The rapid development of wireless and mobile technologies has attracted the attention of researchers from various educational disciplines. Many studies have investigated the use of mobile learning (m-learning) as a complementary teaching technique to reduce both time and location constraints within the learning environment [1], [2]. For example, students engaged in outdoor learning activities with the support of handheld devices could access digital learning resources via wireless communications. Their outdoor learning process was improved by the mobility and portability of these devices. Students could also use handheld devices to interpret and organize their personal knowledge while in the field. Therefore, learning with handheld devices can facilitate the use of multimedia in m-learning, which supports students by combining both real and digital learning resources [3][4]. Recent advancements in mobile hardware technologies have created many new and cutting edge methods to realize ubiquitous learning (u-learning) [5]. U-learning is an innovational concept that helps students gain information on demand, accessible anytime and anywhere [6], [7]. Most studies have used mobile and context- aware technologies to achieve a u-learning environment [2], [8], [9]. Ken and Noboru have developed a project containing ubiquitous computing technologies, called TRON. The project embeds Radio Frequency Identifications (RFIDs) onto foods and serves to increase the intelligibility of total food chains [9]. Students can learn relevant information about foods they will consume if they are interested. Similarly, Huang et al. have developed a mobile plant learning system (MPLS) which facilitates student engagement in outdoor learning courses [3]. In this case, the team installed MPLS onto handheld PDAs which allows students to obtain information about different plants according to the students’ position. In addition, Ogata and Yano developed a “Tag Added learNinG Objects (TANGO)” system, which uses the location of a learner to detect various real- world objects associated with RFID tags in order to provide educational information [8]. Hwang and his colleagues found that proper learning tools and appropriate feedback mechanisms should be provided in a technology-enhanced learning environment in order to support students in organizing and refining their knowledge [10]. U-learning applications are usually developed on mobile device platforms, such as personal digital assistants (PDAs) or smart phones as this supports teaching techniques and learning activities [3], [10]. However, mobile devices have demonstrated several disadvantages that have rendered them unfit for some outdoor educational activities. For example, the limited computer memory and the restricted broadband transmission of PDAs prevent this mobile tool from running many computer-assisted u-learning programs. In addition, the small touchscreen interface has posed a major challenge in text typing and editing capabilities [11]. Huang and his colleagues have indicated that the m-learning or u-learning performance on such mobile devices could be disappointing, because students do not have effective tools to help them organize their knowledge in the field [3]. This study proposes a Mobile Learning Support System (MLSS) which enables students to access learning materials by utilizing 2D barcodes and Global Positioning System (GPS) technologies. As the pilot system of ubiquitous learning, we used camera-equipped mobile phones and 2D barcode tags to obtain information from online websites. By installing the MLSS on to their mobile phones, students can scan tags attached to corresponding objects and display related multimedia materials on the screen of mobile phones. MLSS also applies GPS technology to develop a location-aware environment for students. Furthermore, GPS technology is used to detect the students’ location and identify which 2D barcode tags are in their proximity. By using the above technologies, the MLSS can overcome the difficulties of mobile learning that exist in traditional text input methods. This study aims to establish a novel mobile learning system in which students can fully integrate themselves into the ubiquitous learning environment. Combining outdoor learning activities with MLSS can allow students to gain knowledge through interactions with their environment. Our study provides the opportunity for developers to create ubiquitous learning environments that bring together real-world resources and digital world information. The rest of the paper is organized as follows: Section 2 gives the theoretical aspects of this study. Section 3 introduces the overview of the MLSS used in this study. The importance of local-aware environment is described in Section 4 and the importance of 2D barcodes is provided in section 5. Finally, some concluding remarks and future works are discussed in Section 6.