Usability Analysis of a Mobile Learning Application

2021 ◽  
pp. 198-212
Author(s):  
Yasin Cakan ◽  
Aycan Kaya ◽  
Cigdem Altin Gumussoy
Keyword(s):  
Young People ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Operating Systems ◽  
Mobile Technology ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Factors Affecting ◽  
Usability Analysis ◽  
Color Control

With the advances in mobile technology, mobile learning has gained importance and has spread widely especially among young people. In this study, a research model is developed to determine the factors affecting the usability of a mobile learning application belonging to one of the most popular MOOCs (massive open online courses) providers. The constructs—aesthetic graphics, color, control obviousness, entry point, fingertip-size controls, font, gestalt, hierarchy, subtle animation, and transition—adapted from the study of Hoehle et al. are included to reveal their effects on usability perception. Furthermore, the operating systems—iOS or Android—used in the mobile devices affect the usability of the mobile application is explored. A questionnaire is developed, and 223 surveys are collected from the users of the application. The results of the study show that gestalt, control obviousness, subtle animation, and aesthetic graphics are significant factors on the usability perception of the users.

scholarly journals The Impact of Mobile Learning on EFL Students’ Learning Behaviors and Perceptions: From Content Delivery to Blended Interaction

2021 ◽  
Vol 5 (4) ◽  
pp. 25
Author(s):  
Vo Thuy Linh ◽  
Nguyen Ngoc Vu
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Theoretical Background ◽  
Modern Technology ◽  
Rapid Expansion ◽  
Efl Students ◽  
The Impact ◽  
Learning English

Mobile learning (M - learning) emerges as the essential mark of technological revolution 4.0 and the great development of modern technology. It has proved that their smart functions were accompanied by the rapid expansion of mobile devices to support learning of learners everywhere and every time. Although mobile technology is expected to apply suitably to teaching and learning, the capacity of English as a Foreign Language (EFL) students to use mobile devices to support their English learning needs to be thoroughly evaluated. This paper is to present how EFL learners at a Vietnam University can exploit mobile technology by questionnaire through a survey of 300 EFL students. The investigation took place during the second semester of the 2018 - 2019 school year. The quantitative approach has been used to gather and analyze data, and results have shown that EFL students are confident of learning English through mobile devices through their use of mobile technology. This shows that learning English by mobile devices is feasible and has got positive perceptions from the students. Furthermore, the research results are expected to contribute as a theoretical background as reference for future researches related to mobile learning applications.

An Analysis of the Possibilities of the Use of Technology for the Learning of Languages

2018 ◽  
pp. 180-212
Author(s):  
María A. Pérez-Juárez ◽  
Míriam Antón-Rodríguez ◽  
Francisco J. Díaz-Pernas ◽  
Mario Martínez-Zarzuela ◽  
David González-Ortega
Keyword(s):  
Cloud Computing ◽  
Research And Development ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Management Systems ◽  
Massive Open Online Courses ◽  
Working Environments ◽  
Use Of Technology ◽  
Pleasant Experience

Being able to communicate in a foreign language is a very pleasant experience. Moreover, in different working environments and scenarios, it is necessary. For this reason, there is a tremendous need to continue the research and development of techniques, tools, applications, strategies, and experiences related to the teaching and learning of foreign languages, adapted to the different needs, abilities, and interests of the learners. This chapter explores the important role that technology is playing in supporting the learning of languages through the facilitation of ubiquitous learning, where techniques such as informatics technology, mobile technology, or cloud computing, and tools such as learning management systems (LMSs) and massive open online courses (MOOCs) can be of great help.

The Changing Face of Assistive Technology

2015 ◽  
pp. 2068-2076
Author(s):  
James R. Stachowiak
Keyword(s):  
Assistive Technology ◽  
Mobile Devices ◽  
Operating Systems ◽  
Mobile Technology ◽  
People With Disabilities ◽  
Cost Effective ◽  
Ease Of Use ◽  
The World ◽  
Computer Based ◽  
Access Information

Computer-based Assistive Technology (AT) has had a powerful effect on people with disabilities in the areas of reading, writing, communicating, and accessing information. One of the roadblocks for use has always been the expense of AT. Advancements in computing and mobile technology, however, are making some technology more readily available, accessible, and cost effective for people with disabilities. Computer operating systems, for example, now contain features to magnify screens for reading and in the entering of text. The mobile movement of smartphones, e-readers, and tablets has also been changing the way people with disabilities access information. The capabilities of these devices combined with the immediate availability, affordability, and ease of use, has been making the world more accessible for people with disabilities, and with mobile devices increasingly becoming a necessity for most, this trend is anticipated to only continue.

scholarly journals Initial trends in enrolment and completion of massive open online courses

2014 ◽  
Vol 15 (1) ◽  
Author(s):  
Katy Jordan
Keyword(s):  
Online Courses ◽  
Rapid Development ◽  
Good Deal ◽  
Massive Open Online Courses ◽  
Completion Rates ◽  
Massive Open Online ◽  
Factors Affecting ◽  
The Public ◽  
The Past ◽  
Course Length

