20th International Conference on Advanced Information Networking and Applications - Volume 2 (AINA'06) A Proposal on a Learner?s Context-aware Personalized Education Support Method based on Principles of Behavior Science Vienna, Austria April 18-April 20 ISBN: 0-7695-2466-4
DOI Bookmark: http://doi.ieeecomputersociety.org/10.1109/AINA.2006.50
With the progress of ubiquitous techniques and devices, such as RF-ID and sensors, etc., invisible computers are embedded in one?s life and working environment, such as applicants, furniture, stationeries etc. A ubiquitous network environment provides personalized context-aware services to a user by making good use of ubiquitous techniques such as RFIDs, sensors, actuators. The services can be considered as an extension of internet services in a cyber world into the real physical world. As an application of ubiquitous network environment, an ubiquitous learning support environment can provide personalized learning support to a learner according to the learner?s learning situations, in not only Webbased learning environment but also in real world, through the books, text, pens, tables and other objects surrounding him/her. In this paper, we propose a ubiquitous learning method, which is based on principles of behavior science to provide suitable learning support by collecting the learner?s data regarding the learner?s learning behaviors, and provide guidance messages based on analysis of the data.
Index Terms:
Ubiquitous computing, ubiquitous networks, ubiquitous learning, behavior science, learners context-aware
Citation:
Zixue Cheng, Qiu Han, Shengguo Sun, Mizuo Kansen, Tomohiro Hosokawa, Tongjun Huang, Aiguo He, "A Proposal on a Learner?s Context-aware Personalized Education Support Method based on Principles of Behavior Science," aina, vol. 2, pp.341-345, 20th International Conference on Advanced Information Networking and Applications - Volume 2 (AINA'06), 2006 Usage of this product signifies your acceptance of the Terms of Use. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||