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This paper aims to propose an innovative approach to assist teachers in using electronic libraries to develop learning activities for context‐aware ubiquitous learning, in which the learning system can detect students' behaviors and guide them to learn in the real world with personalized support from the digital world.

An electronic library with context‐awareness metadata for supporting learning activities conducted in real‐world environments is presented. Furthermore, a systematic procedure for guiding teachers in employing the electronic library to develop learning activities is proposed based on an innovative approach.

From a practical application conducted on an elementary school, it is found that, with this innovative approach, electronic libraries not only have the potential in supporting traditional in‐class or online learning activities, but also can assist teachers and digital content workers in developing high quality learning activities and related digital learning materials to support outdoor learning.

The findings of this paper imply that, to promote the utilization rate of electronic libraries for more specified purposes, more features of the application domains need to be considered while designing the database schemas of the electronic libraries.

From the feedback of teachers and digital content workers, it is found electronic libraries have high potential for supporting outdoor learning activities for “Science” and “Social science” courses with proper database schema design and the provision of user guidance.

An electronic library for supporting context‐aware ubiquitous‐learning is presented and an innovative approach for guiding teachers to design learning activities is proposed.

The purpose of this study is to examine the impact of absorptive capacity (understanding, assimilating and applying u‐learning) perceptions on behavioral intention to use u‐learning through path analysis and applies the technology acceptance model (TAM) as a theoretical foundation, simultaneously improving the model by adopting prior mobile experience as a meaningful moderator.

Data were collected from 212 students in Taiwan and various relationships in the research model were tested using the partial least squares approach.

The findings show that perceived usefulness and ease of use are determinants of student acceptance of u‐learning. Absorptive capacity (understanding, assimilating and applying u‐learning) perceptions influence perceived usefulness and ease of use of u‐learning. Additionally, assessment of the moderating effect of prior mobile experience on model relationships reveals insights into the determinants of behavioral intention to use u‐learning.

Personal absorptive capacity to understand, assimilate, and apply u‐learning affects student perceptions of usefulness and ease of use of u‐learning, which in turn influence usage intentions. Thus, students should be offered demonstrations of how to operate u‐learning. More importantly, training courses on various mobile and context‐aware services should be provided to students to equip them with comprehensive knowledge of u‐learning, improve their real‐world observational skills, reduce anxiety associated with u‐learning, and increase their confidence in using u‐learning.

Theoretically, while drawing upon the TAM, this study aims to provide a model that capable of understanding the determinants of behavioral intention to use u‐learning. From the practical perspective, the findings should provide further insight into student behaviors resulting, leading to more effective strategies for developing a u‐learning environment.

The purpose of this study is to propose a knowledge‐based mobile learning framework that integrates various types of museum‐wide content, and supports ubiquitous, context‐aware, personalized learning for museums.

A unified knowledge base with multi‐layer reusable content structures serves as the kernel component to integrate content from exhibitions for education and collection in a museum. The How‐Net approach is adopted to build a unified natural and cultural ontology. The ontology functions as a common and sharable knowledge concept that denotes each knowledge element in the unified knowledge base, and associates each learner's learning context and usage with a content and usage profile respectively. Data mining algorithms, e.g. association mining and clustering, are applied to discover useful patterns for ubiquitous personalization from these content and usage profiles.

A pilot project based on the proposed framework has been successfully implemented in the Life Science Hall of the National Museum of Natural Science (NMNS), Taiwan, demonstrating the feasibility of this framework.

This study proposes a mobile learning framework that can be replicated in many museums. This framework improves learners' learning experiences with rich related content, and with ubiquitous, proactive and adaptive services. Museums can also benefit from implementing this framework through outreach services for educational, promoting and usability needs from combining mobile and Internet communication technologies and learning services.

This paper aims to present a comprehensive review of the present state and trends of smart education research. It addresses the need to have a systematic review of smart education to depict its research landscape in view of the growing volume of related publications.

