Proceeding of the 6 th International Conference on Education, Vol. 6, Issue 2, 2020, pp. 1-16 Copyright © 2020 TIIKM ISSN 2424 - 6700 online DOI: https://doi.org/10.17501/24246700.2020.6201 Corresponding Author’s Email: *uun.hariyant i1802@g.ncu.edu.tw Design and Implementation of Ubiquitous Fraction App for Fraction Learning in Authentic Contexts Uun Hariyanti * and Wu-Yuin Hwang Graduate Institute of Network Learning Technology, National Central University, Taiwan Abstract: An amount of research had identified some difficulties that were faced by students when they learned fractions, which is known as one of the essential parts of mathematics. On the other hand, designing mathematics learning in authentic contexts could beneficial to students, such as increase their motivation and collaboration. Thus, we develop a Ubiquitous App, namely Ubiquitous Fraction (U-Fraction), to facilitate fraction learning in authentic contexts by providing useful features. This study was designed to investigate the relationship among three categories of learning variables, including quantity of learning, quality of learning, and learning achievement, and to identify sequences of interactions when students use U-Fraction in authentic contexts. There were 27 five-grade students participated in this study. The data were analyzed using parametric and nonparametric tests, including pair t-test, correlation, lag sequential, and descriptive analysis. In summary, four important findings are highlighted in this study. First, the pair t-test result showed that there was a significant difference in students’ acquisition of fraction knowledge before and after the learning process. Second, the importance of correlation analysis results indicated that students’ learning achievement would depend more on their quality of learning rather than their quantity of tasks that had been solved by them. Third, results from sequential analysis indicated that students intended to do the next steps after they finished the previous step in fraction learning with authentic contexts. Fourth, a questionnaire, which is Sustainable and Scalable Authentic Learning (SSAL), results indicated that most students agree that learning with U-Fraction in authentic contexts could have a positive impact on the ability to collaborate with others. Finally, these results indicate that authentic learning supported by the Ubiquitous App can increase not only students’ achievements and engagements but also influence their positive attitude toward learning activities. Keywords: authentic contexts; ubiquitous fraction; authentic learning; peer sharing; peer assessment Introduction Nowadays, designing learning anytime and anywhere has become more prevalent in educational design. Such learning can give students a number of benefits to increase their experience, learning ability, and engagement. With the rapid development of information and communication technologies, mobile devices become popular in ubiquitous learning that is easily conducted anytime and anywhere because those are small, lightweight, and convenient to carry around for a long period of time (Boticki et al. 2013, Kulkulska-Hulme and Viberg, 2018). Because of these advantages, mobile devices had been widely used in various fields of mathematics learning, such as fractions learning (Hwang et al. 2019b). Regarding fractions learning, an amount of research had identified some difficulties that were faced by students when they learned fractions, including the use of notations to represent fractions (Brizuela, 2006) and the use of fraction procedures to operate the numerators and denominators (Jordan et al. 2017). In order to solve these problems, some researchers conducted studies in fraction learning by employing graphical fraction representations, interactive learning tools, and meaningful learning tasks that make students relate to real-world applications or authentic contexts (Kong and Kwok, 2003, Hwang et al. 2015). The aforementioned studies indicate that employing graphical fraction representations, interactive learning tools, and meaningful learning tasks gave beneficial to fraction learning, decreased students’ difficulties, and increased students’ motivation. However, there are only a few studies that focused on providing fraction learning with interactive learning tools that can help students to learn from authentic contexts in which is a physical environment that reflects the way of knowledge will be used in the real world. Thus, we develop a