臺灣博碩士論文加值系統

環境感知暨無所不在學習(以下簡稱環境感知學習)是利用行動科技、無線通訊科技及感應科技促進環境與人際互動進而達成學習效果的最新數位學習典範。近年，因為擴增實境(以下簡稱AR)能使虛擬資訊交疊於現實環境中，所以AR被廣泛利用於環境感知學習設計用以引導人與環境及學習者之間的互動。因此，AR的應用將會推動環境感知學習設計的革新，也將更新環境感知學習的知識基礎。然而，現已發現學習理論罕用於設計以AR所引導的環境感知學習中，因此本研究採用現象學研究法以回應此研究需求並更新此領域知識基礎。首先，研究者有系統性地分析從2016年至2019年中38篇AR用於教育的實證研究，研究論文來源於7本高影響力教育科技期刊，並使用基於應用在環境感知學習的熱門學習理論之分類法進行系統性的分析。分析38篇文獻後，研究者訪談七位領域知識專家以確認研究成果並蒐集專家意見。在研究討論章節中，研究者歸納出以AR所引導的環境感知學習的現況發展及近期研究潮流，並進而統整出三階段的環境感知學習設計。再者，研究者從重要的變數規律中發現特定AR功能將可引導未來環境感知學習設計學習理論的使用方向。最後，對於以AR所引導的環境感知學習，基於所蒐集的文獻資料及專家意見，研究者提出宏觀與微觀的學習設計模型。對未來研究者而言，本研究提供眾多可能的研究方向，如適合的潛在學習理論與未完全研究的學習設計因素。對教學設計者來說，以AR所引導的環境感知學習現況發展、變數的規律性以及所提出的學習設計模型可用以回顧並調整現行課程。對教師而言，本研究成果及所提出之模型不僅可凸顯出有效果的教學因素，還可以提供有利的學習規律進而有效地引導學生使用AR進行學習活動。

Context-aware ubiquitous learning (CAUL) is the latest e-learning paradigm that utilizes a synergy of mobile, wireless communication, and sensor technologies to facilitate the learning with contextual and interpersonal information. In recent years, augmented reality (AR) has been widely-incorporated in CAUL designs to enrich and guide learners’ contextual and interpersonal interactions with its powerful capacity to overlay virtual information on physical environments. Therefore, the adoption of the new technology, AR, is bound to propel an evolution of CAUL designs and renovate the knowledge base of CAUL. However, such AR-guided CAUL designs have been identified with a lack of theoretical alignments with learning theories. Therefore, in this research, phenomenological research method was adopted to address the research needs and update the knowledge base of AR-guided CAUL designs. The researcher first systematically reviewing 38 empirical studies of AR in education published from 2016 to 2019 in 7 high-impact journals of educational technology by using a taxonomy that classified popular learning theories for CAUL. Second, seven domain knowledge experts were interviewed to check and provide insights about the identified current developments, patterns of variables, and the proposed models. In Discussion Section, the current developments were highlighted with the recent trends of such learning designs, and three stages of CAUL developments were identified. Moreover, the critical patterns were meaningfully organized with the unique AR functions to guide the future adoption of learning theories in designing AR-guided CAUL. At the end, a macro-design model and three micro-design models of AR-guided CAUL were solidly proposed. For researchers, this study offered a range of perspective research directions from (a) the potential learning theories to be incorporated in such learning design to (b) the components that were rarely investigated. For instructional designers, the current states of AR-guided CAUL, the patterns of the variables, and the proposed models provided insights that would be useful for reviewing and even revising current curricula. For teachers, the findings and the models could not only serve to highlight the effective components in learning, but also offer prospective patterns of variables that could be used to successfully guide the learners with AR.

