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The Significance of Situation Awareness in Education: Being Aware of What We Learn
Abstract
Learning today is no longer related to the “classroom” as the physical environment; it is instead an “across spaces” place characterized by the possibility to build serendipitous, pervasive and seamless experiences. Such experiences are in fact no more constrained to space-time limits and bounds but focused on context and situation awareness to enhance the learning process. Also, these experiences are often associated with next generation technologies which well fit to a paradigm shift marked by seamless continuity of learning. The interest in context-aware educational settings mainly based on mobile and sensor systems has led researchers to investigate new ways to recognize issues mainly related to the definition of “learner's contextual information” (profile information in situation) and, on the basis of this information, to identify the “types of adaptation”. In this work, we present the first theoretical and applicative results that the Italian scientific community has achieved as part of the research lines that revolve around the concept of Situation Awareness (SA).
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