Supporting Context-Aware Adaptive and Personalized Mobile Learning Delivery: Evaluation Results from the Use of UoLm Player

Mobile learning applications can be categorized into four generations – ‘non-adaptive’, ‘learning-preferences’-based adaptive, ‘learning-contexts’-based adaptive and ‘learning-contexts’-aware adaptive. The research on our Mobile Context-aware and Adaptive Learning Schedule framework is motivated by some of the challenges within the context-aware mobile learning field. These include being able to create and enhance students’ learning opportunities in different locations by considering different learning contexts and using these as the basis for selecting appropriate learning materials for students. The authors have adopted a pedagogical approach for evaluating this framework – an exploratory interview study with potential users consisting of 37 university students. The authors targeted primarily undergraduate computing students, as well as students within other departments and postgraduate students, so that a deep analysis of a wider variety of users’ thoughts regarding the framework can be gained. The observed interview feedback gives us insights into the use of a pedagogical m-learning suggestion framework deploying a learning schedule subject to the five proposed learning contexts. Their data analysis is described and interpreted leading to a personalized suggestion mechanism for each learner and each scenario, and a proposed model for describing mobile learning preferences dimensions.

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Towards a Flipped Classroom Based on a Context-Aware Mobile Learning System (FC-CAMLS)

Developing Technology Mediation in Learning Environments - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-1591-4.ch003 ◽

2020 ◽

pp. 43-56

Author(s):

Mahnane Lamia ◽

Hafidi Mohamed

Keyword(s):

Mobile Learning ◽

Structural Equation ◽

Flipped Classroom ◽

Learning System ◽

Equation Modeling ◽

Context Aware ◽

Course Content ◽

Positive Effects ◽

Mobile Learning System ◽

Students Satisfaction

The approach proposed in this chapter called flipped classroom based on context-aware mobile learning system (FC-CAMLS) aims to provide learners with an adapted course content format based on their feedback and context. The latter has a significant influence on multimedia content in adaptive mobile learning. The contribution was applied in the context of the flipped learning in order to manage the heterogeneity of context imposed by this approach. Firstly, the authors present a quantitative analysis by means of structural equation modeling to analyze the causal relationships of knowledge, skills, and motivation with students' satisfaction. Secondly, they confirm that the proposed flipped classroom has positive effects on students' knowledge, skills, and motivation. Finally, the research provides useful results that the use of the context dimensions and learner feedback in adaptive mobile learning is more beneficial for learners especially in the flipped classroom.

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