scholarly journals New Design guidelines for Mobile Learning Application: Transactional Distance Perspective

2021 ◽  
Author(s):  
◽  
Pakapan Limtrairut
Keyword(s):  
Mobile Learning ◽  
Interface Design ◽  
Best Practice ◽  
Design Guidelines ◽  
Transactional Distance ◽  
Learning Theories ◽  
Multi Stage ◽  
E Learning ◽  
Learning Software ◽  
Key Aspects

<p>M-learning is the approach of using mobile device such as mobile phones to help users engage with learning content. M-learning software exists, but does not have high uptake especially compared to e-learning. One reason for this could be the lack of a model to combine learning theories with best practice in user interface design. One such learning theory relevant to mobile learning is Transactional Distance Theory (TDT). TDT identifies a number of key aspects and the concept of transactional distance. The thesis contributed an analysis of how TDT can be combined with both general and mobile specific usability guidelines. This thesis also contributes a multi-stage evaluation using both test subjects and experts to access both the model and proof-of-concept prototypes. Based on the results of our analysis and experience with designing, developing, and evaluating prototypes, we proposed a set of design guidelines that could be used to develop engaging m-learning applications that may improve uptake.</p>

scholarly journals New Design guidelines for Mobile Learning Application: Transactional Distance Perspective

2021 ◽  
Author(s):  
◽  
Pakapan Limtrairut
Keyword(s):  
Mobile Learning ◽  
Interface Design ◽  
Best Practice ◽  
Design Guidelines ◽  
Transactional Distance ◽  
Learning Theories ◽  
Multi Stage ◽  
E Learning ◽  
Learning Software ◽  
Key Aspects

<p>M-learning is the approach of using mobile device such as mobile phones to help users engage with learning content. M-learning software exists, but does not have high uptake especially compared to e-learning. One reason for this could be the lack of a model to combine learning theories with best practice in user interface design. One such learning theory relevant to mobile learning is Transactional Distance Theory (TDT). TDT identifies a number of key aspects and the concept of transactional distance. The thesis contributed an analysis of how TDT can be combined with both general and mobile specific usability guidelines. This thesis also contributes a multi-stage evaluation using both test subjects and experts to access both the model and proof-of-concept prototypes. Based on the results of our analysis and experience with designing, developing, and evaluating prototypes, we proposed a set of design guidelines that could be used to develop engaging m-learning applications that may improve uptake.</p>

scholarly journals An Assessment of Culturally Appropriate Design: A Malaysian University Context

2018 ◽  
Vol 12 (2) ◽  
pp. 207 ◽  
Author(s):  
Shamsul Arrieya Ariffin ◽  
Azniah Azniah Ismail ◽  
Maizatul Hayati Yatim ◽  
Salman Firdaus Sidek
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Undergraduate Students ◽  
Interface Design ◽  
Design Guidelines ◽  
Error Management ◽  
Heuristic Evaluation ◽  
Culturally Appropriate ◽  
Technological Improvement

<p class="0abstract">The growing popularity of mobile devices, together with the constant technological improvement of mobile websites and applications informed about the quality of the user interface design. However, the particularities of mobile devices require special attention in terms of their usability aspects, such as culture. Therefore, this study evaluated the use of culturally appropriate design guidelines for a mobile learning web site. The research methodology used comprised a survey from heuristic evaluation questionnaires with undergraduate students. This research captured the students’ experiences in using the MLearn website of Universiti Pendidikan Sultan Idris, Malaysia.  From the study, the lowest ranking is realistic error management at 3.5, and the highest is suitable content for local culture at 4.6.  This study affirmed that general usability and cultural principles in design are important for a usable mobile learning website system in a local university context.</p>

scholarly journals A review of learning theories and models underpinning technology-enhanced learning artefacts

2020 ◽  
Vol 17 (4) ◽  
pp. 341-354
Author(s):  
Rawad Hammad ◽  
Zaheer Khan ◽  
Fadi Safieddine ◽  
Allam Ahmed
Keyword(s):  
Hybrid Approach ◽  
Learning Theories ◽  
Bibliographic Databases ◽  
Technology Enhanced Learning ◽  
Content Type ◽  
Key Characteristics ◽  
Main Driver ◽  
E Learning ◽  
Learning Software ◽  
Enhanced Learning

