Chengjiu Yin

LOCH: supporting mobile language learning outside classrooms

This paper describes a Computer-Supported Mobile Learning (CSML) environment for language learning, called Language-learning Outside the Classroom with Handhelds (LOCH). In the environment, the teacher assigns field activities to the students, who go around the town to fulfil them and share their individual knowledge and experiences. The main aim of this project, called One-Day Trip with PDA, was to integrate the knowledge acquired in the classroom and the real needs of the students in their daily life. This paper also presents the evaluation by five different groups of foreign students for the past three years.

Computer supported ubiquitous learning environment for vocabulary learning

Ubiquitous computing could help the organisation and the mediation of social interactions wherever and whenever these situations might occur. Using those technologies enables the learning environment to be embedded in real daily life. One of the most important ubiquitous technologies is the radio frequency identification (RFID) tag, which is very useful and efficient to realise ubiquitous computing, by mapping the real objects and the information into a virtual world. In the near future, RFID tags will be embedded in a lot of physical objects in order to trace the shipping of the products, and so forth. This paper proposes a computer assisted language learning (CALL) environment called tag added learning objects (TANGO). TANGO detects the objects around the learner using RFID tags, and assigns some questions to the learner related to the detected objects that he usually uses during daily life to improve his vocabulary knowledge. Also, this environment allows the learners to share their knowledge through RFID tags and to learn a language with authentic and tangible objects. This environment is implemented and evaluated.

LOCH: supporting informal language learning outside the classroom with handhelds

The continuous development of wireless and mobile technologies has allowed the creation of an additional platform for supporting learning, one that can be embedded in the same physical space in which the learning is taking place. This paper describes a computer supported ubiquitous learning environment for language learning, called LOCH (language-learning outside the classroom with handhelds). In the environment, the teacher assigns field activities to the students, who go around the town to fulfil them and share their individual experiences. The main aim of this project, called one day trip with PDA (personal digital assistant), was to integrate the knowledge acquired in the classroom and the real needs of the students in their daily life.

Supporting Mobile Language Learning outside Classrooms

The continuous development of wireless and mobile technologies has allowed the creation of an additional platform for supporting learning, one that can be embedded in the same physical space in which the learning is taking place. This paper describes a computer supported ubiquitous learning environment for language learning, called LOCH (Languagelearning Outside the Classroom with Handhelds). In the environment, the teacher assigns field activities to the students, who go around the town to fulfill them and share their individual experiences. The main aim of this project, called One Day Trip with PDA, was to integrate the knowledge acquired in the classroom and the real needs of the students in their daily life.

JAMIOLAS: Supporting Japanese Mimicry and Onomatopoeia Learning with Sensors

This paper proposes a computer supported ubiquitous learning environment for language learning. Especially, this paper describes contextaware language-learning support system for learning Japanese mimicry and onomatopoeia (MIO) words, which is called JAMIOLAS (Japanese Mimicry and Onomatopoeia Learning Assisting System). This system provides learner the appropriate MIO expressions deriving the learner?s situation and sensor data. Phidgets is used as sensors in order to get realworld data from the physical world, e.g., temperature, humidity, etc. This paper describes the implementation, the interface and usage scenario of JAMIOLAS.

Participatory simulation framework to support learning computer science

This paper proposes a participatory simulation framework using the fundamental concepts in scaffolding and fading to support computer science learning called Learning Computer Science using Participatory Simulation (LCSPS). As an implementation, this framework is the basic for creating the Algorithms for Optimisation and Simulation (ALGOS) (PDA-based Learning Algorithms System) system to support learning sorting algorithm. Using ALGOS, the teacher can assign tasks to learners and ask them to do the task. Learners receive these tasks, collaborate together and exchange their physical positions according to the task assigned. The main purpose of ALGOS is to help the learners to deeply understand the feature of the algorithms.

Ubiquitous-learning system for the Japanese polite expressions

In recent years, with the popular use of the cell phone and mobile terminals such as smart PDA (personal digital assistant) which can communicate in mobile terminal wirelessly, and also with the growing of home Internet appliances and the commodity of RFID tags, it will be possible to realize the intelligence exchange with surrounding matters. Under this situation, the information from Internet is being transported easily; moreover, the realization of cordless navigating GPS based on satellites may use RFID tags and GPS to locate. To support the foreigners to learn Japanese polite expressions, we had implemented a PDA-based language learning supporting system of Japanese polite expressions learning, named Japanese polite expressions learning assisting system (JAPELAS) ( Yin C et al., 2005). Base on the JAPELAS, we will develop a new system named ubiquitous-learning system for the Japanese polite expressions (ULSJPE), which study on solving the problem about how to use system effectively.

Recommendation of Helpers Based on Personal Connections in Mobile Learning

In this paper, we propose a system based on hypothesis that when we ask for help from others, 1) the closer people are, the more easy it is to get help, 2) the more simple things are easier to get help with. We carried out a survey to examine the hypothesis. The results show that this hypothesis is correct. Based on this hypothesis, we proposed a social networking service site based on a mobile environment called SENSMILE, which supports learners to find a partner who can solve their problems at the online community, and an appropriate request chain of friends will be recommended upon their request by utilizing personal relationships. The system also supports for collaborative learning by using location based sensing information.

An iPhone quiz system for learning foreign languages

As an information mobile device, a mobile phone is an essential tool for students daily life, and it can be used even in a short period of free time and anywhere such as in a train or in a bus. We propose an iPhone quiz system for learning foreign languages. This paper presents the design and the implementation of this system.

Preliminary Research on Self-Regulated Learning and Learning Logs in a Ubiquitus Learning Environment

This preliminary research investigates the relationship between psychometric data and learning behaviors in the learning analytics research field, specifically, the relationship between self-regulated learning and learning behavior. The results of this limited research show that marker and annotation use have a weak significant relationship with self-efficacy and the intrinsic value of learning materials.