Chuthathip SrisuwanPatcharin PanjabureeMahidol University2020-10-052020-10-052020-01-01International Journal of Mobile Learning and Organisation. Vol.14, No.3 (2020), 398-424174672681746725X2-s2.0-85090459216https://repository.li.mahidol.ac.th/handle/20.500.14594/59045Copyright © 2020 Inderscience Enterprises Ltd. In recent years, unfiltered information has become increasingly available to individuals. It is important to cultivate students' information literacy, including evaluating, synthesising and using information appropriately and ethically. To reduce the limitations of course duration, this study applied the flipped-classroom pedagogy to create the in- and out-of-class learning environment in an information literacy course. Taking prior knowledge into account, a personalised ubiquitous learning support system was developed to support this pedagogy in this course. An experiment was conducted on an information literacy course at a university in Thailand to investigate the effectiveness of the proposed approach. The experimental results highlight that, in comparison with the flipped classroom with conventional ubiquitous learning support system, the proposed approach significantly improved students' information literacy performance, self-efficacy, career motivation and grade motivation.Mahidol UniversityComputer ScienceArticleSCOPUS10.1504/IJMLO.2020.108200