유비쿼터스 학습환경과 학습매체 특성이 영어학습자의 지각된 상호작용성과 학습성과에 미치는 영향
The impacts of characteristics of ubiquitous learning environment and learning materials on perceived interactivity and performance of English learners
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The development of a smartphone has introduced a new method of English learning as Ubiquitous-Learning (u-Learning). Compared with other computer-based language learning methods, u-Learning offers ubiquity, personalization, and variety in terms of learning environment. Particularly, English learners' smartphone use has rapidly increased in a recent year. English learners can access to learning materials and information through their smartphone at anytime, anywhere. However, an empirical research on identifying factors that determine perceived interactivity within u-Learning environment has been a scant. Therefore, the main purpose of this study is to investigate the impact of key u-Learning environmental and learning material factors on English learner's psychological feelings of using u-Learning, as well as their performance. The proposed research model includes personalization, ubiquity, variety, timeliness, accuracy, enjoyment, perceived interactivity,and English learning performance. The research model was empirically examined by using Structural Equation Model (SEM) in order to test the casual relationships among the suggested variables. Results provide evidences that support the tested hypotheses. The implications of the findings suggest a new theoretical work for future u-Learning research in language learning contexts and offers suggestions that the researchers and practitioners of u-Learning should consider regarding the development of u-Learning.
Abstract
The development of a smartphone has introduced a new method of English learning as Ubiquitous-Learning (u-Learning). Compared with other computer-based language learning methods, u-Learning offers ubiquity, personalization, and variety in terms of learning environment. Particularly, English learners' smartphone use has rapidly increased in a recent year. English learners can access to learning materials and information through their smartphone at anytime, anywhere. However, an empirical research on identifying factors that determine perceived interactivity within u-Learning environment has been a scant. Therefore, the main purpose of this study is to investigate the impact of key u-Learning environmental and learning material factors on English learner's psychological feelings of using u-Learning, as well as their performance. The proposed research model includes personalization, ubiquity, variety, timeliness, accuracy, enjoyment, perceived interactivity,and English learning performance. The research model was empirically examined by using Structural Equation Model (SEM) in order to test the casual relationships among the suggested variables. Results provide evidences that support the tested hypotheses. The implications of the findings suggest a new theoretical work for future u-Learning research in language learning contexts and offers suggestions that the researchers and practitioners of u-Learning should consider regarding the development of u-Learning.
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