Held-by-hand learners : a survey of technologies to support positive behaviours of Higher Education students today
MetadataShow full item record
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.
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 .
Tecnología, Innovación e Investigación en los Procesos de Enseñanza-Aprendizaje
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
Items in the St Andrews Research Repository are protected by copyright, with all rights reserved, unless otherwise indicated.