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English as Foreign Language (EFL) writing is challenging for students due to the lack of related lexical resources to inspire them for meaningful writing besides grammar feedback. Moreover, it is crucial to design personalized feedback based on students' original writings in helping to improve their writing abilities. Therefore, we developed Smart RoamLingo app to help writing meaningful content in authentic contexts with sample sentences based on texts generated by recognition technologies named as AI-Sample Sentences (AI-SS) and writing qualities with revision suggestions based on personal original writings named as AI-Writing Feedback (AI-WF). 104 undergraduate students were assigned into an experimental group (EG) and two control groups. EG significantly outperformed the other groups in the post-test. In EG, AI-SS can help the contextualization to produce comprehensive content actively while AI-WF can help the personalization to improve the writing quality through several revisions. Hence, the cohesion and consistency of their writing can be enhanced. Further, the total number of revisions in practices and the assignment score can significantly predict the post-test. Moreover, EG students revealed that Smart RoamLingo was useful for EFL writing. Therefore, it is strongly suggested to use Smart RoamLingo with AI-SS and AI-WF for EFL writing in authentic contexts.

Authentic context is a physical environment reflecting the knowledge application in the real world. In this study, we developed a tablet-based application, Ubiquitous Fraction (U-Fraction), to help fractions learning with authentic contextual support. Three topics were designed to learn fractions concept, fractions simplification, and fractions addition/subtraction. The learning achievement was evaluated by three variables: understanding fraction and fraction representation to evaluate fractions concept and fractions simplification, and problem solving to evaluate the three topics. This study used two groups of experimental research. The experimental group (EG) learned fractions using U-Fraction in authentic contexts, while the control group (CG) learned fractions using the traditional teaching method and paper-based assignment. The results showed that EG significantly outperformed CG. Furthermore, it was found that learning behaviors of EG had significant correlation among quantity of assignment, annotations of assignment, and post-test. Two assessment mechanisms, peer and teacher assessments using scaffoldings based on multiple representations (i.e., linguistic, logic mathematics, and visual representation), were employed to help assessment and improve the assessment results. It was found that the scaffoldings can help both peer and teacher assessments, which significantly correlated with post-test. Therefore, multiple representations and scaffoldings were helpful to improve students' learning and peer assessment. Students also perceived positively toward using U-Fraction in terms of usefulness, ease of use, ease of learning, and satisfaction of the usability questionnaire. These imply that fraction learning should be designed in a way that students can apply their knowledge in authentic contexts by taking pictures and making multiple representations.

We developed an Authentic GeometryGo (AGG) app to help students application of geometry in authentic contexts through authentic measurements and peer assessments. The study included an experimental group (EG) using an AGG app and a control group (CG) using paper-based methods. The results showed that the EG outperformed the CG in terms of estimation. Measuring authentic geometry shapes using the app could foster students' estimation. Furthermore, meaningful peer assessments with visual representations in authentic contexts can facilitate the evaluation of peers' work and improve students' geometry understanding. Therefore, we encourage educators to use augmented reality with appropriate learning activities to sharpen students' measurement quality and visual representations by measuring real geometry shapes and applying mathematics knowledge in authentic contexts.

The purpose of this study is to develop and validate an authentic contextual learning framework with six constructs to model the relationships among essential factors of authentic contextual learning. In particular, this framework explores the relationships across six constructs, i.e. learning by applying, healthy learning, collaborative learning, creativity, sustainability, and scalability. A total of 99 learners participated in this study. All learners had to fill out a questionnaire; then, the data were analyzed using exploratory factor analysis and partial least square analysis. The result shows that the developed framework has a good predictive power for evaluating the effectiveness of a sustainable and scalable authentic contextual learning (SSACL) design. From the results, it was found that learning by applying not only can unlock learners' imagination and enhance high cognition development thereby helping creativity but also can sustain learning motivation (sustainability). In addition, learning by applying can make learners intend to do more learning tasks in different contexts, which promotes learners' interests to do more applications in authentic contexts (scalability). Moreover, learning by applying can also give learners a healthy learning experience by moving their body, walking, and breathe fresh air outside, thereby can help their health as well.