A bibliometric analysis of publications on smart education published in 2011 to 2020 was conducted, covering their patterns and trends in terms of collaboration, key publications, major topics and trends. A total of 1,317 publications with 29,317 cited references were collected from the Web of Science and Scopus for the bibliometric analysis.

Research on smart education has been widely published in various sources. The most frequently cited references are all theoretical or discussion articles. Researchers in the USA, China, South Korea, India and Russia have been most active in research collaborations. However, international collaborations have remained infrequent except for those involving the USA. The research on smart education broadly covered smart technologies as well as teaching and learning. The emerging topics have addressed areas such as the Internet of Things, big data, flipped learning and gamification.

This study depicts the intellectual landscape of smart education research, and illustrated the evolution and emerging trends in the field. The results highlight its latest developments and research needs, and suggest future work related to research collaborations on a larger scale and more studies on smart pedagogies.

This study aims to explore the transformation of the roles of libraries, application trends and potential research issues of library-supported mobile learning.

The publications in the Scopus database from 2009 to 2018 are reviewed and analyzed from various aspects, such as the roles of libraries in mobile learning, types of libraries, research foci and sensing or location-based technologies.

The role of libraries as learning material providers is examined the most in library-supported mobile learning studies, followed by the role as inquiry context providers and as knowledge-sharing platforms. In terms of the role as learning material providers, academic libraries were investigated the most and radio frequency identification (RFID) was mainly adopted. In terms of the role as inquiry context providers, special libraries were explored the most; adopted sensing technologies were more diverse (e.g. QR code, augmented reality, RFID and Global Positioning System). Only special libraries played a role as knowledge-sharing platforms, adopting augmented reality. Most research on library-supported mobile learning mainly focused on investigating the affective domain during mobile learning.

Five potential applications of educational roles in library-supported mobile learning are suggested based on the findings of the present study.

The current study provides insights relevant to the educational roles of library-supported mobile learning. The findings and suggestions can serve as references for researchers and school teachers conducting library-supported mobile learning.

Mobile devices, through their capacity to enable anytime-anywhere learning as well as capture, annotate and share multimedia, offer entirely new ways for students to learn. This chapter provides review of mobile learning with a particular focus on learning design. First various definitions and characteristics of mobile learning are examined in order to establish a common understanding of its boundaries and meaning. Example uses of mobile learning in schools and higher education are described as a way to provide a more concrete understanding of design possibilities. Benefits of mobile learning are unpacked, as distilled from the literature, including the ability to provide flexible, accessible, authentic, personalized, ubiquitous and seamless learning. Mobile learning issues are also examined, including technical problems, cognitive load issues, distraction, equity and safety. A primary school science and a university pre-service teacher education vignette are described so as to offer a more in-depth illustration of what mobile learning can look like and achieve in practice. Finally, mobile learning research findings and observations are synthesized into recommendations, to inform and guide evidence-based mobile learning design practices. Opportunities for future research and investigation are also discussed.

Smart learning analytics (Smart LA) – i.e. the process of collecting, analyzing and interpreting data on how students learn – has great potentials to support opportunistic learning and offer better – and more personalized – learning experiences. The purpose of this paper is to provide an overview of the latest developments and features of Smart LA by reviewing relevant cases.

The paper studies several representative cases of Smart LA implementation, and highlights the key features of Smart LA. In addition, it discusses how instructors can use Smart LA to better understand the efforts their students make, and to improve learning experiences.

Ongoing research in Smart LA involves testing across various learning domains, learning sensors and LA platforms. Through the collection, analysis and visualization of learner data and performance, instructors and learners gain more accurate understandings of individual learning behavior and ways to effectively address learner needs. As a result, students can make better decisions when refining their study plans (either by themselves or in collaboration with others), and instructors obtain a convenient monitor of student progress. In summary, Smart LA promotes self-regulated and/or co-regulated learning by discovering opportunities for remediation, and by prescribing materials and pedagogy for remedial instruction.

