Context-Sensitive Content Representation for Mobile Learning

2005 ◽  
pp. 349-354 ◽  
Author(s):  
William C. Chu ◽  
Hong-Xin Lin ◽  
Juei-Nan Chen ◽  
Xing-Yi Lin
Keyword(s):  
Mobile Learning ◽  
Context Sensitive ◽  
Content Representation

Context-Sensitive Content Representation for Mobile Learning

2011 ◽  
pp. 277-286
Author(s):  
Chih-Hung Chang ◽  
Chih-Wei Lu ◽  
William C. Chu ◽  
Juei-Nan Chen
Keyword(s):  
Mobile Learning ◽  
Context Sensitive ◽  
Content Representation

scholarly journals Does It Make a Difference? L2 Vocabulary Learning via Mobile and Conventional Mode

2013 ◽  
Vol 1 (1) ◽  
pp. 200 ◽  
Author(s):  
Gholam Reza Zarei ◽  
AliReza Jalilifar ◽  
Saeed Khazaie
Keyword(s):  
Mobile Learning ◽  
Vocabulary Learning ◽  
Statistical Analyses ◽  
Traditional Group ◽  
Content Representation ◽  
English Alphabet ◽  
Paper And Pencil ◽  
L2 Vocabulary ◽  
Vocabulary Recognition ◽  
Illiterate Adults

The present study investigated the significance of mobile learning (m-learning) of English vocabulary<br />items through a traditional contrasted with a blended method of content representation. To achieve the<br />goals, sixty semi-illiterate adults were evaluated for their knowledge of the English alphabet and then<br />randomly placed in two groups: traditional (G1) and the blended group (G2). Next, they were<br />presented thirty new English vocabulary items through the two methods. Also, the vocabulary items<br />were taught with and without pictorial annotations. Upon the completion of teaching, the participants<br />took the paper-and-pencil-based English Vocabulary Recognition and Recall (EVRR) test. The test<br />results were subjected to the appropriate statistical analyses. The analysis demonstrated the supremacy<br />of blended group's performance over the traditional group in vocabulary learning. Furthermore, the<br />obtained results confirmed that pictorial annotations enhanced the learning of L2 vocabulary<br />compared with non-annotated items. The results can provide some practical and theoretical<br />implications for both teachers and learners.

Neuropsychology in the Real World

2014 ◽  
Vol 25 (4) ◽  
pp. 233-238 ◽  
Author(s):  
Martin Peper ◽  
Simone N. Loeffler
Keyword(s):  
Neuropsychological Assessment ◽  
Real World ◽  
Ecological Validity ◽  
Real Life ◽  
Emotional States ◽  
Context Sensitive ◽  
Traditional Assessment ◽  
Life Data ◽  
Real Life Data ◽  
Assessment And Treatment

Current ambulatory technologies are highly relevant for neuropsychological assessment and treatment as they provide a gateway to real life data. Ambulatory assessment of cognitive complaints, skills and emotional states in natural contexts provides information that has a greater ecological validity than traditional assessment approaches. This issue presents an overview of current technological and methodological innovations, opportunities, problems and limitations of these methods designed for the context-sensitive measurement of cognitive, emotional and behavioral function. The usefulness of selected ambulatory approaches is demonstrated and their relevance for an ecologically valid neuropsychology is highlighted.

Context -Sensitive Adjustment of Cognitive Control in Dual -Task Performance

2013 ◽  
Author(s):  
Rico Fischer ◽  
Caroline Gottschalk ◽  
Gesine Dreisbach
Keyword(s):  
Cognitive Control ◽  
Task Performance ◽  
Dual Task ◽  
Context Sensitive ◽  
Dual Task Performance

PERANCANGAN SISTEM PEMBELAJARAN MOBILE (M-LEARNING) BERBASIS ANDROID PADA MATERI BANGUN DATAR DAN BANGUN RUANG

2018 ◽  
Vol 1 (2) ◽  
pp. 1-17
Author(s):  
Tedi Budiman
Keyword(s):  
Mobile Learning ◽  
Design Method ◽  
Case Study Method ◽  
Application Development ◽  
Software Application ◽  
Rapid Application Development ◽  
User Design ◽  
Design Software ◽  
Application Programs

One example of the growing information technology today is mobile learning, mobile learning which refers to mobile technology as a learning medium. Mobile learning is learning that is unique for each student to access learning materials anywhere, anytime. Mobile learning is suitable as a model of learning for the students to make it easier to get an understanding of a given subject, such as math is pretty complicated and always using formulas.The design method that I use is the case study method, namely, learning, searching and collecting data related to the study. While the development of engineering design software application programs that will be used by the author is the method of Rapid Application Development (RAD), which consists of 4 stages: Requirements Planning Phase, User Design Phase, Construction Phase and Phase Cotuver.

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