to evaluate the learning situations; here the questionnaire contains the content of the users’ attitudes, system acceptance, system quality, content quality, and interactive with environment. The result of research shows most of the students approve this system’s benefit, and he/she is willing to use similar system in the future. Learners can efficient improve learning performance and attract attention of learners through this system.

Keywords：context-awareness,mobile learning,RFID,situated learning,ubiquitous learning.

Abstract：In this paper we describe the design and development of a system that facilitates language learning from a combination of two devices, interactive television (iTV) and mobile phone. We present a number of requirements for technologies to support informal language learning based on theories of language learning, theories of formal and informal learning, our own studies of adult language learners and the affordances of iTV as a medium to support learning. We describe TAMALLE (Television and Mobile phone Assisted Language Learning Environment), a prototype system based on these requirements and discuss some of the user interface design issues that arise in the context of cross platform dual device systems for ubiquitous learning.

Abstract： This paper describes the eBag infrastructure, which is a generic infrastructure inspired from work with school children who could benefit from a electronic schoolbag for collaborative handling of their digital material. The eBag infrastructure is utilizing the Context-aware HyCon framework and collaborative web services based on WebDAV. A ubiquitous login and logout mechanism has been built based on BlueTooth sensor networks. The eBag infrastructure has been tried out in field tests with school kids. In this paper we discuss experiences and design issues for ubiquitous Web integration in interactive school environments with multiple interactive whiteboards and workstations. This includes proposals for specialized and adaptive XLink structures for organizing school materials as well as issues in login/logout based on proximity of different display surfaces.

Abstract：Education has undergone major changes in recent years, with the development of digital information transfer, storage and communication methods having a significant effect. This development has allowed for access to global communications and the number of resources available to today’s students at all levels of schooling. After the initial impact of computers and their applications in education, the introduction of e-learning and m-learning epitomised the constant transformations that were occurring in education. Now, the assimilation of ubiquitous computing in education marks another great step forward, with Ubiquitous Learning (ulearning) emerging through the concept of ubiquitous computing. It is reported to be both pervasive and persistent, allowing students to access education flexibly, calmly and seamlessly. U-learning has the potential to revolutionise education and remove many of the physical constraints of traditional learning. Furthermore, the integration of adaptive learning with ubiquitous computing and u-learning may offer great innovation in the delivery of education, allowing for personalisation and customisation to student needs.

Keywords：digital information,global communications,ubiquitous learning.

Abstract：In recent years, with the steady development of mobile and sensor technologies, the method of e-learning has gradually migrated to mobile learning, and even to context-aware ubiquitous learning. However, few evidence to show that all students can benefit from this new type of ubiquitous learning. This could therefore be an issue worth discussing further. Meanwhile, cognitive styles have often been regarded in much of the research as a factor which could impact learners’ efficacy in the e-learning environment. Hence, a butterfly-identification learning activity was designed to lead students to identify butterflies in an authentic environment embedded with sensors and wireless technology. Based on the purpose of the study, we attempt to investigate what differences there are among the distinct cognitive styles of the learners. As the experimental results shown, field-independent learners have superior learning achievement to field-dependent learners. Thus, a proper learning activity needs to be designed for field-dependent learners once a context-aware ubiquitous learning environment is introduced.

Keywords：digital information,global communications,ubiquitous learning.

Abstract：This paper aims to explore the definition of mobile devices and identify the key differences between eLearning and mLearning such as interoperability, miniaturization, quality of service, and adaptivity. Various pedagogical methodologies to be used with mobile technology will be discussed. Additionally, an overview of context-aware strategies to be used in coincidence with mobile devices will be provided. To capitulate this elaborate overview, an idea will be put forth that for mLearning to be effective, it must be integrated within the entire system in a context-aware manner. A brief overview of methods to identify design recommendations will also be given.

Keywords：mLearning,lifelong learning,context-aware,mobile technology

Abstract： Mobile learning has become widespread and students nowadays are able to learn anywhere and at any time, enabled by mobile technologies and wireless internet connections. As a result, context-awareness and adaptation in mobile learning has become increasingly important to support the dynamic and continually changing settings within the learner’s mobile learning environment. The challenges associated with the contexts include that they are difficult to identify, acquire and make use of. We examine the relationship between mobile learning and computing contexts and elements from the Dunn and Dunn learning styles model, and establish many similarities, and use this to form a theoretical framework underpinning our proposed architecture Context-aware and Adaptive Learning Schedule for Mobile Learning.

Keywords：Context-aware,Adaptive Learning,Learning Schedule,Learning Styles,Mobile Learning.