Abstract in Chinese ii
Abstract in English iii
Table of Contents v
List of Tables ix
List of Figures xi
List of Abbreviations xiii
CHAPTER ONE INTRODUCTION 1
1.1 Background of the Study 1
1.2 Statement of Problem and the Need for the Study 2
1.3 Purpose of the Study 3
1.4 Significance of the Study 3
1.5 Definitions of Key Terminologies 4
1.5.1 Context-aware Ubiquitous Learning (CAUL) 4
1.5.2 Interactivity 4
1.5.3 Augmented Reality (AR) 5
1.5.4 Learning Guidance 5
1.5.5 Learning Backgrounds 5
1.5.6 Sources of CAUL Effectiveness 5
1.5.6.1 Mechanisms of Learning Guided by the System 6
1.5.7 Learning Outcomes 7
CHAPTER TWO LITERATURE REVIEW 8
2.1 Context-aware Ubiquitous learning (CAUL) as a Learning Design 8
2.1.1 Defining Three Roles in CAUL 12
2.1.1.1 Learner 13
2.1.1.2 Context 13
2.1.1.3 Peer 14
2.2 Interactivity of CAUL 15
2.3 CAUL System as a Learning Technology (LT) to Guide Learning 19
2.4 Relevant Review of Research on CAUL and the Findings 22
2.4.1 Technological Infrastructures of CAUL 22
2.4.2 Educational Opportunities and Instructional Designs of CAUL 24
2.4.3 Focused Learning Theories Found in CAUL review papers 26
2.5 The Learning Theories in CAUL Designs Based on the Three Interaction types 28
2.5.1 The Learning Theories and the Mechanism of Learning Guided in the Learner-CAUL System Interaction 29
2.5.2 The Learning Theories and the Mechanism of Learning Guided in the Learner-Context Interaction 31
2.5.3 The Learning Theories and the Mechanism of Learning Guided in the Learner-Peer Interaction 34
2.6 Augmented Reality (AR) as a New LT for CAUL Design 37
2.6.1 Defining AR 38
2.6.2 Relevant Review Research Papers of AR and the Findings 39
2.6.3 AR Educational Fields 40
2.6.4 Learning Theories Used in AR-based Instructional Designs 41
2.6.5 Focuses of Review Papers on AR types, Functionalities, Instructional Techniques and Strategies, and Learning Outcomes 42
2.7 The Need for this Study 46
2.7.1 The Need for a CAUL Design Model 46
2.7.2 The Need for an AR-based Learning Design Model 49
2.8 Summary of This Chapter 50
2.8.1 Research questions 51
CHAPTER THREE METHODOLOGY 52
3.1 Rationale of the Methodology 52
3.2 Bracketing the Phenomenon 53
3.2.1 The Taxonomy for AR-based CAUL Designs 54
3.2.1.1 Learning background 57
3.2.1.2 Sources of CAUL effectiveness 57
3.2.1.3 Learning outcomes 61
3.3 Collecting Empirical and Interview Data 62
3.3.1 Collecting the Empirical data 62
3.3.2 Collecting the Interview data 66
3.4 Identifying Meaningful Statements 68
3.5 Giving Meaning to the Statements 68
3.6 Creating Thick Descriptions 68
CHAPTER FOUR RESULTS 69
4.1 Current Developments of AR-guided CAUL Designs 69
4.1.1 Descriptive Statistics from the Review of 38 AR Empirical Papers 69
4.1.2 Experts’ Insights about the Current Developments of AR-guided CAUL Designs 79
4.1.2.1 Learning Background 79
4.1.2.2 Sources of CAUL effectiveness 86
4.1.2.3 Learning outcomes 91
4.2 The Patterns of the Variables 95
4.2.1 The Patterns of the Variables Observed from the 38 AR Papers 95
4.2.2 Experts’ Insights about the Patterns among the Variables 99
4.3 An AR-guided CAUL Design Model 112
4.3.1 A Learning Design Model for AR-guided CAUL Based on the Patterns Found from the Empirical Data 112
4.3.2 Experts’ Insights about the Learning Design Model 117
4.4 Contradictory findings from empirical and interview data 122
4.5 Summary of the Findings 122
CHAPTER FIVE DISCUSSION 124
5.1 Current developments of AR-guided CAUL designs 124
5.1.1 Learning backgrounds of AR-guided CAUL designs 130
5.1.2 Sources of CAUL Effectiveness of AR-guided CAUL Designs 131
5.1.3 Learning Outcomes of AR-guided CAUL Designs 134
5.1.4 The Stages of CAUL in Terms of Locus of Control – Past, Present, and Future 135
5.2 Patterns that Guided the Adoption of Learning Theories in AR-guided CAUL Designs 140
5.3 The Proposed AR-guided CAUL Design Model 144
5.4 Limitations of the Present Study 150
CHAPTER SIX CONCLUSIONS 152
6.1 Summary of the Research Purposes, Methodology, and Main Findings 152
6.2 Contributions of This Present Study 153
6.3 Implications for Future Research 154
References 157
Appendices 170
Appendix A 170
Appendix B 173
Appendix C 181
Appendix D 182

Akçayır, M., ＆ Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: a systematic review of the literature. Educational Research Review, 20, 1-11. Retrieved from http://dx.doi.org/10.1016/j.edurev.2016.11.002
Anderson, L. W., ＆ Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York: Longman.
Azuma, R. T. (1997). A survey of augmented reality. Presence, 6(4), 355-385. doi: 10.1162/pres.1997.6.4.355
Azuma, R., Baillot, Y., Behringer, R., Feiner, S., Julier, S., ＆ MacIntyre, B. (2001). Recent advances in augmented reality. IEEE Computer Graphics and Applications, 21(6), 34-47. doi: 10.1109/38.963459
Bacca, J., Baldiris, S., Fabregat, R., Graf, S., ＆ Kinshuk. (2014). Augmented reality trends in education: a systematic review of research and applications. Educational Technology ＆ Society, 17(4), 133–149. Retrieved from https://www.j-ets.net/ETS/journals/17_4/9.pdf
Bax, S. (2011). Normalisation revisited: the effective use of technology in language education. International Journal of Computer-Assisted Language Learning and Teaching, 1(2), 1-15. doi: 10.4018/ijcallt.2011040101
Beatty, K. (2010). Teaching and researching: Computer-assisted language learning (2nd ed.). Great Britain: Pearson Education Limited.
