The time for WIMAX (Worldwide Interoperability for Microwave Access) is coming. Wireless network, a major trend of urban development nowadays, has become a part of modern life. In addition, all the countries have put emphasis on the application of information technology in the field of education. Thus, Ministry of Education in Taiwan actively promotes how to integrate information technology into teaching. In order to combine policies with the development of technology industry, building a wireless teaching environment in junior high schools is now a benchmark of becoming a clever mobile city for Kaohsiung City. As the prosperity of wireless network technology, mobile learning is now the main stream of the ubiquitous society; that is, utilizing modern technology into teaching has become a trend. This research takes the teachers major in humanities and art and the executive directors in the junior high schools in Kaohsiung City as an object of study, probing into the completion of building wireless teaching environments in these schools, the application of wireless network for teaching in the field of humanities and art, and the information literacy in connection with the will to utilize such technology of these teachers. This research bases on Davis¡¦s Technology Acceptance Model, probing into the usefulness, the ease of use and the will to use of teaching with the wireless network with the construction of the wireless environment in the campus and the information literacy of the teachers by the questionnaires. It adopts SPSS15.0 for Windows as well as Amos 7.0 systems to analyze the data and Structural Equation Modeling to proceed to the causal path analysis of the research structure, testing the causal relationship of each variable in this research. At the same time, it uses the data from the questionnaires and the interviews to mutually confirm the conclusion. According to this research, there are five conclusions: 1¡BGender, the seniority of teaching, the function of office and the scale of the school will affect the usefulness, the ease of use, the will to use and the information literacy of teaching with the wireless network. 2¡BSo far the construction of wireless environment of the junior high schools in Kaohsiung city is still not perfect; specifically, only few schools can expand wireless access points by themselves while other schools still maintain 5 access points offered by the Education Bureau. Thus, the access points are installed only in the conference rooms or the special-function classrooms; they are insufficient for the normal classrooms. 3¡BThe teachers in the field of humanities and art generally use internet resources to teach, but many of them can not directly teach on the internet owing to the insufficiency of wireless environment. 4¡BThe information literacy of the teachers has a notably positive effect on the usefulness, the ease of use and the will to use of teaching with the wireless network. 5¡BThe effectiveness of how WIMAX influence the completion of building wireless teaching environment in junior high schools is not so obvious.

Οι ασύρματες κινητές υπολογιστικές συσκευές (tablets) και οι εφαρμογές τους αποτελούν μια σημαντική πρόκληση για τα εκπαιδευτικά συστήματα, αφού διαφοροποιούν και επεκτείνουν τις χρήσεις των τεχνολογιών για μετάδοση και αναζήτηση πληροφοριών και για ανθρώπινη επικοινωνία και συνεργασία. Οι συσκευές αυτές είναι μεταφέρσιμες και λειτουργικές παντού, ενώ ταυτόχρονα μπορούν να συνδεθούν σε κινητά ή ασύρματα δίκτυα με σκοπό την ανταλλαγή οποιασδήποτε φύσης δεδομένων. Οι δυνατότητές τους αυτές, η φορητότητα και η συνδεσιμότητα, καθιστούν τις συσκευές αυτές εργαλεία που εν δυνάμει μπορούν να επηρεάσουν σημαντικά την εκπαίδευση και συνακόλουθα τη μάθηση. Σκοπός της συγκεκριμένης έρευνας είναι η ανάλυση της χρήσης των κινητών υπολογιστικών συσκευών στη σχολική τάξη και η μελέτη των δυνατών μαθησιακών χρήσεων των κινητών υπολογιστικών συσκευών στο δημοτικό σχολείο. Οι κινητές υπολογιστικές συσκευές, λόγω των ιδιαίτερων χαρακτηριστικών τους, είναι δυνατό να αποτελέσουν εργαλείο διδασκαλίας και μάθησης σε όλα τα γνωστικά αντικείμενα του προγράμματος σπουδών. Πιο συγκεκριμένα, στόχοι της παρούσας έρευνας είναι η μελέτη του τρόπου αλληλεπίδρασης και συνεργασίας μαθητών δημοτικού σχολείου με τις κινητές υπολογιστικές συσκευές, η αναζήτηση