Mobile Devices as Support Rather than Distraction for Mobile Learners

2014 ◽  
pp. 61-76
Author(s):  
Johan Eliasson ◽  
Teresa Cerratto Pargman ◽  
Jalal Nouri ◽  
Daniel Spikol ◽  
Robert Ramberg
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Interaction Design ◽  
Learning Activities ◽  
Learning Goals ◽  
Physical Interaction ◽  
School Students ◽  
Face To Face ◽  
Design Perspective ◽  
Geometry Learning

This article questions the design of mobile learning activities that lead students to spend time focusing on the mobile devices at the expense of interacting with other students or exploring the environment. This problem is approached from an interaction design perspective, designing and analysing geometry-learning activities. The authors present six guidelines for designing mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. The guidelines are developed through video analysis of groups of middle school students doing learning activities outdoors and evaluated using the task model. The guidelines suggest that students (1) assume roles based on a different functionality of each device, (2) use devices as contextual tools, that the activities, (3) include physical interaction with the environment, (4) let teachers assume roles, (5) encourage face-to-face communication, and (6) introduce students to the mobile devices.

Mobile Devices as Support Rather than Distraction for Mobile Learners

2011 ◽  
Vol 3 (2) ◽  
pp. 1-15 ◽  
Author(s):  
Johan Eliasson ◽  
Teresa Cerratto Pargman ◽  
Jalal Nouri ◽  
Daniel Spikol ◽  
Robert Ramberg
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Interaction Design ◽  
Learning Activities ◽  
Learning Goals ◽  
Physical Interaction ◽  
School Students ◽  
Face To Face ◽  
Design Perspective ◽  
Geometry Learning

This article questions the design of mobile learning activities that lead students to spend time focusing on the mobile devices at the expense of interacting with other students or exploring the environment. This problem is approached from an interaction design perspective, designing and analysing geometry-learning activities. The authors present six guidelines for designing mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. The guidelines are developed through video analysis of groups of middle school students doing learning activities outdoors and evaluated using the task model. The guidelines suggest that students (1) assume roles based on a different functionality of each device, (2) use devices as contextual tools, that the activities, (3) include physical interaction with the environment, (4) let teachers assume roles, (5) encourage face-to-face communication, and (6) introduce students to the mobile devices.

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 M-Learning: A New Paradigm of Learning ICT in Nigeria

2016 ◽  
Vol 10 (1) ◽  
pp. 35 ◽  
Author(s):  
Solomon Sunday Oyelere ◽  
Jarkko Suhonen ◽  
Erkki Sutinen
Keyword(s):  
Developing Countries ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Mobile Device ◽  
Smart Phones ◽  
Learning Activities ◽  
Primary School Students ◽  
New Paradigm ◽  
School Students

Abstract—Mobile learning (m-learning) is the study and practice of using mobile devices, such as smart phones, mobile phones, tablets, PDAs, MP3s and pocket PCs in order to support learning for anyone, anytime and anywhere. M-learning has become paramount for developing countries such as Nigeria, as many of these countries have the required infrastructure and a rapidly increasing amount of mobile device users. In addition, the mobile devices are able to support a variety of learning activities and students are also ready to use the devices for learning. In this article, we have enumerated the possibilities and challenges of implementing m-learning in developing countries, specifically in Nigeria, and identified potential m-learning solutions to support learning of ICT in Nigeria. We administrated a questionnaire in order to find out primary school students readiness in Nigeria to adopt m-learning, their preferences to use specific features of m-learning devices in learning situations, as well as their opinions regarding the suitability of m-learning for ICT-related subjects. We also propose a cloud-based m-learning model for learning ICT topics in Nigeria.

Penggunaan Permainan Edukasi pada Pembelajaran Daring Mata Pelajaran Geografi Kelas XII di MA PPPI Miftahussalam Banyumas

2021 ◽  
Vol 1 ◽  
pp. 20-22
Author(s):  
Faris Salman Faza
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Educational Games ◽  
Learning Activities ◽  
Qualitative Description ◽  
Learning Goals ◽  
Face To Face ◽  
Average Value ◽  
Geography Teaching ◽  
The Right

