A Study of Learning Achievements in Collaborative Construction Knowledge Space in Seamless Learning

Abstract

In the field of seamless learning, there are some common research topics, including the use of situational awareness technology, location-aware or tag information to extract learning resources from seamless learning space. Therefore, organizing resources to build the knowledge space of seamless learning is one of the key elements to help students improve their learning achievements. However, in previous studies, the knowledge space of seamless learning was preset by the teacher and remained unchanged in the learning process. In this learning approach, students passively acquire knowledge through sensor technology and wireless network in the real learning environment. This study proposed a collaborative knowledge construction seamless learning method where knowledge space is no longer preset in advance by the teacher, but built by students themselves in a dynamic manner. In order to verify the validity of this model, the researcher designed authentic learning activities for fire safety education, in which the experimental group used the proposed collaborative knowledge construction seamless learning method to learn, and the control group used the conventional seamless learning method, in which knowledge space is preset by the teacher for students to learn. The experimental results showed that there was a significant difference in learning achievements and learning performance between the experimental group and the control group. Moreover, the experimental group showed significantly higher mental effort than the control group. Therefore, not only the situation perceived by technology, but also designing effective learning activities and promoting the depth of interaction are very important in context-aware seamless learning.