Iwen Huang

Development of a Ubiquitous Learning Platform Based on a Real-Time Help-Seeking Mechanism.

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 FROM AUTHOR]

Effects of Online Peer Feedback on Dancers at Different Levels

In this study, an online system was used to support dance courses with three kinds of peer feedback modes: peer assessment, peer feedback, and mixed of both. Through the way of recording the video of dance process, and by providing feedbacks helped students to reflect on their own dance performance and modify their skills. The research design focused on exploring the effects of different online peer feedback modes on the dance performance of university students at different levels. The feedback messages in online peer comments for dance performance were also examined by content analyses regarding the affective, cognitive, and metacognitive aspects. The results found that peer assessment mode was most effective on dance performance with more outstanding students, peer comment mode was better for middle-level students, while a mixed mode worked the best for students with lower abilities. Cognitive was the most frequent category in peer feedback messages about dance performance, In the future studies, what type of peer feedback messages most helpful and what role of feedback message can be explored for improvement on dance performance. Further extensions can be applied to mobile applications to provide instantaneous feedback.