*Bhagat, K. K., Liou, W.-K., Spector, J. M., ＆ Chang, C.-Y. (2018). To use augmented reality or not in formative assessment: a comparative study. Interactive Learning Environments, 27(5-6), 830-840. doi:10.1080/10494820.2018.1489857
Boden, Z., Larkin, M., ＆ Iyer, M. (2019). Picturing ourselves in the world: drawings, interpretative phenomenological analysis and the relational mapping interview. Qualitative Research in Psychology, 16(2), 218-236, doi: 10.1080/14780887.2018.1540679
Boekaerts, M. (1997). Self-regulated learning: a new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 161-186. doi: 10.1016/S0959-4752(96)00015-1
Borgia, E. (2014). The internet of things version: key features, applications and open issues. Computers Communications, 54, 1-31. Retrieved from http://dx.doi.org/10.1016/j.comcom.2014.09.008
*Bower, M., Mark, J. W., ＆ Dalgarno, B. (2017). Collaborative learning across physical and virtual worlds: factors supporting and constraining learners in a blended reality environment. British Journal of Educational Technology, 48(2), 407-430. doi:10.1111/bjet.12435
*Bressler, D. M., Bodzin, A. M., ＆ Tutwiler, M. S. (2019). Engaging middle school students in scientific practice with a collaborative mobile game. Journal of Computer Assisted Learning, 35(2), 197-207. doi:10.1111/jcal.12321
*Cai, S., Chiang, F.-K., Sun, Y., Lin, C., ＆ Lee, J. J. (2016). Applications of augmented reality-based natural interactive learning in magnetic field instruction. Interactive Learning Environments, 25(6), 778-791. doi:10.1080/10494820.2016.1181094
Cárdenas-Robledo, L. A., ＆ Peña-Ayala, A. (2018). Ubiquitous learning: a systematic review. Telematics and Informatics, 35, 1097-1132. Retrieved from https://doi.org/10.1016/j.tele.2018.01.009
*Chang, H.-Y., Hsu, Y.-S., ＆ Wu, H.-K. (2016). A comparison study of augmented reality versus interactive simulation technology to support student learning of a socio-scientific issue. Interactive Learning Environments, 24(6), 1148-1161. doi:10.1080/10494820.2014.961486
*Chang, R.-C., Chung, L.-Y., ＆ Huang, Y.-M. (2016). Developing an interactive augmented reality system as a complement to plant education and comparing its effectiveness with video learning. Interactive Learning Environments, 24(6), 1245-1264, doi:10.1080/10494820.2014.982131
*Chang, S.-C., ＆ Hwang, G.-J. (2018). Impacts of an augmented reality-based flipped learning guiding approach on students' scientific project performance and perceptions. Computers ＆ Education, 125, 226-239. Retrieved from https://doi.org/10.1016/j.compedu.2018.06.007
*Chen, Y.-H., ＆ Wang, C.-H. (2017). Learner presence, perception, and learning achievements in augmented–reality–mediated learning environments. Interactive Learning Environments, 26(5), 695-708. doi:10.1080/10494820.2017.1399148
Chen, Y.-S., Kao, T.-C., ＆ Sheu, J.-P. (2003). A mobile learning system for scaffolding bird watching learning. Journal of Computer Assisted Learning, (Special issue on Wireless and Mobile Technologies in Education), 19(3), 347–359. Retrieved from https://doi.org/10.1046/j.0266-4909.2003.00036.x
Chen, Y. S., Kao, T. C., Sheu, J. P., ＆ Chiang, C. Y. (2002). A mobile scaffolding-aid-based bird-watching learning system. In Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE’02), August 29–30, 2002 (pp. 15–22). Washington, DC, USA: IEEE Computer Society. doi:10.1147/sj.384.0693
*Cheng, K.-H. (2018). Parents’ user experiences of augmented reality book reading: perceptions, expectations, and intentions. Educational Technology Research and Development, 67(2), 303-315. doi:10.1007/s11423-018-9611-0
Cheng, K.-H., ＆ Tsai, C.-C. (2013). Affordances of augmented reality in science learning: suggestions for future research. Journal of Science Education and Technology, 22, 449-462. doi: 10.1007/s10956-012-9405-9
*Cheng, K.-H., ＆ Tsai, C.-C. (2016). The interaction of child-parent shared reading with an augmented reality (AR) picture book and parents' conceptions of AR learning. British Journal of Educational Technology, 47(1), 203-222. doi:10.1111/bjet.12228
*Chin, K.-Y., Wang, C.-S., ＆ Chen, Y.-L. (2018). Effects of an augmented reality-based mobile system on students’ learning achievements and motivation for a liberal arts course. Interactive Learning Environments, 1-15. doi:10.1080/10494820.2018.1504308
Choi, J.-I., ＆ Hannafin, M. (1995). Situated cognition and learning environments: roles, structures, and implications for design. Educational Technology Research and Development, 43(2), 53-69. doi: 10.1007/BF02300472
Chou, C. (2003). Interactivity and interactive functions in web-based learning systems: a technical framework for designers. British Journal of Educational Technology, 34(3), 265-279. Retrieved from https://doi.org/10.1111/1467-8535.00326
Dobber, M., Zwart, R., Tanis, M., ＆ van Oers, B. (2017). Literature review: the role of the teacher in inquiry-based education. Educational Research Review, 22, 194-214. Retrieved from https://doi.org/10.1016/j.edurev.2017.09.002
*Efstathiou, I., Kyza, E. A., ＆ Georgiou, Y. (2017). An inquiry-based augmented reality mobile learning approach to fostering primary school students’ historical reasoning in non-formal settings. Interactive Learning Environments, 26(1), 22-41. doi:10.1080/10494820.2016.1276076
Elo, S., ＆ Kyngas, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115. doi:10.1111/j.1365-2648.2007.04569.x
*Frank, J. A., ＆ Kapila, V. (2017). Mixed-reality learning environments: integrating mobile interfaces with laboratory test-beds. Computers ＆ Education, 110, 88-104. doi:10.1016/j.compedu.2017.02.009
Functionality. (n.d.). In Cambridge online dictionary. Retrieved from https://dictionary.cambridge.org/us/dictionary/english/functionality
Gagne, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). NewYork: Holt, Rienhart, and Winston.