The existence of the COVID-19 outbreak has an impact on all sectors of life, one of which is in the education sector, many schools are forced to dismiss their students and teaching and learning activities are carried out online. the transition of Geography teaching and learning activities at MA PPPI Miftahussalam Banyumas from face to face to online creates new problems in learning so that a special strategy is needed in this learning. Although online learning is not effective for achieving learning goals, the teacher must be able to make new innovations so that learning objectives can be achieved. This study uses a qualitative description method by observing the behavior of students when online learning takes place. Learning online Geography class XII at MA PPPI Miftahussalam Banyumas uses educational games. This study aims to find out the right media in learning Geography class XII during the COVID-19 pandemic at MA PPPI Miftahussalam Banyumas. The results of this study showed that 76 students of class XII MA PPPI Miftahussalam Banyumas who had taken the test showed an average value> 8.00. This shows satisfactory results.

scholarly journals Mobile learning application berbasis sublime text pada mata pelajaran kearsipan

2021 ◽  
Vol 1 (9) ◽  
pp. 914-921
Author(s):  
Binti Itsnania ◽  
I Nyoman Suputra
Keyword(s):  
High School ◽  
Online Learning ◽  
Mobile Learning ◽  
Internet Access ◽  
Learning Activities ◽  
Vocational High School ◽  
Face To Face ◽  
Tenth Grade ◽  
Face To Face Learning ◽  
User Friendly

Abstract As the effects of Covid-19 pandemic, Indonesia’s education experienced numerous changes. The previously face-to-face learning activities have been replaced by the online learning that relies on Internet access. Meanwhile, during a learning process, teachers use media to facilitate students learning. Therefore, the implementation of online learning rises the need for learning media in online learning. Mobile learning is invented as a learning media that can be implemented in this situation. It is developed using a number of programing applications, such as Sublime Text, to generate user friendly media. This study developed a Sublime Text based mobile learning application that can be accessed through android smartphones. This media has been confirmed to help teachers deliver learning materials, learning videos, and exercises accessible at anytime and anywhere. This Sublime Text based mobile learning application is called Study Fill. The learning media has been tried out to the students in tenth grade of State Vocational High School 2 Kediri, while the result suggest that the learning media is feasible and valid. Abstrak Pendidikan di Indonesia saat ini mengalami perubahan karena dampak dari pandemi Covid-19. Kegiatan belajar mengajar yang sebelumnya dapat dilakukan secara tatap muka di sekolah, saat ini ditiadakan dan diganti dengan kegiatan pembelajaran secara jarak jauh. Pembelajaran jarak jauh mengandalkan akses internet sebagai sarana pembelajaran. Pada kegiatan belajar mengajar, guru biasanya memanfaatkan media yang dapat digunakan untuk membantu berlangsungnya proses pembelajaran. Berkaitan dengan hal tersebut, dibutuhkan media pembelajaran yang tepat sehingga dapat membantu guru dalam pembelajaran daring. Mobile learning merupakan salah satu media yang tepat untuk mengatasi masalah tersebut. Mobile learning dapat dikembangkan dengan menggunakan beberapa aplikasi pemrograman, seperti Sublime Text, sehingga dapat menghasilkan aplikasi yang bersifat user friendly. Hasil penelitian ini berupa Mobile Learning Application berbasis Sublime Text yang dapat diakses melalui smartphone android. berupa Mobile Learning Application berbasis Sublime Text terbukti mempermudah guru membagikan materi, video pembelajaran maupun soal-soal dan peserta didik dapat mengaksesnya dimanapun dan kapanpun. Mobile Learning Application berbasis Sublime Text yang diberi nama StudyFill ini layak digunakan untuk siswa kelas X OTKP SMK Negeri 2 Kediri karena memperoleh hasil validasi sangat valid.

Mobile Classrooms: Using Mobile Devices to Enhance BSW Education

2013 ◽  
Vol 18 (Supplement 1) ◽  
pp. 17-32
Author(s):  
Stephen Baldridge ◽  
Amanda McAdams ◽  
Alex Reed ◽  
Alexandra Moran
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching Methods ◽  
Traditional Teaching ◽  
Classroom Environments ◽  
Face To Face ◽  
Teaching Content ◽  
Traditional Teaching Methods ◽  
Mobile Classrooms

Like the state of technology worldwide, the construct of mobile learning is constantly evolving. Mobile learning and remote teaching are gaining momentum and popularity in higher education, but little research has been done to examine their efficacy. With the use of mobile devices both in and out of the classroom becoming more prevalent, it is essential to examine the effectiveness of their use. This study compared the use of mobile learning and remote teaching (teaching content to students outside traditional face-to-face settings) with that of traditional teaching methods. Using mobile devices and social media, this study examined whether social work curriculum could be taught effectively to students outside static online or classroom environments.

