A Folksonomy-based Guidance Mechanism for Context-aware Ubiquitous Learning: A Case Study of Chinese Scenic Poetry Appreciation Activities

Abstract

In this work ubiquitous learning technologies are applied to Chinese scenic poetry appreciation. A folksonomy-based approach is proposed to accumulate knowledge about poems and their corresponding scenic spots. A user can use a "Tagging" operation by a smart phone to associate a concept (a word, a phrase or a sentence) with a scenic spot. These associations will be recorded in a folksonomy, which is then transformed into a Learning Guidance Tree to support personalized guidance in u-learning environments. The purpose of this work is to propose a folksonomy-based guidance mechanism. Also, we attempt to find students' and teachers' attitudes towards the innovative application through a case study. To show the effectiveness of the innovative approach, a ubiquitous learning system was developed to conduct Chinese scenic poetry appreciation activities for a fifth-grade Chinese course in Taiwan, in which forty-eight students participated. The survey results show that the system had a positive impact on students' learning, especially on the affective domain including participation, motivation and interaction.