At present, ubiquitous learning has been becoming an important learning style for college students. However, the current studies on ubiquitous learning mostly focus on aspects such as communication and data interaction methods, while ignoring students' academic emotions. In this paper, we propose an individual adaptive ubiquitous learning paradigm that focuses on college students' academic emotions. The paradigm collects and analyses students' academic emotions to grasp student's individual characteristics. Then, the adaptive planning and adjusting learning contents is beneficial for improving students' academic emotions and enhancing the ubiquitous learning effects, initiative and concentration. In this study, the 2-year-long comparative experiments and tracking analyses were conducted from four aspects: academic grades, average study hours in after-school spare time, academic emotions status and classroom participation. The experimental results show that the individual adaptive ubiquitous learning paradigm proposed in this paper has significant positive effects and impacts on college students' learning outcomes, initiative, engagement and academic emotions.

中文翻译：

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个体自适应泛在学习范式：聚焦学业情感的采集与利用

当前，泛在学习已成为大学生重要的学习方式。然而，目前对泛在学习的研究大多集中在交流和数据交互方式等方面，而忽视了学生的学业情感。在本文中，我们提出了一种关注大学生学业情绪的个体自适应泛在学习范式。该范式通过收集和分析学生的学业情绪来把握学生的个体特征。那么，适应性规划和调整学习内容，有利于改善学生的学业情绪，增强无处不在的学习效果、主动性和专注力。本研究从学业成绩、课余时间平均学习时数、学业情绪状况和课堂参与度四个方面进行了长达2年的对比实验和跟踪分析。实验结果表明，本文提出的个体自适应泛在学习范式对大学生的学习成果、主动性、投入度和学业情绪具有显着的积极作用和影响。