Description:
<jats:title>Abstract</jats:title><jats:p>In recent years, context‐aware mobile learning (<jats:styled-content style="fixed-case">CAML</jats:styled-content>) has been widely applied to various fields and has become a popular issue in educational research. Despite the tremendous potential of <jats:styled-content style="fixed-case">CAML</jats:styled-content> and its growing significance, continued evaluations and refinements under the advice of field experts and instructors are crucial to ensure its validity, value and sustainability. In this paper, an evaluation model for <jats:styled-content style="fixed-case">CAML</jats:styled-content> is developed based on meaningful learning theory using the analytic hierarchy process (<jats:styled-content style="fixed-case">AHP</jats:styled-content>). To verify the effectiveness of the model, three different <jats:styled-content style="fixed-case">CAML</jats:styled-content> learning activities are tested, and some experts are invited to evaluate and compare them. As a result, the strengths and weaknesses of each learning activity are obtained. With the aid of the evaluation model proposed in this work, <jats:styled-content style="fixed-case">CAML</jats:styled-content> developers can progressively enhance the value of learning activities, thus improving this new approach to learning.</jats:p>