αποτελεσματικού τρόπου ενσωμάτωσης των συσκευών αυτών στη μαθησιακή διαδικασία, με τη χρήση διαφορετικής κατηγορίας εφαρμογών, με στόχο την ανάδειξη των ιδιαίτερων χαρακτηριστικών και δυνατοτήτων τους και η διερεύνηση της αποδοχή της συγκεκριμένης τεχνολογίας από τους μαθητές και τους εκπαιδευτικούς του δημοτικού σχολείου. Για το σκοπό αυτό, σχεδιάστηκε και αξιολογήθηκε ένα εκπαιδευτικό σενάριο, οι δραστηριότητες του οποίου αφορούσαν διαφορετικές μαθησιακές περιοχές του προγράμματος σπουδών του Δημοτικού Σχολείου. Αξιοποιήθηκαν οι δυνατότητες των κινητών υπολογιστικών συσκευών και αναδείχθηκαν οι δυνατότητές τους που υποστηρίζουν και πλαισιώνουν τη μαθησιακή διαδικασία. Το εκπαιδευτικό σενάριο υλοποιήθηκε στο 42ο Δημοτικό Σχολείο Πάτρας, και συγκεκριμένα στα δύο τμήματα της Τετάρτης Τάξης του σχολείου, σε συνεργασία με τον εκπαιδευτικό της τάξης στα πλαίσια μιας συμμετοχικής εθνογραφικής μελέτης περίπτωσης. Από την ανάλυση των δεδομένων της έρευνας φαίνεται πως οι κινητές υπολογιστικές συσκευές μπορούν να καταστούν ένα χρήσιμο και αποτελεσματικό εργαλείο που προάγει τη συνεργασία των παιδιών όταν αυτά δουλεύουν σε ομάδες, αρκεί να γίνει από τον εκπαιδευτικό ο κατάλληλος σχεδιασμός και η διαδικασία να υποστηρίζεται από τις κατάλληλες εφαρμογές. Ακόμη, οι εφαρμογές που φαίνεται να ενισχύουν ή να αναπτύσσουν την εποικοδομητική συνεργασία των μαθητών είναι οι εφαρμογές προσομοίωσης, χωρίς να σημαίνει πως οι άλλου τύπου εφαρμογές δεν προάγουν τη συνεργασία και την ορθολογική χρήση των συσκευών. Επιπλέον, είναι σημαντικός ο προσεκτικός σχεδιασμός μαθησιακών δραστηριοτήτων για στόχους του αναλυτικού προγράμματος σπουδών του δημοτικού σχολείου από άρτια, στην πράξη, επιμορφωμένους εκπαιδευτικούς που γνωρίζουν τις ανάγκες της τάξης και των μαθητών τους. Τέλος, μαθητές και εκπαιδευτικοί φαίνεται να είναι θετικοί στην ορθολογική ενσωμάτωση των συσκευών στην εκπαιδευτική διαδικασία. / -

Augmented Reality (AR) has become a popular interactive technique in the last few years. One of the critical challenges is to identify the real-life objects. Further, how to fully exert the advantages of the AR technique under the limited resources available on the mobile devices is another critical challenge. To resolve the above issue, firstly this thesis reviewed the real-life object tagging and identification techniques. Secondly this thesis studied the Human Computer Interaction (HCI) Interface and the environmental sensors on the mobile phones. Lastly this thesis implemented a Multiple Real-life Object Identification Algorithm along with the development of the Multi Object Identification Augmented Reality (MOIAR) application. Subsequently, the MOIAR application has been implemented in the location-based mobile learning environment, where the Legislative Assembly of Alberta is included as an example real-life learning object. This MOIAR implementation has applied the tagging and identification technique review as well as the HCI and sensors study, to prove the usability and practicability of the MOIAR application. / 2012-01

This research explores gamification as a means to motivate and engage second-language learners. Gamification uses game-based mechanics, and game thinking to engage people, motivate action, and promote learning. We investigate the limits and advantages of quest-based learning and augmented reality to assess the potential of a new mobile learning tool Explorez. In order to bridge the gap between gaming and education, Explorez was created for first-year university French students at the University of Victoria, BC. Using GPS, Explorez transforms the campus into a virtual francophone world, where students interact with characters, items, and media as they improve their French language skills and discover their campus. / Graduate / 0710 / 0679 / 0290 / bernadet@uvic.ca

This research focuses on developing a series of mobile learning applications for future 'beyond' classroom learning environments. The thesis describes the general use pattern of the prototype and explores the key factors that could affect users‘ attitudes towards potential acceptance of the mobile learning applications. Finally, this thesis explores the user acceptance of the mobile learning applications; and investigates the mobility issue and the comparison of applying learning activities through mobile learning and e-learning.