Under the traditional English learning context, English as a Foreign Language (EFL) learners have few opportunities to apply their knowledge to a real-life setting. According to situated learning theory, different contexts hold different concepts related to learners' real experiences. The researchers, therefore, integrated drama activity into EFL learning with the support of mobile devices to create an authentic English learning environment. In this study, the researchers developed a mobile-based system named Collaborative Contextual Drama (CCD) which provides the learners with text/picture annotation and drama-making for the purpose of fostering their English learning in authentic contexts. A goal of this study is to examine how CCD, with contextual English drama activities, influences learners' learning behaviors as well as learning achievements. The post-test revealed that the learners who learned with CCD in familiar authentic contexts could significantly improve their English compared to the learners who learned without CCD. Furthermore, delayed tests revealed that the learners who learned with CCD could retain their knowledge longer. In addition, regarding learners' behaviors and drama performances, it was revealed that intonation, quantity of annotations they made, quantity of interactions with environment, and quantity of using physical movement significantly affected their EFL learning achievement.

The objective of this study was to obtain an overview of the process and measure the performance of Green Supply Chain Management in the dairy industry in Bandung area, West Java, Indonesia. The method used in this research is the Balanced Scorecard - Analytic Network Process to measure the performance of Green Supply Chain Management. Data was collected through the observation, in-depth interviews, questionnaires, and literature studies. The research findings show that some Key Performance Indicators has not been achieved the target, and must be improved to optimize the overall Green Supply Chain Management. The novelty of this research concerning to the importance of business organizations paying attention on Green Supply Chain Management for the long term. The open market for the domestic fresh milk industry is very vulnerable to threats due to environmental issues. Therefore, the results of this study are expected to be a reference for other business organizations.

Since recognition technology has been widely used to support learners' language learning, it is necessary to have a framework that can support the implementation of anything-to-text recognition technology, such as speech-to-text recognition, image-to-text recognition, body movement-to-text recognition, emotion-to-text recognition, and location-to-text recognition, into learning designs. Therefore, in this study, we aim to review published articles related to anything-to-text recognition in language learning from 2011 to 2020 and propose an anything-to-text recognition framework. A total of 48 articles passed the selection process of this study. The results showed that most of the published articles focused on English language learning and recruited university students to participate in their studies. In addition, most of the articles aimed to foster learners' listening skills, and very few of them paid attention to writing skills. Speech-to-text recognition was commonly used to help speaking and listening skills. Image-to-text recognition was usually used to help reading and listening skills. Body movement-to-text, emotion-to-text, and location-to-text recognition technologies were rarely used; however, these also had the potential to support language learning. Based on these findings, an anything-to-text recognition framework should consist of three important layers, namely learning representations, recognition accuracy, and learning effects with regard to learners' needs and imaginations in language learning supported by recognition technologies. Furthermore, this study also highlights the features of research trends and provides suggestions for researchers in this field.

The Ubiquitous-Physics (U-Physics) app was upgraded to help students in learning inclined plane concepts. The new version of U-Physics allows students to see the experimental data not only in a graphical representation but also in a tabular representation. U-Physics provides a whiteboard function to support data explanations. The study investigated the differences between experimental students who use U-Physics (EG) and control students who do not use the app (CG) in terms of learning achievements. Additionally, we studied the free body diagram ability of students by giving them a test and analyzed its relationship to inquiry behaviors (interpreting graphs, applying formulas, and drawing conclusions) and learning achievements. Two 11th-grade classes (EG = 15 and CG = 32) participated in this quasi-experimental design. Our findings showed that the students who use U-Physics performed better than those who do not use the app in terms of learning achievements. Inquiry behaviors have a significant correlation with students' learning achievements, and drawing conclusions is a predictor to affect students' learning achievements. Additionally, most students agreed that U-Physics is beneficial for their physics learning. Thus, we strongly suggest teachers to use U-Physics and involve inquiry behaviors in physics laboratories to enhance students' inquiry thinking and learning achievements while conducting physics experiments.

