Students' Self-efficacy and Acceptance toward Context-Aware Ubiquitous Learning in Biology Education: A Case of Photosynthesis in Plant

Abstract

Recent progression in wireless and sensor technologies has led to a new development of learning environment, called context-aware ubiquitous learning environment, which is able to transform students’ learning experience into more authenticity. With the benefit of the context-aware u-learning environment, this study aims to investigate impact of sensor-based laboratory learning in biology, incorporated with predict-observe-explain (POE) pedagogy on students' perceptions of self-efficacy, perceived usefulness, and perceived ease of use. The 21-item Likert-scale questionnaire was administered to 44 eleventh-grade students both before and after the intervention. The results indicated that the POE-based ubiquitous learning in the real context of plant photosynthesis could promote students' self-efficacy and perceived ease of use on the learning. However, there was no significant effect on perceived usefulness of the intervention. As such, this study also provided the discussion for promoting the students’ perceived usefulness after participating in the POE-based tablet.