Definition of User Requirements concerning Mobile Learning Games within the mGBL Project

2009 ◽  
pp. 91-104 ◽  
Author(s):  
Emanuel Maxl ◽  
Astrid Tarkus
Keyword(s):  
Mobile Learning ◽  
User Requirements ◽  
Learning Games ◽  
Definition Of

Characteristic of basic tools of mobile learning in informatics

2021 ◽  
pp. 9-13
Author(s):  
I. V. Izhdeneva
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Cognitive Activity ◽  
Point Of View ◽  
Learning Tools ◽  
Difficult Situation ◽  
Characteristic Features ◽  
Definition Of ◽  
Almost All ◽  
Educational Potential

The article actualizes the possibilities of mobile learning based on the use of mobile devices and technologies available to almost all students. Various approaches to the definition of the concept of "mobile learning" are analyzed, including techno-centric and information-centric approaches. The concept of mobility as one of the attributes of learning tools is revealed. The importance of mobile learning in the current difficult situation of distance learning during the pandemic is substantiated. The characteristic features of mobile learning are highlighted, affecting its main functions, learning tools and independence from the time and place of learning. Possible directions for the implementation of mobile learning are characterized, from simple transfer of educational content to compliance with basic educational theories. From the point of view of the functioning and directions of development of mobile learning, its basic principles in teaching informatics are formulated. The types of students' activities are briefly characterized; some advantages of mobile learning are highlighted and its features as visualization, interactivity, efficiency of use in teaching children with disabilities are characterized. Some popular educational apps for mobile devices are considered, their characteristics are given, and their educational potential is revealed. Examples of mobile applications are given, the use of which in informatics lessons will help to activate the educational and cognitive activity of students and stimulate them to engage in informatics, coding and robotics.

scholarly journals A systems engineering framework for the design of bioprocess operator training simulators

2019 ◽  
Vol 78 ◽  
pp. 03001
Author(s):  
Joseph Isimite ◽  
Frank Baganz ◽  
Volker Hass
Keyword(s):  
Systems Engineering ◽  
Quality Function Deployment ◽  
Oil And Gas ◽  
Training Needs ◽  
Design Activity ◽  
User Requirements ◽  
Nuclear Facilities ◽  
Operator Training ◽  
Final Design ◽  
Definition Of

Operator training simulators (OTS) are widely used in several industries including chemical processing, oil and gas, medicine, aircraft and nuclear facilities. However, developing a biorefinery OTS is a complex engineering design activity that requires a structured technique. This paper presents a structured methodology that applies design frameworks from other disciplines and a user-centred approach for biorefinery OTS design. These include the definition of end user requirements (operator training needs), and the analysis of these requirements using Quality Function Deployment (QFD). Furthermore, an algorithm for bioprocess optimisation and automatic adjustment of operating parameters is developed for integration into the OTS. This algorithm is based on the Nelder-Mead simplex method for multi-dimensional function minimisation. Identified user requirements were categorized into primary, secondary and tertiary training needs, with increasing levels of detail from primary to tertiary needs. The relationships between identified operator training needs and OTS technical and functional specifications were investigated, and a priority rating assigned to the most important OTS specifications. Identified OTS specifications were evaluated for robustness to ensure that important features were not omitted from the final design.

Air Conditioning in Aircraft

1957 ◽  
Vol 61 (563) ◽  
pp. 727-755 ◽  
Author(s):  
E. W. Still
Keyword(s):  
Air Conditioning ◽  
User Requirements ◽  
Cooling Systems ◽  
Pressure Losses ◽  
Cycle System ◽  
Air Supply ◽  
Cabin Temperature ◽  
Sample Data ◽  
Conditioning Equipment ◽  
Definition Of

SummaryThe general requirements for the complete air conditioning of aircraft are discussed in the light of the complete system concept. The author takes into consideration safety, differential pressure, weight saving, power and air supply, passenger comfort, cooling and humidity. Particular systems are then described and there is a section on the test equipment required for the laboratory testing of air conditioning equipment. Cooling systems are taken first and divided into the air cycle system embodying bootstrap, turbine fan, and regenerative applications of cold air units–the vapour cycle system employing a boiling tank and that using proprietary refrigerants; properties of liquid refrigerants are discussed. Regulation of cabin temperature, air flow, humidity, pressure and oxygen is done by control systems and the equipment used is described. Four appendices give (1) suggested detailed requirements for air conditioning equipment and user requirements, (2) sample data and calculations for air conditioning a 100-seater civil transport, (3) some notes on the definition of refrigeration terms and (4) data on pressure losses in aircraft ducts.