This article integrated inquiry behaviors and a guided learning map (gMap) into a mobile app called Ubiquitous-Physics (U-Physics), which helps students to explore inclined plane phenomena in authentic contexts. The article investigated inquiry behaviors such as interpreting graphs, applying formulas, drawing conclusions, and peer collaboration, and how these influenced learning achievement. The app's and the learning activities' effects on learning perceptions and motivation were also analyzed. A total of 45 first-grade vocational high school students majoring in housekeeping management were volunteered and divided into an experimental with gMap (n = 20) and a control group without gMap (n = 25). The results show that the inquiry behaviors of the experimental group who used U-Physics with gMap significantly outperformed the control group. Analysis of the correlations among inquiry behaviors and learning achievement revealed that the quantity of learning records on gMap had the greatest influence on learning achievement. Additionally, most students reported positive perceptions of the U-Physics app and were highly motivated to use it for future learning. These findings confirm that exploring and conducting physics phenomena outside of the classroom enhances students' understanding of the physics phenomena being studied. It also enriches their authentic experiences because an outdoor activity can provide useful experience to connect students' knowledge with daily life environments, enrich their scientific understanding, and stimulate their motivation to learn physics anytime at anywhere.

Our study explored EFL writing skills in relation to self-experience in an authentic learning context with the help of a mobile application. Two authentic writing activities ('Tell your story' and 'Describe your context') were designed and compared to see if they resulted in significant differences in EFL writing performance and writing behavior. The results showed that the experimental group who completed the "tell your story" exercise exhibited significantly better writing performance than the control group who completed the "describe your context" exercise'. More specifically, the experimental group used more vivid words and vocabulary to write about their surrounding contexts than the control group. Our observation and study results showed that using authentic materials in storytelling exercises motivate students to share their experiences, which not only improves students' general EFL writing skills but also enhances their confidence to use English in real situations.

In this study, the participants learned English as a foreign language (EFL) in the classroom and then worked on five learning tasks to apply their newly learned knowledge to unfamiliar environments. The participants took photos of people, objects, situations or scenarios and described them in detail using a mobile learning system. Familiarization strategies were developed for the participants to increase their knowledge of strange environments. We aimed to test the effectiveness of the familiarization strategies on learning performance in the mobile-assisted language-learning context. To this end, an experiment was carried out with fifty participants who were assigned either to the experimental or control groups. The participants in the former used the familiarization strategies, whereas the participants in the latter did not. We compared the learning performance of the participants in the two groups based on the scores of pre- and posttests with phrase translation, sentence translation and writing items. We also compared the EFL writing quality of the two groups on five tasks with respect to the amount, vocabulary, grammar, content, origination and creativity dimensions. The results of the pre/posttest comparison showed that the experimental group outperformed the control group on the writing item only. The results showed that the writing quality of the experimental group on the five tasks was significantly better than that of the control group in all of the six dimensions. In addition, all of the participants had positive perceptions of the usefulness of our learning system to assist their EFL learning in unfamiliar environments. The results suggest that familiarization strategies can significantly improve EFL learning performance in unfamiliar environments.

Teaching English in a classroom setting where EFL learners were usually sitting at desks and doing English learning tasks using paper and pencil is inefficient. It has considerable potential problems that could lead to students learning in a passive state. More specifically, the teaching materials are inconsistent with students' authentic experiences, which decreases the learning efficiency, learning motivation, and levels of interactivity. An annotatable multimedia E-reader (AME) was developed to address these problems. The provided various annotation tools to help students create dramas with authentic contexts. The study participants were 48 junior high school students and divided into the experimental group (EG) and control group (CG). Results revealed that learning English through drama with AME assistance in authentic contexts significantly improved the participants' learning achievements. In other words, the learning achievements of the EG were superior to those of the CG. Moreover, the results indicated that different learning behaviors were significantly related to different learning achievements. Thus, the greater the diversity of learning behaviors practiced by the students in the drama activity in authentic contexts, the higher the students' learning scores on different dimensions. Finally, the results indicated that using the AME in authentic contexts was beneficial for English learning through drama.

