scholarly journals Mobile Learning: Detrimental or Beneficial?

2020 ◽  
Vol 9 (8) ◽  
pp. 987-989
Keyword(s):  
User Interface ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Smart Phone ◽  
Traditional Learning ◽  
Traditional Methods ◽  
Learning Content ◽  
New Knowledge ◽  
User Friendly ◽  
New Generation

Mobile Learning also known as mLearning, is a new generation of learning where content which users wants to learn is accessible and available on mobile devices like smart phone and tablets. With the evolution of “world in the pocket” learning becomes much easier and one can start learning on the go. This paper illustrates how mLearning could be a better new way to learn and to interact with the learning content provided and how mLearning is proving to be a better alternative to traditional learning. Learning through traditional methods is not helping students to learn and gain new knowledge wherever and whenever they want and also it’s not that effective. It is also researched that not all mLearning applications are helpful for the students or learners to learn whatever they want, only apps with interactive and user-friendly user interface were found helpful. That’s why mobile learning applications are made with user-friendly user interface. Some practical strategies and methods of implementation of mLearning approach despite of its limitations and challenges were recommended in this paper as well.

scholarly journals Studium: Your Personal Mobile Study On-The-Go

2021 ◽  
Author(s):  
Fariha Ahmed
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Application ◽  
Spacing Effect ◽  
Learning Theories ◽  
Traditional Learning ◽  
Practice Tests ◽  
Lag Effect ◽  
Teenagers And Young Adults ◽  
New Generation

The landscape of studying is changing. There are now increasingly more mobile devices that allow people to learn content in numerous ways. This means that mobile devices play a large role in how a whole new generation of children, adolescents, teenagers and young adults understand information. Studium is a mobile application prototype that I have created to demonstrate how mobile devices can be used as a learning tool to enhance academic performance among postsecondary students. The objective of Studium is to illustrate how artificial intelligence can be incorporated into mobile learning applications to improve one’s studying by generating instant practice tests based off notes from lectures or readings. Studium will also demonstrate how traditional learning theories and strategies such as the spacing effect and the lag effect can be implemented into learning applications using brief mindfulness breaks, which incorporates an element of mindfulness that mobile learning applications often lack.

scholarly journals Students’ Perception About Mobile Learning in Morocco: Survey Analysis

2016 ◽  
Vol 10 (4) ◽  
pp. 80 ◽  
Author(s):  
Youness Zidoun ◽  
Fatima-Zohra El arroum ◽  
Mohamed Talea ◽  
Rachid Dehbi
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
New Technologies ◽  
Smart Phone ◽  
Learning System ◽  
Survey Analysis ◽  
Qualitative And Quantitative ◽  
New Generation ◽  
Quantitative Approaches

Given the emergence of new mobile devices (tablet, PDA and smart phone), and the growth that knows that part of the ICT, integrating these new technologies into the learning system was imposed, and a new way of learning was born. Mobile learning or "m-learning" is providing great opportunities for learners, especially to learn anytime and anywhere without limitations. There is a new generation of students who grew up using technology and who are easily related to new mobile devices. We discuss the identity of mobile learning and aim to measure the interest of students on it through a survey. This survey seeks to promote mobile learning within the student’s community for a possible adoption in Moroccan higher education. Qualitative and quantitative approaches are endorsed. The results are analyzed, conclusions and perspectives presented at the end of this paper.

scholarly journals Studium: Your Personal Mobile Study On-The-Go

2021 ◽  
Author(s):  
Fariha Ahmed
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Application ◽  
Spacing Effect ◽  
Learning Theories ◽  
Traditional Learning ◽  
Practice Tests ◽  
Lag Effect ◽  
Teenagers And Young Adults ◽  
New Generation

The landscape of studying is changing. There are now increasingly more mobile devices that allow people to learn content in numerous ways. This means that mobile devices play a large role in how a whole new generation of children, adolescents, teenagers and young adults understand information. Studium is a mobile application prototype that I have created to demonstrate how mobile devices can be used as a learning tool to enhance academic performance among postsecondary students. The objective of Studium is to illustrate how artificial intelligence can be incorporated into mobile learning applications to improve one’s studying by generating instant practice tests based off notes from lectures or readings. Studium will also demonstrate how traditional learning theories and strategies such as the spacing effect and the lag effect can be implemented into learning applications using brief mindfulness breaks, which incorporates an element of mindfulness that mobile learning applications often lack.

