dc.description.abstract | Considering scalability, sustainability, and creativity in learning programs becomes very critical to get success in education. The use of technologies in education gives more opportunities to evolve traditional classroom/school learning to integrate real practice and application in authentic contexts, thereby thorough and complete learning design concerning scalability, sustainability and creativity possibly obtained. Innovative technology such as ubiquitous technology, is an instrument of change in a challenging process which integrate complex phenomenon to move forward into scalable and sustainable learning. In addition, the use of authentic context and active-collaborative interaction, e.g., peer sharing and peer assessment, can open up the space of creativity. The aim of this study was to apply authentic mobile learning in an effort to enhance students’ creative, scalable and sustainable learning in authentic environments. Three experiments were conducted to investigate creative, scalable and sustainable learning in authentic environments.
Statistical results of the first experiment showed exploring physics phenomena with U-Physics app in authentic contexts and sharing the experimental results in the discussion board can enhance inquiry learning behaviors and learning achievement as well as students’ creativity. Providing students with multiple representations in the U-Physics app such as graphs, tables, formulas, text annotations, and discussion board functions can facilitate students to make manipulations which can support their creativity to explain the experimental findings. In terms of pedagogical, the use of authentic context activity and active-collaborative interaction, e.g., peer sharing also can open up the space of creativity of students. Statistical results of the second experiment showed allowing students to use the gMap of U-Physics in authentic contexts could enhance students’ interpreting graphs, applying formulas, drawing conclusions, posts and comments and therefore enhance the quantity and quality of their learning records on the map. Consequently, it could enhance scalable learning in termsof learning contents and areas. Statistical results of the third experiment showed that using U-Physics app and the learning activities can sustain students’ learning motivation to learn physics even after-school hour and produce more meaningful experimental results. Allowing students to learn many authentic contexts also can stimulate to open the way of sustainable space.
The main contribution of this study is that the integration of authentic activities, multiple representations, and real experiments become factors that can open creativity space of students. Besides, continued authentic activities can also push sustainable learning. On that basis, we strongly recommend that teachers should consider using the authentic contexts activity in their teaching. The integration of advanced technology in authentic contextual learning can help to reach scalability in learning. Integrating location-based such as a gMap into U-Physics app become a powerful function that can help students to explore inclined phenomena from a small area into a big area and to produce more and more learning records. The learning scaffoldings such as hints that was integrated into U-Physics app could also sustain students’ learning motivation. For that reason, we recommend that teachers and researchers utilize advanced features of mobile devices such as acceleration sensors, gyroscope sensors, magneto sensors, GPS, and light sensors in authentic context activity. | en_US |