With facilitation of advanced technologies, design and application of "smart" become promising research issues in education. Although it is potential for students to learn geometric in authentic contexts, there were still lack of studies addressing "smart" learning issue in authentic context for geometry. This study aim to propose an app, called SmartUG, to support students "smartly" to consolidate geometry understanding and learning through enriching experience of exploring and applying related geometry surrounding. There were four smart mechanisms proposed in SmartUG (direction guidance, learning progress, object recognition and answer feedback) to guide students' measuring and applying geometry smartly and meaningfully in authentic contexts. A total of 83 fifth-grade students participated in this experiment and were divided into three groups, an experimental group that learned with smart mechanisms, a control group that learned without smart mechanisms and a traditional control group that learning with traditional teaching approach. Basically, experimental group outperformed control group and traditional teaching group in term of geometry ability and estimation ability, which means students benefited from proposed SmartUG. Moreover, students showed positive attitude and high intention to use toward SmartUG. Students should be provided more chances to learn geometry "smartly" in authentic contexts with SmartUG. It is potential to future studies to implement more smart mechanisms to support students learning in authentic contexts. Moreover, the learning system can get smarter and smarter when the learning system gets more and more input data from students' use.

Geometry is essential for mathematics learning given that it is strongly related to our surroundings; however, few studies concentrated on using geometry in our daily life, especially using mobile devices with their sensors. Thus, this study proposed one app, Ubiquitous Geometry (UG), and explored its effects on learning angles and polygons in authentic contexts. The experiment was conducted for grade four learners of an elementary school. The control group used protractors and pencil/paper in measuring angles and polygons, whereas the experimental group did measurements with UG. The results showed that in terms of learning achievement, the experimental group outperformed the control group. Further investigation of the relationship between learning behaviors and learning achievement in the experimental group found that both learning effectiveness and quantity of learning, including measuring angles of elevation and depression (MED), note drawing, and comment drawing, have significantly positive correlations with learning achievement. These three behaviors also become significant predictors of learning achievement after multiple regression analysis. Moreover, MED was found to be the most critical factor to affect learning achievement. Additionally, in perception evaluation, participants felt satisfied with UG and authentic measurement activities by which their learning motivation and interests in authentic contexts were indeed stimulated. Hence, we suggested that UG was worth promoted and further investigated its effects on authentic geometry learning.

In this study, we designed a game-based English as a foreign language (EFL) learning activity for junior high school students for the application of newly learned knowledge to the real world. The learning activity was combined with physical exercises such as walking. Smartwatches were used to help students create learning content during the learning activity and monitor their physical activity. We aimed to explore how learning activity supported by smartwatches can facilitate cognitive processes such as Remembering (i.e., remembering new knowledge), Understanding (i.e., understanding new knowledge) and Applying (i.e., applying acquired knowledge in new situations). We also explored student learning experiences during the smartwatch-supported language learning process. Our results showed that the posttest student's cognitive processes level was significantly higher than that of the pretest. From the interviews, we found that the students' learning experience can be categorised into EFL learning, physical exercise, smartwatch usage, learning satisfaction and problems. The results revealed that the learning activity supported by smartwatches was useful for language learning and physical exercise, and the students were satisfied with their learning experiences. The students used smartwatch functions such as texting, recording, sharing and monitoring their language practice in the real world. Based on our results, we suggest designing real-world language learning activities supported by smartwatches as they may facilitate cognitive processes from a basic to a higher level because they enable students to learn new knowledge and apply it in everyday life.

Most undergraduates in Mainland China receive distance education from home because of the COVID-19 outbreak. The unique physical environment of distance learning may have effects not only on student learning but also on student physical and mental health. This study reviewed related studies of the physical learning environment and its influence on learners' physical and mental health. Using factor analysis, the authors developed a questionnaire to measure students' perceptions towards their physical learning environment and their physical and mental health and verified the reliability. Regression analysis was used to explore the influence of physical environment perception on physical health and mental health perception, as well as the predictive ability of these three factors on learning satisfaction. The results of this study provide researchers and educators with insight into learners' perceptions of the physical learning environment and their physical and mental health under COVID-19 and offer suggestions for improving distance-learning satisfaction.

