摘要：The increasing advance of mobile devices and wireless technologies has generated great interest in ubiquitous learning (u-learning) among academia, practitioners, and policy makers. However, design elements that incorporate learning styles and learning strategies into u-learning system applications in English as a Foreign Language (EFL) education are still limited. There are two objectives in this research. First, we developed a Ubiquitous Learning Instruction System with Augment Reality features (UL-IAR) to improve the performance of EFL learning with authentic situations. Second, we examined whether different learning strategies and cognitive styles affect learning performance in using UL-IAR. We conducted field experiments to investigate the appropriation of learning strategies and cognitive styles in using UL-IAR to learn EFL. The results showed that learning strategies and users cognitive styles affect learning performance in using UL-IAR. Individuals with field dependent cognitive style fit enforcing learning strategy better than other users who are field independent and mix field cognitive styles. Our findings provide theoretical and practical insights for pedagogies that are suitable for u-learning. Our findings also contribute to the practice of AR and u-learning system development.
