Context-Aware Support for Computer-Supported Ubiquitous Learning Hiroaki Ogata and Yoneo Yano Dept. of Information Science and Intelligent Systems, Tokushima University ogata@is.tokushima-u.ac.jp Abstract This paper describes a computer supported ubiquitous learning environment for language learning. This paper proposes two systems. The first is context- aware language-learning support system for Japanese polite expressions learning, which is called JAPELAS (Japanese polite expressions learning assisting system). This system provides learner the appropriate polite expressions deriving the learner’s situation and personal information. The second system is called TANGO (Tag Added learNinG Objects) system, which detects the objects around learner using RFID tags, and provides the learner the educational information. This paper describes the preliminary evaluation of those two systems. 1. Introduction Context-aware computing [1] will help in the organization and mediation of social interactions wherever and whenever these contexts might occur [6]. Its evolution has recently been accelerated by improved wireless telecommunications capabilities, open networks, continuous increase in computing power, improved battery technology, and the emergence of flexible software architectures. With those technologies, an individual learning environment can be embedded in daily real life. The main characteristics of ubiquitous learning are shown as follows [3,4]: Permanency: Learners never lose their work unless it is purposefully deleted. In addition, all the learning processes are recorded continuously everyday. Accessibility: Learners have access to their documents, data, or videos from anywhere. That information is provided based on their requests. Therefore, the learning involved is self-directed. Immediacy: Wherever learners are, they can get any information immediately. Thus, learners can solve problems quickly. Otherwise, the learner can record the questions and look for the answer later. Interactivity: Learners can interact with experts, teachers, or peers in the form of synchronies or asynchronous communication. Hence, the experts are more reachable and the knowledge becomes more available. Situating of instructional activities: The learning could be embedded in our daily life. The problems encountered as well as the knowledge required are all presented in their natural and authentic forms. This helps learners notice the features of problem situations that make particular actions relevant. Moreover, ubiquitous learning can be Computer Supported Collaborative Learning (CSCL) [10] environments that focus on the socio-cognitive process of social knowledge construction and sharing. The challenge in an information-rich world is not only to make information available to people at any time, at any place, and in any form, but specifically to say the right thing at the right time in the right way [5]. A ubiquitous computing environment enables people to learn at any time and any place. Nevertheless, the fundamental issue is how to provide learners with the right information at the right time in the right way. This paper tackles the issues of right time and right place learning (RTRPL) in a ubiquitous computing environment. Especially, this paper focuses on learning polite expressions in Japanese as an application domain of CSUL, because Japanese polite expressions are strongly influenced by situations. This paper proposes the context-aware language-learning support system called JAPELAS (Japanese Polite Expressions Learning Assisting System). Users of this system are overseas students of Universities in Japan, who want to learn Japanese Language. They always use PDA (Personal Digital Assistant), and JAPELAS provides the learners the appropriate polite-expressions in the context. It is very difficult for overseas students to learn Japanese polite expressions because the expressions change in a complicated way according to the context, e.g. hyponymy, social distance, and the formality of conversation scenes. Moreover, the feeling of social