Abstract:

Generation Z university learners show a variety of talents and cannot feel satisfied in a traditional classroom. Matching the needs of learners’ multiple intelligence in the learning environment, educators can consider to creating a discovery approach by learners using mobile devices in a classroom with location-based technology. With iBeacon transmitters, students may receive learning materials in the format of augmented reality with smart phones; they can also experience individual discovery through exploring virtual scenarios in which hot spots are plotted in their mobile phones mounted with Google cardboard boxes such that they are totally immersed in the virtual environment. Alternatively, they can learn collaboratively in tablets at different locations in the learning space, such that they can use different senses in the discovery including a combination of visual, hearing and tactile stimulation. While the iBeacon transmitters emit signals, a platform has captured duration of individuals working on different stations. In addition, it has logged student performance on quizzes such that educators can review outcomes of learners’ performance in the classroom. This kind of data will enable educators to review duration of learning for individuals and progress of diverse learners made individually. Ultimately, they can provide just-in-time feedback and give good guidance for the at-risk students. The paper reports a case study in a university in Hong Kong and how the educator from Faculty of Education adopts the location-based technology in her teaching from designing to implementation.

Keywords:

Location-based technology, emerging technology, virtual reality, augmenting reality, higher education.