Gayne R. M., Briggs, L. J., ＆ Wager, W. W. (1992). Principles of instructional design (4th ed.). Forth Worth, TX: Harcourt Brace Jovanovich College Publishers.
*Georgiou, Y., ＆ Kyza, E. A. (2018). Relations between student motivation, immersion and learning outcomes in location-based augmented reality settings. Computers in Human Behavior, 89, 173-181. doi:10.1016/j.chb.2018.08.011
Giannakas, F., Kambourakis, G., Papasalouros, A., ＆ Gritzalis, S. (2018). A critical review of 13 years of mobile game-based learning. Educational Technology and Research Development, 66, 341-384. https://doi.org/10.1007/s11423-017-9552-z
*Giasiranis, S., ＆ Sofos, L. (2017). Flow experience and educational effectiveness of teaching informatics using AR. Educational Technology ＆ Society, 20 (4), 78–88. Retrieved from https://search.proquest.com/docview/1968975168?accountid=12719
*Harley, J. M., Poitras, Jarrell, A., Duffy, M. C., ＆ Lajoie, S. P. (2016). Comparing virtual and location-based augmented reality mobile learning: emotions and learning outcomes. Educational Technology Research and Development, 64, 359-388. doi: 10.1007/s11423-015-9420-7
Hmelo-Silver, C. E. (2004). Problem-based learning: what and how do students learn? Educational Psychology Review, 16(3). 235-266. doi: 10.1023/B:EDPR.0000034022.16470.f3
Hmelo-Silver, C. E., Duncan, R. G., ＆ Chinn, C. A. (2006). Scaffolding and achievement in problem-based and Inquiry Learning: A response to Kirschner, Sweller, and Clark. Educational Psychologist, 42(2), 99–107. doi: 10.1080/00461520701263368
*Ho, S.-C., Hsieh, S.-W., Sun, P.-C., ＆ Chen, C.-M. (2017). To activate English learning: listen and speak in real life context with an AR featured u-learning system. Educational Technology ＆ Society, 20(2), 176–187. Retrieved from https://www.j-ets.net/ETS/journals/20_2/15.pdf
Hong, J.-Y., Suh, E.-H., ＆ Kim, S. (2009). Context-aware systems: a literature review and classification. Expert Systems with Applications, 36, 8509-8522. doi:10.1016/j.eswa.2008.10.071
*Hsiao, H.-S., Chang, C.-S., Lin, C.-Y., ＆ Wang, Y.-Z. (2016). Weather observers: a manipulative augmented reality system for weather simulations at home, in the classroom, and at a museum. Interactive Learning Environments, 24(1), 205-223. doi: 10.1080/10494820.2013.834829
*Hsu, T.-C. (2017). Learning English with Augmented Reality: do learning styles matter? Computers ＆ Education, 106, 137-149. doi:10.1016/j.compedu.2016.12.007
*Huang, T.-C., Chen, C.-C., ＆ Chou, Y.-W. (2016). Animating eco-education: to see, feel, and discover in an augmented reality-based experiential learning environment. Computers ＆ Education, 96, 72-82. doi:10.1016/j.compedu.2016.02.008
Huang, T.-C., Chen, M.-Y., ＆ Hsu, W.-P. (2019). Do learning styles matter? motivating learners in an augmented geopark. Educational Technology ＆ Society, 22 (1), 70–81. Retrieved from https://www.j-ets.net/ets/journals/22_1/6.pdf
Hung, P.-H., Hwang, G.-J., Lee, Y.-H., Wu, T.-H., Vogel, B., Milrad, M., ＆ Johansson, E. (2014). A Problem-based ubiquitous learning approach to improving the questioning abilities of elementary school students. Educational Technology ＆ Society, 17(4), 316–334. Retrieved from https://www.scopus.com/record/display.uri?eid=2-s2.0-84908500611＆origin=inward
*Hung, Y. H., Chen, C. H., ＆ Huang, S. W. (2017). Applying augmented reality to enhance learning: a study of different teaching materials. Journal of Computer Assisted Learning, 33(3), 252-266. doi:10.1111/jcal.12173
*Hwang, G.-J., Chang, S.-C., Chen, P.-Y., ＆ Chen, X.-Y. (2017). Effects of integrating an active learning-promoting mechanism into location-based real-world learning environments on students’ learning performances and behaviors. Educational Technology Research and Development, 66(2), 451-474. doi:10.1007/s11423-017-9567-5