The aim of this study is to present three contributing factors to kinesthetic learning. This study employed advanced recognition technologies, pedagogical mechanisms, and interesting activity design. First, kinesthetic learning with a speaking accuracy measuring function to facilitate English as foreign language (EFL) learning is proposed. Namely, this function is about measuring the learners' speaking accuracy and recognizing whether their body movements and facial expressions match their English speaking content via recognition technology. This function is expected to improve the learners' pronunciation and motivation during the experiment. Second, we propose Collaborative Kinesthetic English Learning System based on the second-language acquisition method Total Physical Response. By integrating our system with Total Physical Response, it helps the learners improve EFL learning with physical movements and stimulates their memorization and motivation from collaborative perspectives. Finally, the last significant contribution of this study is to design and implement interesting interactive activities: Experience-based Sentence-Making and Interactive Dialogue. These two activities are to help learners produce their English output. In this study, our experimental results show Experience-based Sentence-Making and Interactive Dialogue can significantly improve EFL learning.

Although geometry is important and strongly related to our surroundings, students still have few chances to learn it through practicing in authentic contexts. Therefore, ubiquitous geometric (UG) APP in mobile devices was developed in this study and allowed students to apply and practice geometry in authentic contexts. This study focused on the influence of measurement behaviors in authentic contexts on learning achievement and estimation ability with UG support. Furthermore, the relationship among measurement behaviors, their learning achievement and estimation ability were also deeply investigated. This 1-month experiment was conducted with three groups, experimental group with UG (EG), control group with rulers (CG-R) and control group using traditional teaching approach (CG-T). The results showed that EG got significantly better performance than CG-T only in learning achievement while EG performed significantly better than CG-T and CG-R in estimation ability. It demonstrated that measurement in authentic contexts can indeed help geometric learning and estimation ability. Regarding students' perception, most of them perceived that measurements in the real situation can stimulate their motivation, then effectively improve their geometric learning. Besides, students also expressed their high satisfaction toward the proposed system and learning activities in authentic contexts. Thus, we strongly suggested that geometry learning should be applied to authentic contexts with UG support to consolidate geometry concept learning and facilitate geometry problem-solving.

In this study, we designed geometry learning activities so that students could apply newly learned knowledge to solve real-life problems, such as estimating the distance to real objects they find in their local community, measuring objects' length, width, and height, and calculating objects' surface area. Our participating students were divided into three groups, and each group used different tools in different contexts for the measurements and calculations: the students in control group A used traditional tools, such as rulers, paper, and pencil, and their learning activities took place in the local community; the students in control group B used traditional tools as well, but their learning activities took place in classroom; the students in the experimental group learned geometry in a local community setting using a tablet PC-based ubiquitous geometry (UG) system that we developed for this study. We tested the difference in geometry learning performance, such as geometry reasoning and spatial estimation abilities, among the three groups. We also investigated the perceptions of students in the experimental group toward the UG system. Furthermore, student behaviors toward measuring objects using the UG system and their relationship with geometry reasoning and spatial estimation abilities were explored. Our results showed that the geometry learning performance of the students in the experimental group was significantly better than that of the students in the other two groups. Our results also showed that the students in the experimental group had high learning motivation and intention to use the UG system. Further analysis revealed that the students who measured more objects in the real world using our system had better geometry reasoning and spatial estimation abilities. However, only the students who measured objects correctly had high learning gains. The results suggest that the learning activities supported by the UG system were beneficial for enhancing geometry reasoning and spatial estimation abilities because the students were able to apply newly learned knowledge to the real world. Based on the results, we give some advice on the design of learning activities.

Familiarity with learning contexts is important in the field of mobile-assisted language learning (MALL). Several review studies on MALL have been published to date. However, scholars have not covered certain aspects of familiar contexts in their reviews, such as which learning/instructional methodologies support learning in familiar contexts or what the affordances of familiar contexts are for language learning. To address this gap, the authors in this study reviewed research articles related to MALL in familiar, authentic environments published in the past 10 years. The reviewed articles were from journals published in the Social Science Citation Index between 2009 and 2018. The main aim of this study was to review the published articles to understand (1) pedagogical approaches, (2) data collection, (3) locations, (4) affordances of authentic environments and (5) issues in MALL research. The results revealed that the most frequent items in reviewed articles were "task-based learning" and "communicative language teaching" (pedagogical approaches); "questionnaires," "pretest and posttests" and "interviews" (data collection); the "local community" and "campus" (locations); "daily encounters," "language learning" and "cognitive load" (affordances of authentic environments); and "small sample sizes" and "short-term interventions" (issues in MALL research). Based on the results, the authors in this study made several suggestions and provided implications for educators and researchers in the field about MALL in familiar, authentic environments.