Using Mobile Devices To Support Online Collaborative Learning

2020 ◽  
Vol 36 (1) ◽  
pp. 38-42
Author(s):  
Olafimihan Cecilia Oyebola ◽  
Atanda Luqman Ayanlola
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Smart Phone ◽  
Personal Digital Assistant ◽  
Immediate Feedback ◽  
Use Of Time ◽  
Use Of Technology ◽  
Other Information ◽  
Mp3 Players ◽  
New Community

The paper discusses the effect of mobile learning on students, especially the tablets and smartphones. Theses gadgets have become a research interest of education to encourage and facilitate learning. Mobile devices assist in build closer connection between students and teachers. There are several options of mobile devices such as Ipod, personal digital assistant, smart phone, laptop or tablet PC, MP3 Players, pen drive and so on. Mobile learning involves the use of mobile technology either alone or combination with other information and communication technology (ICT). The benefits of mobile learning expand the reach and quality of education, facilitate personalized learning, power anytime, anywhere learning, provide immediate feedback and assessment, ensure productive use of time spent in classrooms, build new community of students, support selected learning, enhance seamless learning, bridge formal and informal learning, improve communication and administration, maximize cost efficiency and update policies related to mobile learning. It is concluded that the benefits overshadow the challenges. Using mobile devices allow students to extend learning beyond the classroom walls. Students are highly engaged and are able to demonstrate unique and creative way to respond to the use of technology that offers some distinctive affordance to users.

The AIDLET Model

2014 ◽  
pp. 412-435
Author(s):  
José Bidarra ◽  
Meagan Rothschild ◽  
Kurt Squire ◽  
Mauro Figueiredo
Keyword(s):  
Augmented Reality ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning By Doing ◽  
Traditional Learning ◽  
Instructional Designers ◽  
Mobile Media ◽  
Effective Learning ◽  
E Learning ◽  
Electronic Games

Smartphones and other mobile devices like the iPhone, Android, Kindle Fire, and iPad have boosted educators' interest in using mobile media for education. Applications from games to augmented reality are thriving in research settings, and in some cases schools and universities, but relatively little is known about how such devices may be used for effective learning. This article discusses the selection and potential use of electronic games, simulations and augmented reality in mobile learning supported by an operational model called AIDLET. After analyzing the different approaches to the use of digital technology and games in education, and discussing their benefits and shortcomings, a framework was developed to facilitate the selection, repurposing, design and implementation of games, simulations and augmented reality, with focus on the practical aspects of the processes used in mobile learning. It is apparent that these devices for learning are valued by students and teachers alike, and that they may be used as personalized devices for amplifying learning, specifically through amplifying access to information, social networks, and ability to participate in the world. Furthermore, whereas traditional learning is based on knowledge memorization and the completion of carefully graded assignments, today, games, simulations and virtual environments turn out to be safe platforms for trial and error experimentation, i.e. learning by doing or playing. In this context, the AIDLET model was set out and verified against a taxonomy representing the main categories and genres of games, and the article concludes with implications for how teachers, instructional designers and technologists might best capitalize on the affordances of mobile devices when designing for blended learning and e-learning courses.