Hwang, G.-J., ＆ Chen, C.-H. (2017). Influences of an inquiry-based ubiquitous gaming design on students’ learning achievements, motivation, behavioral patterns, and tendency towards critical thinking and problem solving. British Journal of Educational Technology, 48(4), 950-971. doi:10.1111/bjet.12464
Hwang, G.-J., ＆ Tsai, C.-C. (2011). Research trends in mobile and ubiquitous learning: a review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4), E65-E70. doi:10.1111/j.1467-8535.2011.01183.x
Hwang, G.-J., Tsai, C. C., ＆ Yang, S. J. H. (2008). Criteria, strategies and research issues of context-aware ubiquitous learning. Educational Technology ＆ Society, 11(2), 81-91. Retrieved from https://www.j-ets.net/ets/journals/11_2/8.pdf
*Hwang, G.-J., Wu, P.-H., Chen, C.-C., ＆ Tu, N.-T. (2015). Effects of an augmented reality-based educational game on students' learning achievements and attitudes in real-world observations. Interactive Learning Environments, 24(8), 1895-1906. doi:10.1080/10494820.2015.1057747
Ibanez, M.-B., Di-Serio, A., Villaran-Molina, D., ＆ Delgado-Kloos, C. (2015). Augmented reality-based simulators as discovery learning tools: an empirical study. IEEE Transactions on Education, 58(3), 208-213. doi:10.1109/te.2014.2379712
Ibáñez, M. B., ＆ Delgado-Kloos, C. (2018). Augmented reality for STEM learning: a systematic review. Computers ＆ Education, 123, 109-123. Retrieved from https://doi.org/10.1016/j.compedu.2018.05.002
International Classification of Education. (2012). ISCED 2011, Montreal Canada: UNESCO Institute for Statistics. Retrieved April 12, 2019, from http://www.uis.unesco.org/Education/Documents/isced-2011-en.pdf
*Joo-Nagata, J., Martinez Abad, F., García-Bermejo Giner, J., ＆ García-Peñalvo, F. J. (2017). Augmented reality and pedestrian navigation through its implementation in m-learning and e-learning: evaluation of an educational program in Chile. Computers ＆ Education, 111, 1-17. doi:10.1016/j.compedu.2017.04.003
Kim, W. C. ＆ Mauborgne, R. (2004a). Value innovation. Harvard Business Review, 82(7/8), 172–180.
Kim, W. C. ＆ Mauborgne, R. (2004b). Blue ocean strategy. Harvard Business Review, 82(10), 76–84.
Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele, UK, Keele University, 33(2004), 1-26. Retrieved from http://www.it.hiof.no/~haraldh/misc/2016-08-22-smat/Kitchenham-Systematic-Review-2004.pdf
Koutromanos, G., Sofos, A., ＆ Avraamidou, L. (2015). The use of augmented reality games in education: a review of the literature. Educational Media International, 52(4), 253-271. doi:10.1080/09523987.2015.1125988
Kreijns, K., Kirschner, P. A., ＆ Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research. Computers in Human Behavior, 19, 335-353. Retrieved from https://www.ou.nl/Docs/Expertise/OTEC/Publicaties/karel%20kreijns/Karel%20kreijns%20web-editions.pdf
*Kyza, E. A., ＆ Georgiou, Y. (2018). Scaffolding augmented reality inquiry learning: the design and investigation of the TraceReaders location-based, augmented reality platform. Interactive Learning Environments, 27(2), 211-225. doi:10.1080/10494820.2018.1458039
Laine, T. H. (2018). Mobile educational augmented reality games: a systematic literature review and two case studies. Computers, 7(1), 19. doi:10.3390/computers7010019
*Laine, T. H., Nygren, E., Dirin, A., ＆ Suk, H.-J. (2016). Science spots AR: a platform for science learning games with augmented reality. Educational Technology Research and Development, 64(3), 507-531. doi:10.1007/s11423-015-9419-0
Larkin, M., Shaw, R., ＆ Flowers, P. (2018). Multiperspectival designs and processes in interpretative phenomenological analysis research. Qualitative Research in Psychology, 16(2), 182-198. doi:10.1080/14780887.2018.1540655
Lave, J., ＆ Wenger, E. (1991). Situated learning: legitimate peripheral participation. New York: Cambridge University Press.