The use of mobile and social learning media for K-12 students continues to rapidly increase in both formal and informal learning environments. While many educational apps have been developed for adult visitors to museums and science and technology centres (STCs), very few programs exist that are specifically designed to meet the unique learning and interpretive needs of elementary students in these learning environments. This dissertation explores the inclusion and development of children’s ideas and digitally mediated interpretive activities for peers within the exhibits of the natural history gallery at the Royal British Columbia Museum (RBCM) in Victoria, British Columbia. In this triangulated case study, thirteen Grade 4 and 5 students, five museum interpreters, and six elementary teachers worked in teams to design educational apps for their peers using experimental software specifically designed for this project. Five design teams composed of 2-3 students, one teacher, and a museum educator designed a wide variety of science activities for the natural history gallery at the RBCM. The results of analytic triangulation indicate that mobile interpretive apps acted as imperfect but important educational mediating tools for the participants in this study. The analysis revealed that, despite initial preconceptions and frustrations students and educators had about mobile design and technologies, Grade 4 and 5 elementary students were capable and highly interested creating mobile science apps for the natural history galleries at RBCM. Students and educators designed content and activities that extended participant-based learning opportunities beyond the existing science programs and curriculum currently available at the RBCM. The dissertation concludes with an examination of how informal science institutions can move beyond educational interactivity to more participatory frameworks that include the ideas and voices of young people within mobile learning and educational app development at natural history museums and STCs in the future. / Graduate

Made available in DSpace on 2016-08-03T12:31:17Z (GMT). No. of bitstreams: 1 Rosangela Fedoce.pdf: 2378475 bytes, checksum: c4c3c6c97e956de4ab9be76d9469a572 (MD5) Previous issue date: 2011-12-09 / The research is based on three main axes, communication, education and digital technology, with an exploratory analysis on the market production of content for mobile media. The study is developed with a bibliographic review related to these three axes and the use of qualitative methodology. Semi-structured interviews are realized with representatives of the mobile communication market in the country with the goal to describe the flow of content production, focusing on possibilities for development of mobile learning. In this sense, the technological potentials and communicative use of new Information and Communication Technologies (ICTs) are verified, especially the cell phone, in formal and informal models of education, from aspects of the Knowledge Society, as media convergence, interactivity and collaborative production. It is observed trends such as the appreciation of the content in relation to the media and the development of new experiences of access to information through the use of mobile and converging technologies. / A pesquisa é baseada em três eixos principais, comunicação, educação e tecnologias digitais, com uma análise exploratória do mercado de produção de conteúdos para mídias móveis. O estudo é desenvolvido com revisão bibliográfica referente a esses três eixos e com o uso da metodologia qualitativa. São realizadas entrevistas semi-estruturadas com representantes do mercado de comunicação móvel do país, com o objetivo de descrever o fluxo de produção de conteúdos, com foco nas possibilidades de desenvolvimento da aprendizagem móvel. Neste sentido, são verificados os potenciais tecnológicos e comunicacionais do uso das novas Tecnologias da Informação e da Comunicação (TIC), com destaque para o celular, nos modelos de educação formal e informal, a partir de aspectos da Sociedade do Conhecimento, como convergência de mídias, interatividade e produção colaborativa. Observa-se tendências como a valorização do conteúdo em relação aos meios de comunicação e o desenvolvimento de novas experiências de acesso à informação com o uso das tecnologias móveis e convergentes.