This paper aimed to investigate the effect of a mobile app on mathematics learning in authentic contexts. Authentic contexts contain rich resources wherein students can use authentic objects as aid in advanced educational technology-assisted mathematics learning. We designed Ubiquitous-Fraction (U-Fraction), a mobile application that helps students to learn fraction in authentic contexts and that integrates fraction concepts into daily contexts. This mixed study involved 80 fifth-grade Taiwanese students. We compared the learning achievements of students who used U-Fraction (experimental group) with those of students who used web-based tool and the traditional learning mode (control groups). We studied the students' behaviors toward the use of U-Fraction in their learning activities and analyzed the relationship of students' learning behavior with their learning achievements. Furthermore, we collected students' perception of U-Fraction. Results demonstrated that the experimental group significantly outperformed the control groups in terms of learning achievements. In terms of learning behaviors, fraction concept/comparison learning with authentic photo taking and fraction addition/subtraction learning with authentic photo taking were most significantly correlated with learning achievement. It indicated that fraction can be learned better in an authentic environment. Furthermore, regression analysis showed that the assignment scores could significantly predict learning achievements. We found that most participants had positive perception toward U-Fraction and that they enjoyed using the photo-taking feature to solve fraction problems in their surroundings. Therefore, we suggest that fraction learning activities should be designed in a way that students are encouraged to apply through photo taking in authentic environments and the knowledge they have learned.

This study developed a mobile app called Ubiquitous-Physics (U-Physics), which helps students explore inclined plane phenomena in authentic contexts and consolidates their physics learning in everyday contexts. The study investigated inquiry behaviors such as interpreting graphs, applying formulas, drawing conclusions, and peer sharing, and how these influenced learning achievements. The app's effects on learning perceptions and motivation were also analyzed. The study was conducted at a vocational senior high school and two activities (indoors and outdoors/authentic contexts). The results show that the experimental group using U-Physics significantly outperformed the control group, who used traditional tools such as a stopwatch for the inclined plane experiment in terms of learning achievements. Analysis of the correlations among inquiry behaviors and learning achievement revealed that the number of posts in authentic contexts had the greatest influence on learning achievement, confirming the importance of applying physics concepts in authentic contexts. Additionally, most students reported positive perceptions of the U-Physics app and were highly motivated to use it for future learning. The findings indicate that using U-Physics in authentic contexts is very meaningful and can contribute to physics learning, particularly when using mobile devices with sensors to facilitate inquiry learning in authentic physics scenarios.

Recently, various computer networking courses have included additional laboratory classes in order to enhance students' learning achievement. However, these classes need to establish a suitable laboratory where each student can connect network devices to configure and test functions within different network topologies. In this case, the Linux operating system can be used to operate network devices and the virtualization technique can include multiple OSs for supporting a significant number of students. In previous research, the virtualization application was successfully applied in a laboratory, but focused only on individual assignments. The present study extends previous research by designing the Networking Virtualization-Based Laboratory (NVBLab), which requires collaborative learning among the experimental students. The students were divided into an experimental group and a control group for the experiment. The experimental group performed their laboratory assignments using NVBLab, whereas the control group completed them on virtual machines (VMs) that were installed on their personal computers. Moreover, students using NVBLab were provided with an online synchronous discussion (OSD) feature that enabled them to communicate with others. The laboratory assignments were divided into two parts: Basic Labs and Advanced Labs. The results show that the experimental group significantly outperformed the control group in two Advanced Labs and the post-test after Advanced Labs. Furthermore, the experimental group's activities were better than those of the control group based on the total average of the command count per laboratory. Finally, the findings of the interviews and questionnaires with the experimental group reveal that NVBLab was helpful during and after laboratory class.