Advanced and Effective Learning in Context Aware and Adaptive Mobile Learning Scenarios

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.

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Meeting the Challenges in Evaluating Mobile Learning

Combining E-Learning and M-Learning ◽

10.4018/978-1-60960-481-3.ch011 ◽

2011 ◽

pp. 178-194 ◽

Cited By ~ 1

Author(s):

Giasemi Vavoula ◽

Mike Sharples

Keyword(s):

Mobile Learning ◽

Mobile Technology ◽

Cultural Context ◽

Learning Experience ◽

Learning Processes ◽

Macro Level ◽

Learning In Context ◽

Meso Level ◽

Micro Level ◽

Context Of Learning

We propose six challenges in evaluating mobile learning: capturing and analysing learning in context and across contexts, measuring mobile learning processes and outcomes, respecting learner/participant privacy, assessing mobile technology utility and usability, considering the wider organisational and socio-cultural context of learning, and assessing in/formality. A three-level framework for evaluating mobile learning is proposed, comprising a micro level concerned with usability, a meso level concerned with the learning experience, and a macro level concerned with integration within existing educational and organisational contexts. The article concludes with a discussion of how the framework meets the evaluation challenges and with suggestions for further extensions.

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M-Learning Generations and Interview Study Results of a Mobile Context-Aware Learning Schedule Framework

Combining E-Learning and M-Learning ◽

10.4018/978-1-60960-481-3.ch003 ◽

2011 ◽

pp. 28-55 ◽

Cited By ~ 1

Author(s):

Jane Yin-Kim Yau ◽

Mike Joy

Keyword(s):

Mobile Learning ◽

Adaptive Learning ◽

Interview Study ◽

Learning Preferences ◽

Context Aware ◽

Postgraduate Students ◽

Learning Contexts ◽

Proposed Model ◽

Study Results ◽

Mobile Context

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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A Phenomenographic Research Study of Students’ Conceptions of Mobile Learning: An Example From Higher Education

SAGE Open ◽

10.1177/2158244019861457 ◽

2019 ◽

Vol 9 (3) ◽

pp. 215824401986145 ◽

Cited By ~ 5

Author(s):

Md. Shahadat Hossain Khan ◽

Benadjih Oiriddine Abdou ◽

Jaana Kettunen ◽

Sue Gregory

Keyword(s):

Higher Education ◽

Mobile Devices ◽

Mobile Learning ◽

Research Study ◽

Developed Countries ◽

Pedagogical Practices ◽

Structured Interviews ◽

Effective Learning ◽

The World ◽

New Ideas

This article aims to identify different ways of using mobile devices in students’ learning in higher education. This qualitative research presents the findings from a phenomenographic research of students’ conceptions of mobile learning (m-learning) in higher education. A cohort of 16 students from four universities of Bangladesh took part in semi-structured interviews to explore their in-depth understandings and experiences of m-learning. The findings indicate that university students perceived five qualitatively different ways of using mobile devices in their learning: a medium for communication; a medium for management of learning materials; a tool for effective learning; a means for collaborative learning; and a means for development of new ideas. The findings of this research demonstrate students’ pedagogical understanding of using mobile devices in higher education. The outcomes of this research could play a crucial role in informing students on how they can use their mobile devices for learning purposes and providing educators with empirical evidence on students’ pedagogical practices of using mobile devices in other developing and more developed countries in the world.

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