Design and Model of a Ubiquitous Classroom Response System Through Context Factors

By Ricardo Caceffo and Heloisa Vieira da Rocha.

Published by Ubiquitous Learning: An International Journal

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Article: Print $US10.00
Article: Electronic $US5.00

The Active Learning Model, based on the constructivist theory, encourages students to have an active role in their own learning process. Currently, technology supports the Active Learning model through the Classroom Response Systems, electronic systems that enable the teacher to propose activities to the students and receive back their resolutions, allowing classroom collaboration, discussion and feedback. In order to support a more dynamic, natural and non-invasive use of technology, this work proposes the use of classroom related context information to support a Ubiquitous Classroom Response System (UCRS). In UCRS, teacher and student’s context information are gathered and used to set and update mathematical variables and data records, like the affinity factor among students (which defines how productive the collaboration among two students is), the activity difficulty degree (which defines how difficult is for each student solve an activity), and the activity educational factor (which defines how educationally relevant an activity is). These factors allow UCRS to provide smart and dynamic features like the autonomous activity proposal for teachers (which suggests to the teacher the best activity to be offered to students at some time in the class), the automatic student’s group formation (which considers the similarity among activities’ resolutions and students’ affinity factors), and a dynamic help request process among students.

Keywords: Active Learning, Classroom Response System, Ubiquitous Learning, Ubiquitous Computing, Learning

Ubiquitous Learning: An International Journal, Volume 4, Issue 3, pp.61-72. Article: Print (Spiral Bound). Article: Electronic (PDF File; 840.879KB).

Ricardo Caceffo

PhD Student, Information Systems, UNICAMP-State University of Campinas, Campinas, São Paulo, Brazil

Ricardo Edgard Caceffo holds an MSc degree in Computer Science from UNICAMP, Brazil. He is currently a Ph.D. student at the same university. His research interests include: active and collaborative learning, HCI, pen based computing, ubiquitous computing, and the design and development of architectures and frameworks to support the active learning model.

Dr. Heloisa Vieira da Rocha

Computer Science Professor, Information Systems, UNICAMP-State University of Campinas, Campinas, São Paulo, Brazil

Dr. Heloisa Vieira da Rocha graduated in Computer Science from the State University of Campinas in 1975. She received her Masters in Computer Science from the State University of Campinas in 1981 and her Ph.D. in Electrical Engineering from Universidade Estadual de Campinas in 1991. She is currently an assistant professor at the Institute of Computer and a researcher at the Center for Applied Computer Science Education, State University of Campinas.