Ubiquitous Game-Based Learning in Higher Education

2014 ◽  
pp. 106-129
Author(s):  
Anna Kasimati ◽  
Sofia Mysirlaki ◽  
Hara Bouta ◽  
Fotini Paraskeva
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Mobile Devices ◽  
Higher Education Institutions ◽  
Learning Activities ◽  
Learning Goals ◽  
Game Based Learning ◽  
Daily Lives ◽  
New Ideas

The rise of mobile broadband devices and services has significantly changed the role of mobile devices in people's daily lives by enabling the provision of innovative applications and services anywhere, anytime. Despite the fact that new ideas and innovation mainly occur within Higher Education Institutions (HEIs), the adoption of mobile and ubiquitous technologies by HEIs is still in its early stages. This chapter attempts to provide a framework to support Higher Education Institutions towards implementing mobile and ubiquitous, game-based learning activities. Aligned with the objective of this book, this chapter presents some examples and best practices of implementing this framework towards achieving the learning goals of future professionals in the fields of electronic and ubiquitous commerce.

A Case for Leveraging Mobile Learning in Action Learning Teams

2019 ◽  
pp. 1-23
Author(s):  
Shawn McCann
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Critical Reflection ◽  
Action Learning ◽  
Real Life ◽  
Face To Face ◽  
Life Challenges ◽  
Learning Teams ◽  
New Ideas ◽  
Higher Order Learning

Action learning teams create opportunities to learn from work on real-life challenges. Use of mobile learning can promote higher-order learning while bringing teams together around new ideas where their thinking may be challenged. In this way, action learning teams use mobile devices as tools of convenience to facilitate their learning. Mobile learning for action learning teams extends beyond simple content delivery and provides a platform that can introduce flow states and make space for critical reflection. The integration of mobile learning into action learning teams allows for the cultivation of individual creativity and maximization of group, virtual or face-to-face meetings.. This chapter will discuss the integration of mobile devices and detail multiple mobile learning exercises that action learning teams may use to promote creativity and critical reflection.

scholarly journals A Mobile Learning Model to Improve the Learning Environment in Iraqi Secondary Schools

Webology ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 972-981
Author(s):  
Mohammed Hasan Aldulaimi ◽  
Thair A Kadhim ◽  
Israa S Kamil ◽  
Musaddak M. Abdul Zahra
Keyword(s):  
High School Students ◽  
Secondary Schools ◽  
Learning Environment ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Model ◽  
Educational Setting ◽  
School Students ◽  
Positive Learning Environment ◽  
Technology In Schools

Nowadays the use of mobile devices has increased dramatically as they have been integrated into different learning facilities. In this paper, the opinions of high school students and their teachers will be evaluated in order to get a better understanding of how mobile devices are used in the learning environment. A qualitative and quantitative method was used in this study. Multiple cases for the purpose of understanding the level of students' use of these devices in schools. Through the results of this study, it can be determined whether spending on textbooks and supplies is necessary compared to replacing it with technology. This model can be divided into five categories. (MLIS) mobile phone by developing a mobile learning model in Iraqi secondary schools (MLIS). This model can be divided into five categories, including mobile learning, drivers, process, community, and influencing factors. Each of the categories is related to each other, as well as related to planning and goals. However, both students and teachers believe that using mobile devices in an educational setting can help increase overall achievement, improve student motivation, and create a positive learning environment in schools. This study also helps enrich the existing literature on mobile technology in schools, where knowledge is lacking in the Iraqi educational system.

MobiGlam

2012 ◽  
pp. 333-352
Author(s):  
Fatma Meawad ◽  
Geneen Stubbs
Keyword(s):  
Open Source ◽  
Learning Environments ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Real World ◽  
Virtual Learning Environments ◽  
Learning Activities ◽  
Wide Acceptance ◽  
End To End ◽  
Institutional Challenges

This chapter discusses the principles underpinning the design and the development of a framework, MobiGlam, which supports ubiquitous and scalable access to learning activities. The framework allows full end to end interconnectivity among open source virtual learning environments (VLEs) and Java-enabled mobile devices. Through this framework, interoperability and adaptivity techniques are combined to address the technical, pedagogical, and institutional challenges of mobile learning. The discussed framework achieved a level of flexibility and simplicity that resulted in a wide acceptance of the framework institutionally, allowing its use in various real world settings.

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