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>

Design Guidelines for Location-Based and Contextual Learning Supported by Mobile Devices

2012 ◽  
Vol 3 (2) ◽  
pp. 26-43 ◽  
Author(s):  
Johan Eliasson ◽  
Robert Ramberg
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Physical Environment ◽  
Interaction Design ◽  
Design Guidelines ◽  
Video Data ◽  
Human Interaction ◽  
Learning Activities ◽  
Learning Goals ◽  
Device Interaction

In location-based and contextual mobile learning, students are continually mobile in the virtual, social, and physical environment. A common problem in this view of mobile learning is that students spend time focusing on the mobile devices at the expense of interacting with other students or exploring the physical environment. The authors approach this problem from an interaction design perspective, where they design and analyse geometry-learning activities in two iterations. Based on video data from groups of students participating in the learning activities, the authors analyse when mobile devices are in the foreground and background of their interaction. The authors present six guidelines for designing location-based and contextual mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. Finally, the guidelines are evaluated using a model of interaction, which represents mobile device interaction as one of four different modes of human interaction with technology.

scholarly journals Design Guidelines for Creating Mobile Language Learning Applications

2018 ◽  
Vol 12 (3) ◽  
pp. 52 ◽  
Author(s):  
Fazeena Jamaldeen ◽  
Priyantha Hewagamage ◽  
Yamaya Ekanayaka
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
English Language ◽  
Design Guidelines ◽  
English Language Learning ◽  
User Groups ◽  
Primary Medium

<p class="0abstract">Mobile devices have proven to be an appropriate tool which expands the horizons of learning beyond the classroom through means of flexibility and portability. Throughout this study, the authors have worked with a set of design guidelines which were derived from the literature. The artifact developed considering these design guidelines has been evaluated among various user groups for better understanding of m-learning as a tool to support English Language Learning. Findings of these evaluations have been used to improve the design guidelines.  The authors also identify the effectiveness of mobile learning as a supporting medium of learning and as a primary medium of learning among different learner groups, which is another outcome of this study. </p>

scholarly journals Identifying the Collage Student’s Perception Level of Mobile Learning

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Murat Topaloglu ◽  
Harun Ozkisi
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Undergraduate Students ◽  
Mobile Applications ◽  
Mobile Technologies ◽  
Web Based ◽  
E Learning ◽  
Distant Education ◽  
Education Tool ◽  
Day By Day

There have been great improvements in mobile technologies recently. In line with these developments, the use of mobile technologies in web based distance learning seems to be increasing day by day making learning possible via mobile devices. Both the continuous and rapid developments in mobile devices and the growing number of people with mobile phones render these technologies fruitful and actively used in many fields, including education worldwide, inclusive of our own country. Mobile learning is regarded as a reliable distant education tool for learners who wish to continue their education from outside the institutions. The study was conducted to measure the reactions of individuals to the developed mobile applications and give insight to them. The aim of this study is to identify undergraduate students’ use and attitudes of/towards mobile learning who are studying at Trakya University Kesan Yusuf Capraz School of Applied Disciplines. Observations were made about the use and the importance of mobile learning in our lives.Peer-review under responsibility of of the organizing committee of GLOBE-EDU Keywords: Distant Education; E-Learning; Mobile Devices; Mobile Learning; M-Learning

scholarly journals Mobile learning in dentistry: usage habits, attitudes and perceptions of undergraduate students

PeerJ ◽  
2019 ◽  
Vol 7 ◽  
pp. e7391 ◽  
Author(s):  
Aslı Suner ◽  
Yusuf Yilmaz ◽  
Beyser Pişkin
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Undergraduate Students ◽  
Technology Use ◽  
Linear Regression Analysis ◽  
Attitude Scale ◽  
Dental Students ◽  
Internet Usage ◽  
Learning Attitude ◽  
Attitudes And Perceptions

Introduction The aim of this study was to evaluate usage habits, attitudes and perceptions towards mobile learning (m-learning), as well as to identify variables related to those attitudes amongst undergraduate dental students. Materials and Methods The study consists of 81 dental undergraduate students who who volunteered to participate. The data collection tool consists of an m-learning attitude scale, a questionnaire, and open-ended questions. To compare the total scores and factors of m-learning attitude scale for demographic information and mobile technology usage habits of the students; the Mann–Whitney U test was used for two independent groups such as gender, presence of electronic devices, and places of Internet usage. The Kruskal–Wallis test was also used to compare the total scores and factors of m-learning attitude scale for more than two independent groups including internet usage purposes and opinions. Spearman’s correlation coefficient was performed, and linear regression analysis was used to predict the change in total score according to the purposes of Internet usage. Results The majority of students thought that the use of mobile devices in dentistry courses was useful and their attitudes towards m-learning were high. The students generally use the Internet for online shopping, connecting to social networks, and communication. They tend to use mobile technologies for personal use, followed by educational purposes. There were significant differences found in the m-learning attitudes for gender, having a portable power supply and use of mobile devices in dentistry courses. Communication was found significant in predicting the change in total score for the m-learning attitude scale according to the purpose of Internet usage. Conclusion Dental students have generally positive attitudes towards m-learning. Students raise awareness towards the promise of m-learning in order to apply their individual technology use and learning behaviours. Designing learning materials and applications for mobile devices may increase students’ performances.