Characteristically, Smart LA helps instructors give students effective and efficient learning experiences, by integrating the advanced learning analytics technology, fine-grained domain knowledge and locale-based information. This paper discusses notable cases illustrating the potential of Smart LA.

Taking into account the importance of e‐commerce and the current applications of AI techniques in this area, this research aims to adequate the design of a multi‐agent system for the provisioning of e‐services in u‐commerce environments. This proposal is centred on the methods of evaluation in a u‐e‐commerce environment.

The multi‐agent systems (MAS) approach is based on an MAS model developed for AmI that has been redesigned to support u‐commerce. The use of a recommendation system, previously developed by the research group, is suggested for this MAS. The methodological proposal centres on the evaluation of this type of system.

The evaluation of this type of system is the principal problem of current research. Therefore, this is the main contribution of the paper.

The different evaluation methods that are proposed, whether qualitative or quantitative, offer the possibility of measuring the added value that the context can give to the use of e‐services in different domains of application. Qualitative evaluation should consider the customer as a central piece in the system. In addition, quantitative methods should objectively evaluate the contribution of context to the application.

At present, there is no single method for evaluating the benefits of different u‐commerce systems, so a new method needs to be found based on these techniques.

The research proposes an MAS designed for u‐commerce domains, analyzes the capacity of trust management techniques in this environment, and proposes several evaluation methods to show the benefits of context information in the use of e‐services. Several real developments are described to show the different applications of MAS in u‐commerce and how evaluation is carried out.

The author proposed a mobile learning model of pervasive animated games which allows college students to learn via games accessed through a smartphone. It can develop the process of field observation and self-reflection to enhance learning effectiveness, and the motivation, and attitude of students towards learning.

The author proposed a model for teaching via pervasive animated games. The author used SPSS software and Pearson's correlation coefficients to explore different mobile learning strategies and their relationship with learning attitudes and achievement. Participants were vocational technology college students, who each experienced animated games in individual and group learning settings.

The results found that the learning performance of students in the individual learning group was better than that of the group learning group. A higher level of digital experience was associated with better learning performance, and a more positive attitude towards using mobile phones was associated with better learning performance.

The learning method still has its limitations, the learner's digital information level, learning mode, learning attitudes will have an impact on the student playing teaching pervasive animation games. Therefore, improving student information level is one of the important topics of teaching pervasive animation games and mobile learning.

The author proposed a mobile learning strategy based on pervasive animated games. The result in the strategy of mobile learning shows that the level of students' digital experience and the overall design of animated games are important criteria for successful implementation.

The purpose of this paper is to develop a blended mobile game-based learning service called CoboChild Mobile Exploration Service (hereinafter CoboChild) to support children’s learning in an environment blending virtual game worlds and a museum’s physical space. The contextual model of learning (CML) was applied to consider the related influential factors affecting museum learning and to promote children’s continuous learning and revisit motivations.

CoboChild provides a thematic game-based learning environment to facilitate children’s interactions with exhibits and other visitors. A practical system has been implemented in the National Museum of Natural Science (NMNS), Taiwan. A questionnaire was used to examine whether CoboChild can effectively fulfill the CML and to evaluate the impacts on museum learning.

CoboChild effectively fulfilled the CML to facilitate children’s interactive experiences and re-visit motivations in the blended mobile game-based learning environment. Most children described the system as providing fruitful playfulness while improving their interpretations of exhibitions and learning experiences.

CoboChild considers the related contextual influences on the effective support of children’s learning in a museum, and builds a child-centered museum learning environment with highly integrated blended learning resources for children. CoboChild has been successfully operating in the NMNS since 2011.

This study developed a blended mobile game-based learning service to effectively support children’s learning in museum contexts. The related issues are shown to improve the design of blended museum learning services. This innovative approach can be applied to the design of other child-centered services for engaging children’s interactive experiences in museums.