PurposeVarious technology-enhanced learning software and tools exist where technology becomes the main driver for these developments at the expense of pedagogy. The literature reveals the missing balance between technology and pedagogy in the continuously evolving technology-enhanced learning domain. Consequently, e-learners struggle to realise the pedagogical value of such e-learning artefacts. This paper aims to understand the different pedagogical theories, models and frameworks underpinning current technology-enhanced learning artefacts to pave the way for designing more effective e-learning artefacts.Design/methodology/approachTo achieve this goal, a review is conducted to survey the most influential pedagogical theories, models and frameworks. To carry out this review, five major bibliographic databases have been searched, which has led to identifying a large number of articles. The authors selected 34 of them for further analysis based on their relevance to our research scope. The authors critically analysed the selected sources qualitatively to identify the most dominant learning theories, classify them and map them onto the key characteristics, criticism, approaches, models and e-learning artefacts.FindingsThe authors highlighted the significance of pedagogies underpinning e-learning artefacts. Furthermore, the authors presented the common and special aspects of each theory to support our claim, which is developing a hybrid pedagogical approach. Such a hybrid approach remains a necessity to effectively guide learners and allow them to achieve their learning outcomes using e-learning artefacts.Originality/valueThe authors found that different pedagogical approaches complement rather than compete with each other. This affirms our recommended approach to adopt a hybrid approach for learning to meet learners' requirements. The authors also found that a substantive consideration for context is inevitable to test our evolving understanding of pedagogy.

scholarly journals A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types

2011 ◽  
Vol 12 (2) ◽  
pp. 78 ◽  
Author(s):  
Yeonjeong Park
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Design Guidelines ◽  
Transactional Distance ◽  
Mobile Technologies ◽  
Instructional Designers ◽  
Learning To Learn

Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of distance education, and few instructional design guidelines based on a solid theoretical framework for mobile learning exist. In this paper I compare mobile learning (m-learning) with electronic learning (e-learning) and ubiquitous learning (u-learning) and describe the technological attributes and pedagogical affordances of mobile learning presented in previous studies. I modify transactional distance (TD) theory and adopt it as a relevant theoretical framework for mobile learning in distance education. Furthermore, I attempt to position previous studies into four types of mobile learning: 1) high transactional distance socialized m-learning, 2) high transactional distance individualized m-learning, 3) low transactional distance socialized m-learning, and 4) low transactional distance individualized m-learning. As a result, this paper can be used by instructional designers of open and distance learning to learn about the concepts of mobile learning and how mobile technologies can be incorporated into their teaching and learning more effectively.

Designing Mobile Learning for the User

2012 ◽  
pp. 226-235 ◽  
Author(s):  
Mohamed Ally
Keyword(s):  
User Interface ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Interface Design ◽  
Learning System ◽  
Learning Theories ◽  
Learning Materials ◽  
Design Models ◽  
The World ◽  
Anytime Learning

There is increasing use of mobile devices around the world to conduct everyday business and to socialize. As a result, learners will be using mobile devices to access learning materials so that they can learn from anywhere and at anytime. Learning materials must be designed using proven instructional design models and learning theories. This will allow the learning system to provide flexibility in learning and to meet the needs of individual learners. In addition, good user interface design must be followed in mobile learning to allow learners to interact with the learning system and learning materials to facilitate learning from anywhere and at anytime.

scholarly journals User Interface Design Guidelines for Children Mobile Learning Applications

2019 ◽  
Vol 8 (3) ◽  
pp. 3311-3319 ◽  
Keyword(s):  
User Interface ◽  
Mobile Learning ◽  
Interface Design ◽  
Learning Opportunities ◽  
Design Guidelines ◽  
Traditional Learning ◽  
Design Elements ◽  
Prototype Development ◽  
Content Analysis Method ◽  
Modern Learning

