# A Model to Measure U-Learning in Virtual Higher Education: U-CLX
## 2 Materials and Methods
### Discussion of the Proposal's Scope after the Literature Review  
As stated earlier in the paper, according to the systematic reviews conducted, we did not find U-Learning models that allowed the measurement of ubiquitous learning in virtual higher education institutions. However, there are models related to U-Learning that evaluated other measurements, allowing further discussion on this topic. A study in Indonesia evaluated this country's readiness for and success of ubiquitous learning. Insights from implementing a pilot project raise the opportunity to address affordability, accessibility, and quality issues in the higher education sector. However, its wide application still needs to be improved within the instructional paradigm. The proposal aimed to understand the readiness for and success of e-learning implementation in Indonesia, and to assess the factors influencing the status based on stakeholder perspectives [13]. [PERSON] [14] proposed a collaborative learning model and problem-solving in a ubiquitous learning environment. The model aims to develop creative thinking and collaborative skills, and consists of four components: principles, objectives, instructional process, and assessment. In the end, the model performs a learning assessment measuring creative thinking. [PERSON] [15] presented a model that incorporates the characteristics of ubiquity (ubiquity, context personalization, interactivity, self-directed learning, and perceived enjoyment) and learner characteristics (innovativeness, learning motivation, and computer self-efficacy) and their impact on English language learners' satisfaction. The study evaluates the effects of satisfaction on expectations in the context of English language learning and employs structural equation modeling (SEM) to test the hypotheses. The study indicates that all ubiquity and two learner characteristics variables (innovativeness and computer self-efficacy) had significant effects on satisfaction with U-learning, and satisfaction positively affected expectations. [PERSON] et al. [16] proposed a model for reliability analysis of systems with multiple failure modes using a ubiquitous learning function. The model faces the challenge of accuracy and efficiency, enhancing AK-SYS using a refined U-Learning function that updates the Kriging metamodel. [PERSON] [17] proposed U-Learning Community as an interactive social learning model based on wireless sensor networks. It is a ubiquitous learning environment system based on the concepts of ubiquitous computing technology that allows learning to take place anywhere and anytime. The U-learning model is a web-based e-learning system that could enable learners to acquire knowledge and skills through interaction between them and the ubiquitous learning environment. Communication between devices and computers embedded in the environment allows learners to learn in an environment of their interest while on the move, linking them to their learning environment. Later, [PERSON], and [PERSON] [18] proposed an interactive social learning model of U-Learning that allows for a ubiquitous learning environment. This environment is described as an environment that supports student learning using digital media in geographically distributed environments. The U-learning model is a web-based e-learning system that could enable learners to acquire knowledge and skills through interaction between them and the ubiquitous learning environment. [PERSON] et al. [19] proposed an ontological model for the personalization of U-learning applications. The authors presented a broad conceptual framework that models the semantic context of ubiquitous learning applications and explains the reasoning that can be used from this model to infer new knowledge for personalization purposes. This framework can allow a software developer to take appropriate action concerning building a ubiquitous learning application with all the classes, relations, and decision reasoning rules.