Abstract：Stephen Downes described the use of Web 2.0 technologies for teaching and learning as “e-Learning 2.0”. With the phrase “the user is the content” in mind, a new approach to the student’s participation in learning has developed around the incorporation of the Internet into educat ion.Due to these social revolutions, education has to be rethought.Learning as well as teaching will take place with different devices and in diverse environments. Maybe the time of the chalkboard, traditional face-to-face teaching, and the “teach-reply-test” settings have come to an end...

Abstract： In the vision of ubiquitous computing, computer systems will be seamlessly integrated into our everyday life, anticipating our needs and providing relevant services and information to us in an anytime any where fashion. The vision of ubiquitous computing makes an impact on the appearance of ubiquitous learning and presents an advanced direction of learning system. This paper describes the conceptual architecture and ontology-based context model for providing context-aware learning services in ubiquitous learning environments. If ubiquitous computing environments have been realized, it can lead to ubiquitous learning. In ubiquitous learning environments, various embedded computational devices will be pervasive and interoperable across the network for supporting the learning, so users may utilize these devices anytime anywhere. An important next step for ubiquitous learning is the introduction of context-aware learning service that employing knowledge and reasoning to understand the local context and share this information in support of intelligent learning services. In this paper, we assume that a school was equipped with ubiquitous computing environments. We present context-aware manager based architecture to support user-centric ubiquitous learning services, and describe ontology based context model for intelligent school spaces.

Keywords： Context aware learning,Ontology context model,Rule based reasoning,Ubiquitous learning.

Abstract：Smart homes integrated with sensors, actuators,wireless networks and context-aware middleware will soon become part of out daily life. This paper describes a contextaware middleware providing an automatic home service based on a user’s preference inside a smart home. The context-aware middleware include an appliance controller, a context-aware agent and a scalable browser. The appliance controller takes charge of communication between appliances in the context-aware middleware. The context-aware middleware use OSGi(Open Service Gateway Initial) as framework of the home network. The scalable browser recognize the properties of all rendering device, and it figure out their screen size. We use UIML(User Interface Markup Language) as multiple rendering device. The context-aware agent utilizes 6 basic data values for learning and predicting the user’s preference for the home appliances: the pulse, the body temperature, the facial expression, the room temperature,the time, and the location. The six data sets construct the context model and are used by the context manager module. The user profile manager maintains history information for home appliances chosen by the user. The user-pattern learning and predicting module is based on a neural network, which predicts the proper home service for the user. The test results show that the pattern of an individual’s preference can be effectively evaluated and predicted by adopting the proposed context mode.

Keywords：Context-aware middleware,OSGi(OpenService Gateway initial),Neural Network,Smart Home.

Abstract： Mashups is an emerging technology on the Web 2.0. Users can propose favorite preferences and compose various widgets in a mashboard. The mashups selection can be performed dynamically identifying the situational set of widgets available at runtime. Students can mash-up the required learning services in ubiquitous learning environment. In this context, there are dynamic changes in user situations, defined as the configuration of accessible widgets depending on user location and schedule. The development of Situational Mashups requires mechanisms to interpret user context and to mash-up optimal widgets. We proposed a system including context representation, situation reasoning, workflow planning, and mashups optimization, called SituMash, capable of supporting the automatic composition of widgets in response to situation changes without user manual selection. Students can interact with the learning services seamlessly. Experimental results demonstrated that the system possess effective capabilities in composition-time, ease-of-use and usefulness.

Keywords：Context-aware middleware,OSGi(OpenService Gateway initial),Neural Network,Smart Home.

Abstract：This article describes a new learning paradigm, known as ubiquitous learning or u-learning, which is supported by the ubiquitous computing technologies. Instead of that, the article also aims at providing fundamental information related to u-learning for researchers who are interested in venturing this new area of ubiquitous computing. The u-learning definition and characteristics are compared and discussed in proposing a conclusive definition of u-learning together with its characterization. Finally, some of the u-learning applications are explained to further enhance the understanding of u-learning concept.

Keywords：Ubiquitous Computing,Ubiquitous learning,u-learning,definition,characteristic.

Abstract： This paper reviews the u-Japan movement and recent reforms in the higher educational system in Japan, examines the needs as well as readiness for ubiquitous learning in Japanese universities, and reports on a selection of mobileassisted language learning projects (MALL). It analyzes the current status of ubiquitous technology applications in language learning for millennial or neomillennial learners in Japan and overseas, and discusses the issues and challenges for ubiquitous technology integration in higher education.

Keywords：MALL,Ubiquitous technology,Mobile learning,Language learning,Mobile technology,Japan’s higher education.