Augmented Reality and Mobile Learning

2013 ◽  
Vol 5 (4) ◽  
pp. 43-58 ◽  
Author(s):  
Elizabeth FitzGerald ◽  
Rebecca Ferguson ◽  
Anne Adams ◽  
Mark Gaved ◽  
Yishay Mor ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Mobile Learning ◽  
Situated Learning ◽  
State Of The Art ◽  
Shared Experiences ◽  
Working Definition ◽  
Design Type ◽  
Definition Of ◽  
Key Aspects ◽  
Device Technology

In this paper, the authors examine the state of the art in augmented reality (AR) for mobile learning. Previous work in the field of mobile learning has included AR as a component of a wider toolkit but little has been done to discuss the phenomenon in detail or to examine in a balanced fashion its potential for learning, identifying both positive and negative aspects. The authors seek to provide a working definition of AR and to examine how it can be embedded within situated learning in outdoor settings. The authors classify it according to key aspects (device/technology, mode of interaction/learning design, type of media, personal or shared experiences, whether the experience is portable or static, and the learning activities/outcomes). The authors discuss the technical and pedagogical challenges presented by AR, before looking at ways in which it can be used for learning. Finally, the paper looks ahead to AR technologies that may be employed in the future.

scholarly journals Mobile Learning Games for Dyslexic Young Adults

2020 ◽  
Author(s):  
Sarmīte Tūbele ◽  
Keyword(s):  
Young Adults ◽  
Adult Learners ◽  
Mobile Learning ◽  
Life Quality ◽  
Theoretical Background ◽  
Learning Goals ◽  
Developmental Problems ◽  
Learning Games ◽  
New Methods

This article is devoted to revealing the theoretical background of dyslexia in young adults to substantiate the chosen approach for mobile learning games. Education in the 21st century has changed just the same as young adult learners; especially those who have some developmental problems, such as developmental dyslexia. If they are lucky to encounter smart teachers, understanding parents, siblings and peers, they succeed in the education system, they reach learning goals and are satisfied with their life quality. If there are gaps between regulations, rules and the real situation, learners lose interest in learning and especially in reading, they do not achieve their learning goals and sometimes they even experience school failure. Educators have to think about new methods, new approaches to diminish the possibilities of failure, to renew interest in learning (and especially in reading) to achieve education goals and to ensure the possibility for better life quality. The article deals with theoretical findings in differences of dyslexia in young adults and the role of technologies and educational mobile games in the learning process.

Portable Handheld Language Learning from CALL MALL to PALL

2011 ◽  
pp. 539-553 ◽  
Author(s):  
Chaka Chaka
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Virtual Learning ◽  
Handheld Devices ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mobile Assisted Language Learning ◽  
The Future ◽  
E Learning ◽  
Definition Of

This chapter explores aspects of portable handheld language learning that are likely to benefit many mobile assisted language learning (MALL) practitioners. Portable handheld language learning refers to mobile, virtual, and ubiquitous language learning mediated through mobile handheld devices. Currently, both computer assisted language learning (CALL) and MALL seem to dominate the act of language learning. Against this background the chapter first provides a brief review of CALL, highlighting CALL technologies helping mediate language learning. Second, it delineates features typifying e-Learning and contends that CALL is more closely linked to traditional e-Learning than MALL. Third, it provides empirical instances of MALL and argues that the future of language learning lies more with MALL and especially with pen assisted language learning (PALL) than with CALL. Finally, it maintains that an all-encompassing and multidimensional definition of mobile learning is necessary if MALL is to evolve into a mainstream virtual learning enterprise.

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