Abstract

Higher education is changing from electronic and mobile learning toward ubiquitous learning and ubiquitous learning environments. A ubiquitous learning environment combines real-life learning situations with digital learning resources by using spherical 360° panorama images, mobile devices, wireless networks, functional objects and sensing technologies. In this study, a ubiquitous 360° learning environment was used for clinical histotechnology studies in three universities of applied sciences. The aim was to compare the differences in students’ histotechnological knowledge between and within an experimental group utilizing a ubiquitous 360° learning environment (ULE) and a control group utilizing a web-based learning environment (WLE) before and after their studies. In total 112 biomedical laboratory science degree students participated voluntarily in this study. The participants were divided into experimental (n = 60) and control groups (n = 52). The students’ knowledge of histotechnology was tested at the beginning and the end of the course by using an evaluation instrument developed in this study. The participants in the experimental group possessed stronger knowledge when compared to students in the control group. Significant differences were defined when interactions between time, group and test scores were analyzed. The students in the experimental group achieved significantly better and their level of knowledge increased significantly. Based on the results, it can be concluded that the use of a ubiquitous 360° learning environment enhances learning and can be used as an effective method in histotechnology studies.