Technical issues and lessons learned in developing service-based mobile applications

Author(s):  
Hyun Jung La ◽  
Hyun Min Lee ◽  
Ho Joong Lee ◽  
Soo Dong Kim
Author(s):  
Susan Alexander ◽  
Haley Hoy ◽  
Manil Maskey ◽  
Helen Conover ◽  
John Gamble ◽  
...  

The knowledge base for healthcare providers working in the field of organ transplantation has grown exponentially. However, the field has no centralized ‘space’ dedicated to efficient access and sharing of information.The ease of use and portability of mobile applications (apps) make them ideal for subspecialists working in complex healthcare environments. In this article, the authors review the literature related to healthcare technology; describe the development of health-related technology; present their mobile app pilot project assessing the effects of a collaborative, mobile app based on a freely available content manage framework; and report their findings. They conclude by sharing both lessons learned while completing this project and future directions.


Cytopathology ◽  
2020 ◽  
Vol 31 (5) ◽  
pp. 402-410 ◽  
Author(s):  
Juan Xing ◽  
Sara E. Monaco ◽  
Jacqueline Cuda ◽  
Liron Pantanowitz

2020 ◽  
Author(s):  
Friederike Klan ◽  
Christopher C.M. Kyba ◽  
Nona Schulte-Römer ◽  
Helga U. Kuechly ◽  
Jürgen Oberst ◽  
...  

<p>Data contributed by citizen scientists raise increasing interest in many areas of scientific research. Increasingly, projects rely on information technology such as mobile applications (apps) to facilitate data collection activities by lay people. When developing such smartphone apps, it is essential to account for both the requirements of the scientists interested in acquiring data and the needs of the citizen scientists contributing data. Citizens and participating scientists should therefore ideally work together during the conception, design and testing of mobile applications used in a citizen science project. This will benefit both sides, as both scientists and citizens can bring in their expectations, desires, knowledge, and commitment early on, thereby making better use of the potential of citizen science. Such processes of app co-design are highly transdisciplinary, and thus pose challenges in terms of the diversity of interests, skills, and background knowledge involved.</p><p>Our “Nachtlicht-BüHNE” citizen science project addresses these issues. Its major goal is the development of a co-design process enabling scientists and citizens to jointly develop citizen science projects based on smartphone apps. This includes (1) the conception and development of a mobile application for a specific scientific purpose, (2) the design, planning and organization of field campaigns using the mobile application, and (3) the evaluation of the approach. In Nachtlicht-BüHNE, the co-design approach is developed within the scope of two parallel pilot studies in the environmental and space sciences. Case study 1 deals with the problem of light pollution. Currently, little is known about how much different light source types contribute to emissions from Earth. Within the project, citizens and researchers will develop and use an app to capture information about all types of light sources visible from public streets. Case study 2 focuses on meteors. They are of great scientific interest because their pathways and traces of light can be used to derive dynamic and physical properties of comets and asteroids. Since the surveillance of the sky with cameras is usually incomplete, reports of fireball sightings are important. Within the project, citizens and scientists will create and use the first German-language app that allows reporting meteor sightings.</p><p>We will share our experiences on how researchers and communities of citizen scientists with backgrounds in the geosciences, space research, the social sciences, computer science and other disciplines work together in the Nachtlicht-BüHNE project to co-design mobile applications. We highlight challenges that arose and present different strategies for co-design that evolved within the project accounting for the specific needs and interests of the communities involved.</p>


Author(s):  
Reynald M Cacho ◽  
Roel V Avila ◽  
Edgardo S Villaseñor

Mobile learning generally offers delivery of blended learning or simply as tool for course enhancement in university setting. A small teacher education institution piloted a low-priced-tablet-aided instruction in its language courses via exploratory case study. Through focus groups and journal writings, students favorably reported most aspects of mobile-aided learning experiences and confirmed some challenging technical issues. Moreover, qualitative analyses on the device, learners’ engagement and course-activities revealed these five key categories: (1) tableting pros and cons; (2) making adjustments and connectivity issues; (3) moodling, googling and strategizing use; (4) trending apps and functionalities; and (5) changing views on technologies and pedagogies. Finally, lessons learned and future works on the tablet adoption, applications and strategic implementation in aid of teacher education course delivery and related disciplines are suggested.


Author(s):  
Matthias Kranz ◽  
Andreas Möller ◽  
Florian Michahelles

Large-scale research has gained momentum in the context of Mobile Human-Computer Interaction (Mobile HCI), as many aspects of mobile app usage can only be evaluated in the real world. In this chapter, we present findings on the challenges of research in the large via app stores, in conjunction with selected data collection methods (logging, self-reporting) we identified and have proven as useful in our research. As a case study, we investigated the adoption of NFC technology, based on a gamification approach. We therefore describe the development of the game NFC Heroes involving two release cycles. We conclude with lessons learned and provide recommendations for conducting research in the large for mobile applications.


Author(s):  
Claudia A. Perry ◽  
Walter E. Valero

The concept of experiential learning is particularly useful when students are required to create database entries as part of an ongoing, real-life, online experience. A METRO grant in 2005 resulted in an opportunity to use students to create a CONTENTdm database, which, with the continued software support from METRO, has continued and evolved until the present. This case study chapter describes the experience of both faculty and students in the Queens College Graduate School of Library and Information Studies course entitled “Introduction to Digital Imaging.” Sections include a review of related literature, the background, technical issues, and implications for teaching, project procedures and workflow, successes and lessons learned, challenges, next steps, and emerging trends. Of particular interest is the use of out of copyright postcards and the metadata that has resulted from intensive student study and evaluation of the data contained on these cards. Those contemplating a digitization project of their own will be able to learn much about best practices, project planning, management, and the advantages/disadvantages of the CONTENTdm software.


Author(s):  
Tyler Duke ◽  
Will Althoff ◽  
Dylan Gerard Michel Schouten ◽  
Casper Harteveld ◽  
Camillia Maltuk ◽  
...  

To master the functions and tasks of a game, players must learn how to play the game. When conceptual learning outcomes are expected, additional skills are required to master those concepts. Methods, such as the Wizard of Oz technique, which require users to interact with a computer support tool, have been used to help improve usability and learnability of products and interfaces; however, little attention has been given to how these approaches may help with effective scaffolding with respect to constructionist game design tools. Students created research experiment games in StudyCrafter. We introduced a multiple-interaction technique of providing feedback via querying the “system” or instructor and found that students typically initiate interactions with support tools to address technical issues and rarely ask for assistance with conceptual support. We suggest that the use of this approach allows designers to better gauge how users interact with support and propose considerations for designing creativity support tools for educational content.


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