abstract: The present study explored the use of augmented reality (AR) technology to support cognitive modeling in an art-based learning environment. The AR application used in this study made visible the thought processes and observational techniques of art experts for the learning benefit of novices through digital annotations, overlays, and side-by-side comparisons that when viewed on mobile device appear directly on works of art. Using a 2 x 3 factorial design, this study compared learner outcomes and motivation across technologies (audio-only, video, AR) and groupings (individuals, dyads) with 182 undergraduate and graduate students who were self-identified art novices. Learner outcomes were measured by post-activity spoken responses to a painting reproduction with the pre-activity response as a moderating variable. Motivation was measured by the sum score of a reduced version of the Instructional Materials Motivational Survey (IMMS), accounting for attention, relevance, confidence, and satisfaction, with total time spent in learning activity as the moderating variable. Information on participant demographics, technology usage, and art experience was also collected. Participants were randomly assigned to one of six conditions that differed by technology and grouping before completing a learning activity where they viewed four high-resolution, printed-to-scale painting reproductions in a gallery-like setting while listening to audio-recorded conversations of two experts discussing the actual paintings. All participants listened to expert conversations but the video and AR conditions received visual supports via mobile device. Though no main effects were found for technology or groupings, findings did include statistically significant higher learner outcomes in the elements of design subscale (characteristics most represented by the visual supports of the AR application) than the audio-only conditions. When participants saw digital representations of line, shape, and color directly on the paintings, they were more likely to identify those same features in the post-activity painting. Seeing what the experts see, in a situated environment, resulted in evidence that participants began to view paintings in a manner similar to the experts. This is evidence of the value of the temporal and spatial contiguity afforded by AR in cognitive modeling learning environments. / Dissertation/Thesis / Doctoral Dissertation Educational Technology 2016

As the war in Syria is about to enter its seventh year, Syrians continue to head towards Europe to seek safety and protection. This challenges European countries to provide urgent relief and services including education for a high number of Syrian refugees every year. However, the journey of Syrian refugees does not end with their arrival to safety. The refugee experience presents many difficulties including issues of wellbeing and self-worth. This qualitative comparative study examines the different platforms and solutions Mobile Learning could offer to refugees. In addition to that, it also discusses the possibility of leveraging Mobile Learning as a mean for Syrian refugees in Europe to achieve a sense of self-worth from the Kantian perspective of agency. The study starts with a comprehensive overview of the meaning of the term ‘refugee’ and the refugee experience, then it moves on to identify Mobile Learning and its impact and relationship to the recent refugee crisis. Then, the study introduces the Kantian philosopher Christine Korsgaard and her idea of agency, action, identity and value. The literature review after that discusses Korsgaard’s philosophy and links it to refugees and Mobile Learning. After viewing the research methods and methodology, the study comparatively analyses and discusses findings drawn from semi-structured interviews of 10 participants pertaining to the use of Mobile Learning platforms for higher education and language learning. The implications of these findings are that Syrian refugees in Europe have access to Mobile Learning platforms that vary in use and quality. However, when these platforms are used successfully, they do have the potential to support refugees’ sense of self-worth. The study then ends with a conclusion and suggestions for future research.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-09-19T12:15:45Z No. of bitstreams: 2 Dissertação - Antônio Alves de Oliveira Neto - 2018.pdf: 4958151 bytes, checksum: de36aaf2967b5838399d4f7579b3fd92 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-09-19T13:02:01Z (GMT) No. of bitstreams: 2 Dissertação - Antônio Alves de Oliveira Neto - 2018.pdf: 4958151 bytes, checksum: de36aaf2967b5838399d4f7579b3fd92 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-09-19T13:02:01Z (GMT). No. of bitstreams: 2 Dissertação - Antônio Alves de Oliveira Neto - 2018.pdf: 4958151 bytes, checksum: de36aaf2967b5838399d4f7579b3fd92 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-08-22 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / This dissertation purpose is to evaluate the use of cell phones and social networks, for educational purposes, in stimulating and creating situations to learning and building knowledge. This research presents a qualitative character and, among several forms of assuming this type of research, the procedure for data collection was chosen for case study. Because the object of study is found in real life, it cannot be investigated outside its