The main purpose of this study is to conduct a ubiquitous learning experiment to investigate the difference of inquiry learning effect between traditional teaching environment and ICT-based ubiquitous learning environment. This study employed RFID technology and mobile learning system to build a ubiquitous inquiry learning environment, and adopted the aquatic plant unit as an example for science learning experiment. The subjects were sixty-six 5th graders in Taipei city. After analyzing the collected data, the result reveals that the achievement of aquatic plant is not significantly different between treatment group and control group. Nevertheless, the treatment group showed highly positive attitudes toward ubiquitous inquiry learning.
關聯:
Wireless, Mobile and Ubiquitous Technologies in Education (WMUTE), 2010 6th IEEE International Conference
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