scholarly journals An Overview of Mobile Learning for Refugee Students: Juxtaposing Refugee Needs with Mobile Applications’ Characteristics

Challenges ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 31
Author(s):  
Maria Drolia ◽  
Eirini Sifaki ◽  
Stamatios Papadakis ◽  
Michail Kalogiannakis
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Future Research ◽  
Access To Education ◽  
Refugee Students ◽  
Refugee Education ◽  
Educational Challenges ◽  
Significant Research ◽  
Smart Mobile

The mass influx of refugees into Europe since 2013 and their educational challenges have increased the need for high-quality refugee education. One proposal for addressing these challenges was to leverage mobile devices for educational purposes (mobile learning). Although significant research has been done in this field, mobile learning’s effectiveness on different social groups has yet to be explored. The present review paper aims to outline: (a) the factors that challenge refugee education, (b) the use of smart mobile devices by the refugee population, (c) the conflicting views about the effect of mobile learning in refugee education, and (d) the proposed characteristics for mobile refugee applications as found in the literature. A juxtaposition of refugee needs with the characteristics of mobile learning apps is attempted. By surveying the literature, the present paper concludes that mobile learning seems beneficial for refugees in two ways: providing refugees access to education and improving the quality of the provided refugee education. However, it is not a one-solution-fits-all regarding their education. At the end, future research proposals are included.

scholarly journals Estabelecimento de critérios de qualidade para aplicativos educacionais no contexto dos dispositivos móveis (M-Learning)

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Marcos Vinícius Mendonça Andrade ◽  
Carlos Fernando Araújo Jr. ◽  
Ismar Frango Silveira
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Quality Criteria ◽  
Open Education ◽  
Learning Collaborative ◽  
Application Mode ◽  
Learning Capabilities ◽  
Educational Applications

Este artigo aborda os principais conceitos e abordagens aplicados no contexto da aprendizagem móvel:M-Learning. Descreve as necessidades para o estabelecimento de critérios de qualidade específicos para esta modalidade de aplicativos. Demonstra, com base em revisão de literatura, os principais atributos de qualidade que podem compor uma metodologia específica para avaliação da qualidade dos aplicativos educacionais. Propõe uma categorização dos critérios de qualidade de um aplicativo bem como estabelece um instrumento para avaliação de aplicativos para dispositivos móveis. Os critérios identificados e mapeados podem auxiliar docentes e outros profissionais na seleção de aplicativos para aprendizagem móvel de forma mais eficaz. Enfatiza as potencialidades do M-Learning para os processos de ensino e aprendizagem.Palavras-chave: Aprendizagem móvel, Aplicativos educacionais, Critérios de qualidade, M-Learning, Educação aberta.Quality criteria for educational applications in the context of mobile devices (M- Learning)Abstract This paper presents the main concepts and approaches applied in the context of mobile learning. It describes the need to establish specific quality criteria for this application mode. Shows from literature review key quality attributes that can make a specific methodology for assessing the quality of educational applications. It proposes a categorization of quality criteria for an application and establishes a tool for the evaluation of applications for mobile devices. Identified and mapped criteria can help teachers and other professionals to select applications for mobile learning moreeffectively. Emphasizes the M-Learning capabilities for teaching and learning processes.Keywords: Mobile learning, Collaborative learning, Educational Apps, Quality criteria, Open Education.

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>

The Adoption of Mobile Devices as Digital Tools for Seamless Learning

2017 ◽  
pp. 297-324 ◽  
Author(s):  
Gürol Yokuş ◽  
Tuğba Yanpar Yelken
Keyword(s):  
University Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Undergraduate Students ◽  
Learning Method ◽  
Effective Learning ◽  
Positive Attitudes ◽  
Mobile Design ◽  
Activity Types ◽  
Design Preferences

This study examines the views of undergraduate students in Education Faculty related to mobile learning and reveals their mobile usage behaviors. Mobile usage behaviors include students' view about effectiveness of mobile learning, their mobile design preferences, use of mobile device for purpose of learning, the activity types conducted with mobile devices and their mobile usage frequency. It comes out that university students have very positive attitudes towards mobile learning and they think that m-learning is a really effective learning method. However, mobile devices are used mostly for two purposes: socialization and entertainment. University students agree that mobile learning removes constraints like time and space dependency. They view simplicity and fluency as the prerequisites for a mobile application. Their behaviors are infrequent when it comes to the use of mobile devices for accessing library, reading article, doing homework and note-taking. Their readiness for m-learning is considerably high and they have necessary skills for this learning form.

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

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