泛在学习（u-Learning）是使用各种无线网络、智能移动终端等进行学习的学习环境和学习方式，学生能够不受时空范围的限制，灵活实现学习过程的无缝衔接。“情境感知泛在学习”是一类通过感知技术获取情境并有针对性提供服务的泛在学习技术，自2005年以来，相关的研究逐渐开展，经过10多年的发展，已经初步取得一定的成果。然而，这个领域的研究远未成熟：一是情境感知技术和人工智能技术还在不断发展，二是学习理论和教学模式有了新的变化。因此，进一步在情境感知泛在学习领域内开展研究十分必要。 本研究分为四个主要部分：一是通过文献研究，了解国际情境感知泛在学习研究和实践的现状，以发现研究趋势和研究空白；二是通过准实验研究探究了情境支架是否能够支撑合作学习。特别是在合作创作的学习中，如何引导学生进行群体协作知识建构，以及合作创作。三是通过准实验研究探究了泛在学习中个别化学习和小组合作学习哪个更有效。四是，为确保情境模型的兼容性和可复用，对学习情境进行建模，并以XML对情境模型进行描述。 本研究取得了如下成果：通过文献研究确定了当前的情境感知泛在学习领域的研究突破点；通过对照试验证实了情境支架能够有效促进合作学习；情境支架能够在学习者合作学习过程中促进创作活动。通过第二个教学实验发现泛在学习模式下，小组合作学习模式和个别化学习的效果无显著差异，但个别化学习者在态度上甚至优于小组合作学习者。当然本研究也尚存在一些不足：比如，对于实验的组织和现场把控能力有待提高，对于学习情境的建模未经过较多应用场景的检验，后续可以等方面持续拓展研究。

u-Learning is a category of learning environment and learning method which is equipped with various wireless networks, mobile terminals, computer intelligent and context-aware technologies. With u-learning, Students can make learning process flexibly and seamlessly without being limited by time and space. The context-aware ubiquitous learning is a subset of u-learning supported by context-aware technology and design. Since 2005, relevant researches have been gradually carried out. After more than 10 years of development, certain results have been achieved. However, researches in this field are far from mature, as the context-aware technology and artificial intelligence technology keeps evolving, and so as learning theories and teaching methods. Therefore, it is necessary to carry out research in the field of ubiquitous learning of situational awareness. This research is divided into four main parts. The first is the state of art on international context-aware mobile learning through literature research to discover research trends and gaps. The second is to explore whether context scaffold can support cooperative learning through quasi-experimental research. Especially in collaborative creation activities, how to guide students on knowledge construction in collaboration, which has not yet been studied much. The third is to explore the effectiveness comparing individualized learning with cooperative learning in u-learning through a quasi-experimental research. The fourth is to build up a context-aware u-learning model, ensure the compatibility and reusability of it, and describing it in XML. This research has achieved the following results: we have got some research idea by literature review on context-aware u-learning; it is confirmed by experiments, that context scaffolding can effectively promote cooperative learning and also facilitate creation process of learner in cooperative learning. By another experiment, we found that there is no significant difference between cooperative learning and the individualized learning, but the individualized learners have got better learning attitude. Of course, there are still some short-comings in the researches: for example, the organization and on-site control of the experiment need to be improved and the modeling of the learning context has not been tested much in different scenarios. Thus, the follow-up can continue to expand the research in these aspects.