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首页> 外文会议>10th World conference on mobile and contextual learning >Learning Geographical Coordinates and Map Reading with GPS-Aided Geocaching
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Learning Geographical Coordinates and Map Reading with GPS-Aided Geocaching

机译：通过GPS辅助的地理缓存学习地理坐标和地图读取

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Past researches have demonstrated that mobile learning is able to bring in positive learning results, including learning achievement and attitude toward technology. However, even encouraged by the government, due to the lack of budgets and exemplified models, most instructors in Taiwan seemed to fall short of applying mobile technologies in their teaching. This study conducted an experiment which designed a GPS-aided geocaching game with a free online resource-Google Maps for high school geography course. The major purpose of the study was to exemplify an affordable geocaching strategy of mobile learning, as well as to examine the effects of GPS-aided geocaching on learning achievements and student's attitude toward the mobile technology. Certain scenic spots in a cultural-abundant site in Taipei City of Taiwan were selected. Students were asked to find those spots. The goal of the activity was to facilitate students gaining more understanding in geographical coordinates, therefore improve the ability in reading geographical maps. Subjects were 142 students from one of the senior high schools in Taipei. These students were from 4 classes, two of which assigned in the experimental group, which performed GPS-aided geocaching with Google Maps, while the other two in the control group, which employed traditional map searching method. The results of the study indicated that: 1. the GPS-aided geocaching group had a better learning achievement; 2. the GPS-aided geocaching group was generally acquired a better attitude toward using technology. In summary, GPS-aided geocaching helped students learn to read maps and recognize the geographical coordinates in a more effective way. The results may encourage educators to develop more innovative instructional strategies with inexpensive mobile technologies.
机译：过去的研究表明，移动学习能够带来积极的学习成果，包括学习成果和对技术的态度。但是，即使在政府的鼓励下，由于缺乏预算和示范性模式，台湾的大多数教师似乎都没有在教学中运用移动技术。这项研究进行了一项实验，该实验设计了一个GPS辅助的地理缓存游戏，该游戏具有免费的在线资源-Google Maps，用于高中地理课程。这项研究的主要目的是举例说明负担得起的移动学习地理缓存策略，并研究GPS辅助地理缓存对学习成绩和学生对移动技术态度的影响。选择了台湾台北市一个文化底蕴丰富的景点。要求学生找到那些景点。这项活动的目的是促进学生对地理坐标有更多的了解，从而提高阅读地理地图的能力。对象是来自台北一所高中的142名学生。这些学生来自4个班级，其中两个班级分配给了实验组，他们使用Google Maps进行了GPS辅助的地理缓存，而其他两个班级则采用了传统的地图搜索方法。研究结果表明：1. GPS辅助的地理缓存组学习效果更好； 2. GPS辅助地理缓存小组通常对使用技术有更好的态度。总之，借助GPS辅助的地理缓存可以帮助学生学习更有效的方式来阅读地图和识别地理坐标。结果可能会鼓励教育工作者使用廉价的移动技术开发更多创新的教学策略。

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