A Mobile Learning Content-independent Versatile Ubiquitous System (CiVUS)

2012 ◽  
pp. 21-36
Author(s):  
Joel J.P.C. Rodrigues ◽  
Diogo Videira Sousa ◽  
Isabel de la Torre
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Engineering Students ◽  
Learning System ◽  
Study Group ◽  
Multimedia Contents ◽  
Learning Content ◽  
Ubiquitous System ◽  
Collaborative Activities ◽  
The University

Mobile learning (m-learning) introduces the idea of learning from virtually anywhere, regardless of the in-motion learner. This paper presents the development and impact of m-learning system capable to deliver personalized contents to the learner, called Content-independent Versatile Ubiquitous System (CiVUS). This solution promotes communication between learners and their teachers by encouraging learners to share self-made multimedia contents. Enabling interactivity makes mobile devices suitable for the development of collaborative activities amongst engineering students. CiVUS intends to offer support for engineering subjects study. It can be used inside or outside classrooms by learners and teachers, due to the mobility of these devices, at the time they find more suitable. The system has been validated and evaluated through a real usage. The study group collected answers from 10 teachers and 87 engineering students of the University of Beira Interior, Portugal and the University of Valladolid, Spain. The results demonstrate that the majority of the inquired people totally agree (all items over 72% for professors and 74% for students).

Accessing Learning Content in a Mobile System

2007 ◽  
pp. 198-215 ◽  
Author(s):  
Anna Trifonova
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Learning System ◽  
Personal Digital Assistants ◽  
Learning Material ◽  
Mobile System ◽  
Learning Content ◽  
Clear Idea ◽  
Mobile Learning System

This chapter has the aim to point out an important functionality of a ubiquitous mobile system, and more specifically, its application in the learning domain. This functionality is the possibility to access the learning material from mobile devices, like PDAs (personal digital assistants) during their off-line periods and the technique to approach it, called hoarding. The chapter starts with the overview of a concrete mobile learning system—Mobile ELDIT, so as to give a clear idea of when and how this problem appears and why it is important to pay attention to it. Later, a description of the development approaches for both general and concrete solutions are discussed, followed by more detailed description of the important hoarding steps.

Accessing Learning Content in a Mobile System

2009 ◽  
pp. 1367-1380 ◽  
Author(s):  
Anna Trifonova
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Learning System ◽  
Personal Digital Assistants ◽  
Learning Material ◽  
Mobile System ◽  
Learning Content ◽  
Clear Idea ◽  
Mobile Learning System

This chapter has the aim to point out an important functionality of a ubiquitous mobile system, and more specifically, its application in the learning domain. This functionality is the possibility to access the learning material from mobile devices, like PDAs (personal digital assistants) during their off-line periods and the technique to approach it, called hoarding. The chapter starts with the overview of a concrete mobile learning system—Mobile ELDIT, so as to give a clear idea of when and how this problem appears and why it is important to pay attention to it. Later, a description of the development approaches for both general and concrete solutions are discussed, followed by more detailed description of the important hoarding steps.

Mobile Virtual Blackboard as Multimodal User Interface

2010 ◽  
pp. 366-388
Author(s):  
Sladjana Tesanovic ◽  
Danco Davcev ◽  
Vladimir Trajkovik
Keyword(s):  
User Interface ◽  
Mobile Devices ◽  
Good Practice ◽  
User Preferences ◽  
Handheld Devices ◽  
Multimodal User Interface ◽  
Consultation System ◽  
Blackboard System ◽  
Current Utilization ◽  
User Friendly

Multimodal mobile virtual blackboard system is made for consultation among students and professors. It is made to improve availability and communication using mobile handheld devices. Our system enables different forms of communication: chat, VoIP, draw, file exchange. Providing greater usability on small screens of mobile devices can be done by adaptation of the features in an application according to the specific user preferences and to the current utilization of the application. In this chapter, we describe our mobile virtual table consultation system with special attention to the multimodal solution of the user interface by using XML agents and fuzzy logic. The general opinion among the participants of the consultations lead on this mobile system is positive. Participants mark this system as user friendly, which points out that our efforts in development of adaptable user interface can serve as good practice in designing interfaces for mobile devices.

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