Lazonder, A. W., ＆ Harmsen, R. (2016). Meta-analysis of inquiry-based learning: effects of guidance. Review of Educational Research, 86(3), 681-718. doi: 10.3102/0034654315627366
Levy, M., ＆ Stockwell, G. (2006). Theory. In M. Levy ＆ G. Stockwell (Eds.), CALL dimensions: Options and issues in computer-assisted language learning (pp. 110-141). New Jersey: Lawrence Erlbaum Associates.
Limbu, B. H., Jarodzka, H., Klemke, R., ＆ Specht, M. (2018). Using sensors and augmented reality to train apprentices using recorded expert performance: a systematic literature review. Educational Research Review, 25, 1-22. Retrieved from https://doi.org/10.1016/j.edurev.2018.07.001
Lin, Y.-T., ＆ Lin, Y.-C. (2016). Effects of mental process integrated nursing training using mobile device on students' cognitive load, learning attitudes, acceptance, and achievements. Computers in Human Behavior, 55, 1213-1221. http://dx.doi.org/10.1016/j.chb.2015.03.076
Lin, Y.-T., Tseng, Y.-M., Lee, Y.-S., Wang, T.-C., Tsai, S.-I., ＆ Yi, Y.-J. (2018). Development of a SoLoMo game-Based application for supporting local cultural learning in Taiwan. Educational Technology ＆ Society, 21 (4), 115–128. Retrieved from https://www.jstor.org/stable/26511543
*Liou, H.-H., Yang, S. J. H., Chen, S. Y., ＆ Tarng, W. (2017). The influences of the 2D image-based augmented reality and virtual reality on student learning. Educational Technology ＆ Society, 20(3), 110-121. Retrieved from https://search.proquest.com/docview/2147739414?accountid=12719
Liu, T.-Y., ＆ Chu, Y.-L. (2010). Using ubiquitous games in an English listening and speaking course: impact on learning outcomes and motivation. Computers ＆ Education, 55, 630-643. doi:10.1016/j.compedu.2010.02.023
Liu, G.-Z. (2008). Innovating research topics in learning technology: where are the new blue oceans? British Journal of Educational Technology, 39(4), 738-747. doi:10.1111/j.1467-8535.2008.00851.x
Liu, G.-Z., ＆ Chen, A. S.-W. (2007). A taxonomy of Internet-based technologies integrated in language curricula. British Journal of Educational Technology, 38(5), 934-938. doi:10.1111/j.1467-8535.2007.00728.x
Liu, G.-Z., Chen, J.-Y., ＆ Hwang, G.-J. (2018). Mobile-based collaborative learning in the fitness center: a case study on the development of English listening comprehension with a context-aware application. British Journal of Educational Technology, 49(2), 305-320. doi:10.1111/bjet.12581
Liu, G.-Z., ＆ Hwang, G.-J. (2010). A key step to understanding paradigm shifts in e-learning: towards context-aware ubiquitous learning. British Journal of Educational Technology, 41(2), E1-E9. doi:10.1111/j.1467-8535.2009.00976.x
Liu, G.-Z., Hwang, G.-J., Kuo, Y.-L., ＆ Lee, C.-Y. (2014). Designing dynamic English: a creative reading system in a context-aware fitness centre using a smart phone and QR codes. Digital Creativity, 25(2), 169-186. doi: 10.1080/14626268.2013.836110
Liu, G.-Z., Liu, Z.-H., ＆ Hwang, G.-J. (2011). Developing multi-dimensional evaluation criteria for English learning websites with university students and professors. Computers ＆ Education, 56, 65-79. doi:10.1016/j.compedu.2010.08.019
Liu, G.-Z., Liu, T.-C., Lin, C.-C., Kuo, Y.-L., ＆ Hwang, G.-J. (2016). Identifying learning features and models for context-aware ubiquitous learning with phenomenological research method. International Journal of Mobile Learning and Organization, 10(4), 238-262. doi: 10.1504/IJMLO.2016.079501
Liu, G.-Z., Lu, H.-C., ＆ Lai, C.-T. (2016). Towards the construction of a field: the developments and implications of mobile assisted language learning (MALL). Digital Scholarship in the Humanities, 31(1), 164-180. doi:10.1093/llc/fqu070
Liu, G.-Z., Wu, N.-W., ＆ Chen, Y.-W. (2013). Identifying emerging trends for implementing learning technology in special education: a state-of-the-art review of selected articles published in 2008–2012. Research in Developmental Disabilities, 34, 3618-3628. Retrieved from http://dx.doi.org/10.1016/j.ridd.2013.07.007
Loncar, M., Barrett, N. E., ＆ Liu, G.-Z. (2014). Towards the refinement of forum and asynchronous online discussion in educational contexts worldwide: trends and investigative approaches within a dominant research paradigm. Computers ＆ Education, 73, 93-110. Retrieved from http://dx.doi.org/10.1016/j.compedu.2013.12.007
Looi, C.-K., Sun, D., ＆ Xie, W., (2015). Exploring students’ progression in an inquiry science curriculum enabled by mobile learning. IEEE transactions on learning technologies, 8(1), 43-54. doi: 10.1109/TLT.2014.2376968