context and it is very complex for experiments. Part of the research was conducted at a public school of Jataí-GO and the data collection used two questionnaires, logbook, spontaneous interview, document analysis of messages in WhatsApp and Facebook applications. The data processing was done in categories a posteriori, based on the ideas to construction of categories to analysis of content by Bardin. The categories elaborated were collaboration and cooperation in social networks, interaction and motivation in social networks, teaching and learning anytime, anywhere and some pedagogical obstacles. The research demonstrated the potential of ICTs in teaching and learning, a mobilization of the participating students, regarding collaboration and cooperation in daily activities related to school, and perceived in-group management, exchange of information and doubts about daily school activities. Changes in the interaction and motivation of the students were perceived, as during the activities, students could be encouraged to work on their work and evaluations when they realized that social networks would be a way of visibility of their work. The activities developed were able to modify the relations between students and teacher, bringing them closer, offering greater security to the student to deal with school subjects. In the pedagogical activities, the cell phone was a facilitator in the work of the teacher, either in the classroom or outside of it, in what concerns the direct contact with the students, acting in doubts, sending activities and information. Using the cell phone enabled the students the opportunity to develop a critical sense of the content available on the Internet, through research activities and production of content for sending in social networks. The activities developed in the Facebook application were responsible for encouraging students to strive in their school activities and became a means of publicizing the students' work. Some mishaps have been overcome in this research, such as the difficulty of relationship between participants, understanding the rules, difficulties in organizing work with ICTs and inadequate infrastructure. Nevertheless, mobile phones and social networks are alternatives for creating new forms of knowledge production, or for understanding the teaching and learning process, to assist in the critical development, learning and protagonist of the student, in activities that stimulate information on the Internet and transform it into knowledge. / Esta dissertação tem o objetivo de avaliar o uso do celular e de redes sociais virtuais, para fins educacionais, no estímulo e criação de situações favorecedoras de aprendizagem e construção de conhecimentos. Nesse sentido, esta pesquisa possui caráter qualitativo e o estudo de caso, pois o objeto de estudo encontra-se na vida real, não podendo ser investigada fora de seu contexto e muito complexa para experimentos. Parte da pesquisa foi conduzida em uma escola pública da rede estadual da cidade de Jataí-GO e o tratamento de dados em categorias a posteriori, sendo elas, colaboração e cooperação nas redes sociais, interação e motivação nas redes sociais, ensino e aprendizagem a qualquer hora e em qualquer lugar, alguns percalços pedagógicos, baseados nas ideias de construção de categorias de análise de Bardin. A coleta de dados utilizou dois questionários mistos, diário de bordo, entrevista espontânea, análise documental das mensagens nos aplicativos WhatsApp e Facebook. A pesquisa demonstrou as potencialidades das TICs no ensino e aprendizagem, uma mobilização dos estudantes participantes, no que se refere à colaboração e cooperação nas atividades cotidianas relacionadas à escola, percebida no gerenciamento dos grupos, troca de informações e questionamentos sobre atividades e cotidiano escolar. Percebeu-se mudanças na interação e motivação dos estudantes pois, durante as atividades, os alunos puderam ser motivados a se esforçarem em seus trabalhos e avaliações ao perceberem que as redes sociais seriam uma forma de visibilidade de seus trabalhos. As atividades desenvolvidas foram capazes de modificar as relações entre alunos e professor, aproximando os, oferecendo maior segurança ao aluno para tratar dos assuntos escolares. Nas atividades pedagógicas, o celular foi um facilitador do trabalho do professor, seja em sala de aula ou fora dela, no que se refere ao contato direto com os alunos, atuando em plantões de dúvidas, envio de atividades e informações. Utilizar o celular oportunizou aos alunos a possibilidade de desenvolver o senso crítico sobre o conteúdo disponível na Internet, por meio de atividades de pesquisa e produção de conteúdo para envio nas redes sociais. As atividades desenvolvidas no aplicativo Facebook, foram responsáveis por estimular os alunos a se esforçarem em suas atividades escolares, e se tornaram um meio de divulgação do trabalho dos estudantes. Alguns percalços foram superados nesta pesquisa, como a dificuldade de relacionamento entre participantes, compreensão das regras, dificuldades de organização do trabalho com TICs e infraestrutura inadequada. Ainda assim, o celular e as redes sociais se mostram alternativas para a criação de novas formas de produção de conhecimento, ou na compreensão do processo de ensino e aprendizagem, auxiliarem no desenvolvimento crítico, da aprendizagem e protagonismo do aluno, em atividades que dinamizem a informação na Internet e a transforme em conhecimento.