Mobile learning applications have created new learning opportunities which lead to the transition from traditional learning to modern learning, thus enhancing individuals’ learning experiences. Mobile learning applications that come with good and effective user interface allow users to be aware and mindful about the subject matter. This enables users to fully optimise the applications for learning purposes. In order to develop an effective mobile learning application, the user interface should take into account the requirements of its users for mobile learning. Children in particular are immature learners and mobile users, whose characteristics and insights are not quite the same as the adults. To date, there are design guidelines for mobile learning applications, however they are not specifically intended for children. In fact, the existing design guidelines are mostly targeted for desktop applications which are not suitable for mobile learning applications. Therefore, this study aimed to address this concern by identifying the design elements that are required for creating user interface of mobile learning applications for children. This study adopted the qualitative approach that comprises three main activities; Theoretical Study, Prototype Development and Expert Evaluation. The data were analysed using content analysis method. The guideline consists of eight design elements with their respective essential characteristics. The elements are Navigation, Text, Image and Icon, Audio, Content, Colour, Input/Output Support, and Feedback. The guideline could be used by designers to design an effective user interface for mobile learning applications specifically for children

scholarly journals A Critical Review of Mobile Learning: Phoenix, Fossil, Zombie or …..?

2021 ◽  
Vol 11 (9) ◽  
pp. 525
Author(s):  
John Traxler
Keyword(s):  
Mobile Learning ◽  
Mobile Technologies ◽  
Learning Theories ◽  
Formal Learning ◽  
New Paradigm ◽  
Learning Paradigm ◽  
E Learning ◽  
High Level ◽  
Tools And Techniques ◽  
Pedagogical Frameworks

The established mobile learning paradigm is now two decades old; it grew out of the visions and resources of e-learning research communities in universities in the world’s more economically developed regions. Whilst it has clearly been able to demonstrate many practical, pedagogic and conceptual achievements, it is now running out of steam. It has failed to adapt to a world where mobile technologies are pervasive, ubiquitous and intrusive and where people and communities can now own their own learning. This paper looks at the evolution of the established mobile learning paradigm and explores the current global, demographic, social and technical environment in order to develop a new paradigm more suited to the changed and changing realities and priorities. This is mobile learning2.0. The paper looks at the axioms and values of this paradigm and its possible tools and techniques. The treatment is discursive and critical. The paper reimagines the concepts and practices of learning with mobiles. It embraces many significant themes at a high level, including inclusive and equitable education; learning theories and design; pedagogical frameworks and methodologies; digital and media literacies; social media and learning environments; online collaboration and communities; Informal and formal learning.

El aprovechamiento de las comunicaciones móviles en el proceso de enseñanza – aprendizaje para la educación superior

2013 ◽  
Vol 8 (14) ◽  
pp. 41-49
Author(s):  
Fernando Alirio Contreras Sanchez ◽  
Elkin Arturo Betancourt
Keyword(s):  
Mobile Learning ◽  
Educación Superior ◽  
Educacion Superior ◽  
Aprendizaje Virtual ◽  
Aprendizaje Móvil ◽  
E Learning ◽  
La Red

En el actual contexto social, el uso de los dispositivos móviles se ha masificado de tal manera, que su empleo como herramienta de enseñanza y de aprendizaje en entornos académicos es extremadamente útil. Por lo tanto surge el concepto de Mobile Learning (aprendizaje móvil), que ayuda a los docentes a administrar su práctica docente y a los estudiantes a facilitar su aprendizaje a través del uso apropiado de las Tecnologías de Información y las Comunicaciones TIC; de esta forma la realización de un aprendizaje por medios electrónicos (E-Learning) debe ser centralizada en una plataforma de aprendizaje virtual y conectada con un ambiente multiplataforma de dispositivos móviles con interconexión a la red de comunicaciones de la Universidad. La coexistencia de M-Learning versus E-Learning, van a permitir al docente alinearse con los estudiantes en el uso apropiado de las TIC, para producir beneficios en el aprendizaje a distancia, de tal manera que los recursos tecnológicos puedan ser aprovechados y la comunidad académica se apropie de los recursos a través de nuevas interfaces de comunicación móvil como es el propósito de la investigación realizada para la Universidad Antonio Nariño.

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