Abstract:

For many years, research has addressed the influence of external factors on the learning process. Plato and Aristotle already described environmental elements that shape character and learning. In modern pedagogy, various studies found that environmental factors such as noise levels, lighting conditions and even temperature can promote or hinder the learning process.

The aim of this paper is to identify all known ambient factors that influence learning processes based on a literature review purposing the development of an ambient learning environment (ALE). The ALE is a technology-enriched room in which a network of technical devices exists that automatically communicate with each other. This physical-technical holistic system creates a context-sensitive learning space including a management tool for adjusting the room components to create optimal conditions for the learning process. According to Mikulecky (2011), the overreaching goal for such a smart learning environment is to enable learning in the right place, with the right resources, presented at the right time. For the development of the ALE and the management tool, the authors primarily consider ambient influencing factors that can be adapted through technical solutions. This functionality describes the innovation of an ALE and distinguishes it, e.g., from classical or mobile learning contexts.

To achieve this goal, a technically motivated literature review was conducted on relevant ambient factors that influence the learning process and can be manipulated by technology. The results of the review are summarized and supplemented with information on their relevance to the ALE. For example, the lighting conditions mentioned above - the lighting state is an influencing factor that can be individually adjusted using technology. Studies, e.g. by Yang and Jeon (2020), show that light temperature and brightness can influence people's attention and memory, which is why context-sensitive control of lighting in an ALE can be expected to have a relevant impact on the learning process.

In addition, design implications for the ALE are derived. For the example of lighting condition can be said that controlling it via smart lamps appears to be a desirable goal. These should be individually controllable, and the lighting conditions should therefore be adaptable to external factors such as the position of the sun or preferences of the learners.

The light condition is just one example that is examined in this paper. The aim is to produce as complete a list as possible of relevant ambient factors, including their relevance and design implications for the ALE. For some factors standards can be found in the literature that must be considered when designing an ALE. However, these usually refer to the encapsulated factor itself, not to a context-sensitive network of devices in a room. As a holistic system, an ALE must be aware of all standards simultaneously, reconcile them with each other, and control them accordingly.

The results of this literature review form the basis for further research on ALEs. The authors aim to develop such a learning environment in a human-centred manner. The process envisages the involvement of potential users at an early stage to address needs and existing knowledge. The combination of all process states, from conception, through development, to evaluations in real teaching activities at the university, will eventually result in a scientifically validated prototypical ALE.

Keywords:

Ambient Learning Environment, Ambient Computing, Context-Sensitivity, Technology, Development.