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Held-by-hand learners : a survey of technologies to support positive behaviours of Higher Education students today

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Held_by_hand.pdf (160.3Kb)
Date
31/10/2016
Author
Wilde, Adriana
Zaluska, Ed
Keywords
Pervasive computing
Hand-held devices
Higher education
Digital behavioural interventions
Context-aware technologies
Educational technology
LB Theory and practice of education
QA75 Electronic computers. Computer science
T Technology
Metadata
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Abstract
Computing and information technology in general have been traditionally used in higher education in a somewhat limited way, using fairly static configurations (e.g. fixed equipme nt, fixed location, fixed access times). However, at present there is a widespread adoption of sensor-loaded, powerful, mobile devices, which have the potential to overcome technological limitations in traditional education. Furthermore, for the majority of current university students there is a high degree of digital literacy, therefore the adoption of mobile technology to facilitate their learning is an interesting proposition. Such a technology can enable greater access to learning resources as well as a greater understanding of student behaviour. Achieving such an understanding could be used to help students, by prompting them into adopting behaviours identified as likely to increase their chances of academic success. This paper explores the state of the art in context-aware technologies and their existing use in education, and discusses directions of study for behavioural interventions to higher education students using learning analytics on data gathered by these technologies.
Citation
Wilde , A & Zaluska , E 2016 , Held-by-hand learners : a survey of technologies to support positive behaviours of Higher Education students today . in R Roig-Vila (ed.) , Tecnología, Innovación e Investigación en los Procesos de Enseñanza-Aprendizaje . Editorial Octaedro , Barcelona , pp. 3122-3132 .
Publication
Tecnología, Innovación e Investigación en los Procesos de Enseñanza-Aprendizaje
Type
Book item
Rights
Copyright 2016 the Authors. This work has been made available online in accordance with the publisher’s policies. This is the author created, accepted version manuscript following peer review and may differ slightly from the final published version. The final published version of this work is available at http://hdl.handle.net/10045/61787
Collections
  • University of St Andrews Research
URL
http://hdl.handle.net/10045/61787
URI
http://hdl.handle.net/10023/12198

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