认知风格对情境感知泛在学习成效的影响——以国小蝴蝶生态教学为例  

Effect of Cognitive Styles on Context-Aware Ubiquitous Learning——A Case Study on an Elementary School Butterfly Ecology Course

作　　者：黄国祯 王红云[2] 方海光[2] 林侑势 

机构地区：[1]台湾科技大学数位学习与教育研究所,台北10607 [2]首都师范大学教育技术系,北京100048 [3]台南大学数位学习科技系,台南70005

出　　处：《现代教育技术》2011年第5期18-23,共6页Modern Educational Technology

摘　　要：新技术的快速发展促进了情境感知泛在学习的进展。情境感知泛在学习利用移动、无线通讯技术和传感技术检测真实世界中学习者的学习行为并给他们提供直接的、个性化的学习支持。但是,是否每一个学生都能受益于这样一种新型的泛在学习形式仍然受到人们的质疑并成为一个值得进一步讨论的问题。同时,认知风格经常被教育者认为是在新的学习环境中影响学生学习效能的一个重要因素。作者试图通过在一个情境感知的移动学习环境中开展蝴蝶辨别的学习活动来研究学习者不同的学习风格之间的差异。The rapid development of new technologies has encouraged the advancement of context-aware ubiquitous learning,which employs mobile,wireless communication and sensing technologies to detect real-world learning behaviors of students and provide them personalized learning supports accordingly.However,it has been questioned whether every student can benefit from such a new type of ubiquitous learning.This could therefore be an issue worth discussing further.Meanwhile,cognitive styles have often been regarded by educators as an important factor which could affect students’ learning efficacy in new learning environments.Hence,we attempt to investigate what differences there are among the distinct cognitive styles of the learners via conducting a butterfly-identification learning activity in a context-aware mobile learning environment.

关 键 词：认知风格 泛在学习 移动学习 情境感知 

分 类 号：G40-057[文化科学—教育学原理]