A curriculum-based virtual and physical mobile learning model for elementary schools in museums
| Date | 07 November 2016 |
| Pages | 997-1012 |
| DOI | https://doi.org/10.1108/EL-08-2015-0146 |
| Published date | 07 November 2016 |
| Author | Tien-Yu Hsu,Fan-Ray Kuo,Hsin-Yi Liang,Min-Feng Lee |
| Subject Matter | Information & knowledge management,Information & communications technology,Internet |
A curriculum-based virtual and
physical mobile learning model
for elementary schools
in museums
Tien-Yu Hsu
Department of Operation, Visitor Service,
Collection and Information Management,
National Museum of Natural Science, Taichung, Taiwan
Fan-Ray Kuo
Department of Medical Education & Bioethics,
National Taiwan University, Taipei, Taiwan, and
Hsin-Yi Liang and Min-Feng Lee
Department of Operation, Visitor Service,
Collection and Information Management,
National Museum of Natural Science, Taichung, Taiwan
Abstract
Purpose – This paper aims to develop a curriculum-based virtual and physical mobile (CVPM)
learning model, which integrates related physical and e-learning resources associated with
elementary school curricula and supports elementary education.
Design/methodology/approach – This model provides a highly participative and well-monitored
environment with fruitful interactions among students, teachers and museum staff. A practical system
was implemented in the National Museum of Natural Science in Taiwan.
Findings – The results show that the proposed model can effectively extend related learning
resources to satisfy the requirements of elementary education. In addition, this model can engage
students’ self-directed explorations through problem-solving learning content during the learning
process.
Research limitations/implications – This learning model was implemented in a one-day
theme-based learning activity. Generic learning outcomes and qualitative analysis were used to
examine the students’ perceptions and the teachers’ feedback of this learning model, respectively.
Practical implications – The results show that both students and teachers highly appreciated
this learning model. The model not only strengthens the connection between museum and
elementary curricula but also enhances students’ perceptions and positive attitudes toward natural
science courses. Finally, this study offers suggestions for future research.
Originality/value – This study develops a CVPM learning model which integrates elementary
school courses to satisfy the requirements of elementary education and meet museums’ educational
The authors would like to thank the Ministry of Science and Technology, Taiwan, ROC, for
nancial support for this research. The contract number is registered as NSC 102-3114-Y-084-008.
The current issue and full text archive of this journal is available on Emerald Insight at:
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Virtual and
physical mobile
learning model
997
TheElectronic Library
Vol.34 No. 6, 2016
pp.997-1012
©Emerald Group Publishing Limited
0264-0473
DOI 10.1108/EL-08-2015-0146
strategies for schools. The practical learning system and services have been successfully
implemented and are widely available to elementary schools in Taiwan.
Keywords Museums, Student learning, Mobile services, Elementary school students,
Generic learning outcomes
Paper type Technical paper
Introduction
Previous studies have demonstrated the advantages of mobile learning (m-learning) to
support elementary education. M-learning not only enhances student learning any place
and at any time but also provides a bidirectional wireless communication channel
between students and teachers (Ally, 2009;Crescente and Lee, 2011;Elias, 2011;Yang,
2006). However, previous research has also indicated that limited learning resources
negatively affect the effectiveness of m-learning (Chen et al., 2003). Therefore, there is a
need to extensively encourage student learning with related external learning resources
to improve the learning effectiveness of m-learning.
To address this issue, previous studies have suggested museums provide an ideal
inquiry environment with fruitful learning resources, such as museum exhibits and
learning materials (Gutwill and Allen, 2012). Museums not only reinforce scientic
concepts and practices but also signicantly enrich school science learning (Phillips
et al., 2007). Many studies have demonstrated that museums signicantly promote
scientic learning by, for example, enhancing student engagement and stimulating
student learning motivation (Charitonos et al., 2012). The above literature demonstrates
that museums are able to increase limited available m-learning resources in schools (Hsu
et al., 2006).
With recent developments in communication and new media technologies, museums
worldwide have developed diverse m-learning applications to improve student learning
experiences in museums (Chen and Huang, 2012;Dong et al., 2011). Many studies have
shown that m-learning applications can integrate museums’ virtual and physical
resources and effectively support student exploration, observation and interaction with
museum exhibits (Chu et al., 2010;Hou et al., 2014;Reynolds et al., 2010;Shih et al., 2011;
Sierra et al., 2006). In addition, numerous studies have demonstrated the positive effects
of m-learning in promoting student learning in museums, improving student interaction
and enhancing student learning motivation (Chang et al., 2011;Sung et al., 2014).
Despite the advantages of m-learning in museums, there are still some limitations in
terms of museums meeting school teaching goals and course demands, which
negatively affect the effectiveness of m-learning in museums (Talboys, 2011). From a
student’s perspective, the poorly integrated virtual and physical resources do not
support student learning effectively (Ambrose and Paine, 2012). Moreover, there is a
lack of examinations and reuse of existing physical and e-learning resources for the
design and implementation of museum m-learning services for school learning activities
(Lord, 2007). From a teacher’s perspective, it is difcult to determine a student’s learning
status and to help them solve problems during the learning process (Lord, 2007;
Talboys, 2011). This means that there is a need to satisfy elementary education
requirements and to provide a highly interactive learning environment with fruitful
interactions among students, teachers and museum staff. Therefore, there is a need to
extensively integrate and reuse physical and virtual resources of museums to promote
student learning experiences. In addition, m-learning services should provide
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