Lucke, U. ＆ Rensing, C. (2014). A survey on pervasive education. Pervasive and Mobile Computing, 14, 3-16. Retrieved from http://dx.doi.org/10.1016/j.pmcj.2013.12.001
Milgram, P., ＆ Kishino, F. (1994). A taxonomy of mixed reality visual displays. IEICE Transactions on Information Systems, E77-D(12), 1-15. Retrieved from https://www.researchgate.net/publication/231514051_A_Taxonomy_of_Mixed_Reality_Visual_Displays
Moos, D. C., ＆ Azevedo, R. (2008). Self-regulated learning with hypermedia: the role of prior domain knowledge. Contemporary Educational Psychology, 33, 270-298. doi:10.1016/j.cedpsych.2007.03.001
Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: SAGE Publications. doi: 10.4135/9781412995658
Okoli, C., ＆ Pawlowski, S. D. (2004). The Delphi method as a research tool: an example, design considerations and applications. Information ＆ Management, 42(1), 15-29. doi:10.1016/j.im.2003.11.002
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., . . . Tsourlidaki, E. (2015). Phases of inquiry-based learning: definitions and the inquiry cycle. Educational Research Review, 14, 47-61. doi:10.1016/j.edurev.2015.02.003
Peng, H., Chou, C., ＆ Chang, C.-Y. (2008). From virtual environments to physical environments: exploring interactivity in ubiquitous-learning systems. Educational Technology ＆ Society, 11(2), 54-66. Retrieved from http://www.jstor.org/stable/jeductechsoci.11.2.54
Peng, H., Su, Y.-J., Chou, C., ＆ Tsai, C.-C. (2009). Ubiquitous knowledge construction: mobile learning redefined and a conceptual framework. Innovation in Education and Teaching International, 46(2), 171–183. 10.1080/14703290902843828
Pimmer, C., Mateescu, M., ＆ Grohbie, U. (2016). Mobile and ubiquitous learning in higher education settings. A systematic review of empirical studies. Computers in Human Behavior, 63, 490-501. Retrieved from http://dx.doi.org/10.1016/j.chb.2016.05.057
*Pribeanu, C., Balog, A., ＆ Iordache, D. D. (2016). Measuring the perceived quality of an AR-based learning application: a multidimensional model. Interactive Learning Environments, 25(4), 482-495. doi:10.1080/10494820.2016.1143375
*Radosavljevic, S., Radosavljevic, V., ＆ Grgurovic, B. (2018). The potential of implementing augmented reality into vocational higher education through mobile learning. Interactive Learning Environments, 1-15. doi:10.1080/10494820.2018.1528286
Radu, I. (2014). Augmented reality in education: a meta-review and cross-media analysis. Personal and Ubiquitous Computing, 18(6), 1533-1543. doi: 10.1007/s00779-013-0747-y
Randolph, J. J. (2009). A guide to writing the dissertation literature review. Practical Assessment, Research ＆ Evaluation, 14(13), 1–13. Retrieved from https://pareonline.net/pdf/v14n13.pdf
Rubio, D. M., Berg-Weger, M., Tebb, S. S., Lee, E. S., ＆ Ruch, S. (2003). Objectifying content validity: conducting a content validity study in social work research. Social Work Research, 27(2), 94–104. Retrieved from http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1＆sid=2aa1643e-5c8b-44ea-9fc1-ba905369e4d1%40sessionmgr101
Sezer, O. B., Dogdu, E., ＆ Ozbayoglu, A. M. (2018). Context-aware computing, learning, and big data in internet of things: a survey. IEEE Internet of Things Journal, 5(1), 1-27. doi: 10.1109/JIOT.2017.2773600
Shoaib, M., Bosch, S., Incel, O. D., Scholten, H., ＆ Havinga, P. J. M. (2015). A survey of online activity recognition using mobile phones. Sensor, 15, 2059-2085. doi:10.3390/s150102059
Shuib, L., Shamshirband, S., ＆ Ismail, M. H. (2015). A review of mobile pervasive learning: applications and issues. Computers in Human Behavior, 46, 239-244. Retrieved from http://dx.doi.org/10.1016/j.chb.2015.01.002
Spence, P., ＆ Liu, G.-Z. (2013). Engineering English and the high-tech industry: a case study of an English needs analysis of process integration engineers at a semiconductor manufacturing company in Taiwan. English for Specific Purposes, 32, 97-109. Retrieved from http://dx.doi.org/10.1016/j.esp.2012.11.003
Squire, K., ＆ Klopfer, E. (2007). Augmented reality simulations on handheld computers. Journal of the Learning Sciences, 16(3), 371-413. doi:10.1080/10508400701413435
Tabuenca, B., Kalz, M., Drachsler, H., ＆ Specht, M. (2015). Time will tell: the role of mobile learning analytics in self-regulated learning. Computers ＆ Education, 89, 53-74. Retrieved from https://doi.org/10.1016/j.compedu.2015.08.004
Thomson Reuters. (2018). Journal citation reports. Retrieved from http://thomsonreuters.com/journal-citation-reports/.
