Using context-aware wireless technologies to support teaching and learning in built environment

Aziz, ZUH ORCID: https://orcid.org/0000-0003-0797-1507, Anumba, CJ and Peña-Mora, F 2010, 'Using context-aware wireless technologies to support teaching and learning in built environment' , International Journal of Construction Education and Research, 6 (1) , pp. 18-29.

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Abstract

This paper discusses how recent developments in context-awareness and wireless computing can be used to support teaching and learning in built environment. It starts with a brief overview of context-aware computing and presents a system architecture that facilitates context capture, context integration, and delivery of context-relevant teaching and learning material through integration with virtual learning environments. This is followed by discussion of a prototype that uses Wireless Local Area Network (WLAN) network, to capture the student and faculty context (i.e., User Identity through the Internet Protocol (IP) address of the mobile device, user location through real time tracking within WLAN network). Captured context was used as a filtering mechanism to query the virtual learning environment to determine relevant data for a particular context. Links to relevant teaching and material appears as icons on the student's mobile device. Clicking on a particular icon results in a real-time data download from the server. The deployment process and findings of the study are summarised and key benefits highlighted. Conclusions are drawn about the possible future impact of context-aware applications in built environment education.

Item Type:	Article
Themes:	Built and Human Environment
Schools:	Schools > School of the Built Environment
Journal or Publication Title:	International Journal of Construction Education and Research
Publisher:	Taylor & Francis
Refereed:	Yes
ISSN:	1557-8771
Related URLs:	Publication
Funders:	Non funded research
Depositing User:	S Rafiq
Date Deposited:	16 Jun 2014 09:20
Last Modified:	16 Feb 2022 15:34
URI:	https://usir.salford.ac.uk/id/eprint/31907

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