Tsai, P.-S., Tai, C.-C., ＆ Hwang, G.-H. (2011). College students’ conceptions of context-aware ubiquitous learning: a phenomenographic analysis. Internet and Higher Education, 14, 137-141. doi:10.1016/j.iheduc.2011.01.004
Vogel, B., Kurti, M., Johansson, E., ＆ Müller, M. (2014). Mobile inquiry learning in Sweden: development insights on interoperability, extensibility and sustainability of the LETS GO software system. Educational Technology ＆ Society, 17(2), 43–57.
Vygotsky, L. S. (1978). Interaction between learning and development. In M. Cole (Ed.), Mind in society: the development of higher psychological processes. (pp. 79-91), Cambridge: Harvard University Press.
Wang, H.-Y., Liu, G.-Z., ＆ Hwang G.-J. (2017). Integrating socio-cultural contexts and location-based systems for ubiquitous language learning in museums: a state of the art review of 2009–2014. British Journal of Educational Technology, 48(2), 653-671. doi: 10.1111/bjet.12424
*Wang, Y.-H. (2017). Exploring the effectiveness of integrating augmented reality-based materials to support writing activities. Computers ＆ Education, 113, 162-176. doi:10.1016/j.compedu.2017.04.013
*Wang, Y. H. (2017). Using augmented reality to support a software editing course for college students. Journal of Computer Assisted Learning, 33(5), 532-546. doi:10.1111/jcal.12199
Wen, Y. (2018). Chinese character composition game with the augment paper. Educational Technology ＆ Society, 21 (3), 132–145. Retrieved from https://search.proquest.com/docview/2147865780?accountid=12719
Wu, H.-K., Lee, S. W.-Y., Chang, H.-Y., ＆ Liang, J.-C. (2013). Current status, opportunities and challenges of augmented reality in education. Computer ＆ Education, 62, 41-49. doi: 10.1016/j.compedu.2012.10.024
*Wu, P.-H., Hwang, G.-J., Yang, M.-L., ＆ Chen, C.-H. (2017). Impacts of integrating the repertory grid into an augmented reality-based learning design on students’ learning achievements, cognitive load and degree of satisfaction. Interactive Learning Environments, 26(2), 221-234. doi:10.1080/10494820.2017.1294608
Wu, T.-T., Huang, Y.-M., Chao, H.-C., ＆ Park, J.-H. (2014). Personalized English reading sequencing based on learning portfolio analysis. Information Sciences, 254, 248-263. doi:10.1016/j.ins.2011.07.021
Wu, W.-H., Wu, Y.-C. J., Chen, C.-Y., Kao, H.-Y., Lin, C.-H., ＆ Huang, S.-H. (2012). Review of trends from mobile learning studies: a meta-analysis. Computers ＆ Education, 59, 817-827. doi:10.1016/j.compedu.2012.03.016
Yang, S. J. H. (2006). Context aware ubiquitous learning environments for peer-to-peer collaborative learning. Educational Technology and Society, 9(1), 188-201. Retreived from https://www.j-ets.net/ETS/journals/9_1/16.pdf
Yang, S. J. H., Okamoto, T., ＆ Tseng, S. S. (2008). Context-aware and ubiquitous learning (guest Editorial). Educational Technology ＆ Society, 11(2), 1-2. Retrieved from https://www.j-ets.net/ETS/journals/11_2/1.pdf
*Yilmaz, R. M. (2016). Educational magic toys developed with augmented reality technology for early childhood education. Computers in Human Behavior, 54, 240-248. doi:10.1016/j.chb.2015.07.040
*Yilmaz, R. M., Kucuk, S., ＆ Goktas, Y. (2017). Are augmented reality picture books magic or real for preschool children aged five to six? British Journal of Educational Technology, 48(3), 824-841. doi:10.1111/bjet.12452
*Yip, J., Wong, S.-H., Yick, K.-L., Chan, K., ＆ Wong, K.-H. (2019). Improving quality of teaching and learning in classes by using augmented reality video. Computers ＆ Education, 128, 88-101. doi:10.1016/j.compedu.2018.09.014
*Yoon, S., Anderson, E., Lin, J., ＆ Elinich, K. (2017). How augmented reality enables conceptual understanding of challenging science content. Educational Technology ＆ Society, 20(1), 156-168. Retrieved from https://search.proquest.com/docview/1874036121?accountid=12719
Zacharias, C., Manoli, C., Xenofontos, N., de Jong, T., Pedaste, M., van Riesen, S. A. N., …Tsourlidaki, E. (2015). Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review. Education Technology Research Development, 63, 257-302. doi:10.1007/s11423-015-9370-0
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183. doi:10.3102/0002831207312909