<p>The past two years have seen rapid development of massive open online courses (MOOCs) with the rise of a number of MOOC platforms. The scale of enrolment and participation in the earliest mainstream MOOC courses has garnered a good deal of media attention. However, data about how the enrolment and completion figures have changed since the early courses is not consistently released. This paper seeks to draw together the data that has found its way into the public domain in order to explore factors affecting enrolment and completion. The average MOOC course is found to enroll around 43,000 students, 6.5% of whom complete the course. Enrolment numbers are decreasing over time and are positively correlated with course length. Completion rates are consistent across time, university rank, and total enrolment, but negatively correlated with course length. This study provides a more detailed view of trends in enrolment and completion than was available previously, and a more accurate view of how the MOOC field is developing.</p>

Mobile Technology and Student Learning

2011 ◽  
Vol 3 (3) ◽  
pp. 34-42 ◽  
Author(s):  
Pamela Pollara ◽  
Kelly Kee Broussard
Keyword(s):  
Systematic Review ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Student Learning Outcomes ◽  
Future Research ◽  
Research And Practice ◽  
Learning Research

As mobile devices become ubiquitous, it is necessary to analyze if and how these devices can be used for learning. This systematic review is part of a larger review that analyzed 21 mobile learning research studies published from 2005-present. Eleven studies that focused specifically on student learning outcomes and processes are summarized in this review in order to better understand the direction of mobile learning in mainstream education. Overall, studies were found to be positive and indicated several benefits of using mobile devices for learning including an increase in achievement, productivity, engagement, and motivation. This paper also highlights recommendations for future research and practice in the field of mobile learning, specifically focusing on the way personal mobile device ownership may influence learning both inside and outside the classroom.

scholarly journals Tecnologías y modelos de aprendizaje emergentes en educación superior. Propuestas y difusión de innovaciones

2015 ◽  
Vol 15 (4) ◽  
pp. 134-159
Author(s):  
Natália Fernandes Gomes ◽  
María José Hernández Serrano
Keyword(s):  
Mobile Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educación Superior ◽  
Flipped Learning ◽  
Massive Open Online ◽  
Personal Learning ◽  
Educacion Superior ◽  
Revisión Sistemática ◽  
Innovación Educativa

El avance de la tecnología, la existencia de nuevos tipos de redes colaborativas y la conectividad global permiten y requieren urgentemente que las instituciones de Educación Superior desarrollen nuevos, innovadores y creativos modelos de enseñanza y aprendizaje. En este trabajo se presentan, primero, algunos de los actuales modelos emergentes de aprendizaje para la Educación Superior, mediados a través del uso de las tecnologías, de acuerdo a diferentes informes internacionales. En la segunda parte se presentan los resultados de un estudio de revisión sistemática que nos permite comprender el grado de difusión de la innovación educativa que subyace a los diferentes modelos de aprendizaje (flipped learning, personal learning environments, mobile learning, massive open online courses). Los resultados indican que el modelo mobile learning es el más productivo con una tendencia en aumento. Finalmente se exponen conclusiones respecto a la importancia de la difusión de innovación y los obstáculos en la traducción de los modelos emergentes a los contextos de aula.

scholarly journals INVESTIGATING INHIBITING FACTORS AFFECTING MOOCS ADOPTION AMONG TEACHERS IN HIGHER EDUCATION INSTITUTIONS OF INDIA

2021 ◽  
Vol 11 (2) ◽  
pp. 87-94
Author(s):  
Priyanka Bhaskar ◽  
◽  
Amit Joshi ◽  
Padmalosani Dayalan ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Interpretative Phenomenological Analysis ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Financial Barriers ◽  
Factors Affecting ◽  
Intention To Adopt ◽  
Inhibiting Factors

Massive Open Online Courses (MOOCs) has the potential to eradicate the digital divide and endorse education globally among the learners in the education industry. Through MOOCs platforms, teachers can upgrade their knowledge skills and abilities in their respective fields. The present study aims to identify the inhibiting factors underlying the adoption of MOOCs by teachers employed in higher education institutions. The research has employed an Interpretative Phenomenological Analysis of qualitative research methodology. In this research, teachers from the identified Universities of Uttarakhand, India are selected as the respondent to investigate the factors affecting the adoption of MOOCs. Findings reveal that technological barriers, financial barriers, and lack of awareness act as inhibiting factors in adopting MOOCs by teachers of HEI. This study also contributes to the literature by assessing the factors influencing teachers’ intention to adopt Massive Open Online Courses for learning. Through this paper, the three stakeholders of MOOCs, that is teachers, HEI and MOOC provider are suggested measures that will enhance the support and acceptability of the online courses.

Empowering Creativity in Young People Through Mobile Learning

2013 ◽  
Vol 5 (3) ◽  
pp. 17-33 ◽  
Author(s):  
M. Ranieri ◽  
I. Bruni
Keyword(s):  
Young People ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Meaning Making ◽  
Future Research ◽  
Cultural Resources ◽  
Binary Choices ◽  
Transformative Process ◽  
Teachers Perspectives

This paper investigates the potential of mobile learning for creativity in and out of school with a focus on media production. In doing so it attempts to move beyond binary choices around the nature of creativity (e.g., individual vs social) and the role of technologies for creative learning. To this end, it presents the literature on how creativity has been conceptualized, especially in education, and provides the theoretical underpinnings that supported the study by referring to the Vygotskyan perspective of creativity as a transformative process of culture and the self. It then moves to a description of three experiences addressing young people and entailing the creation of digital artifacts through mobile devices. It also presents some results, exploring learners’ and teachers’ perspectives and showing how mobile devices serve as cultural resources that young people use for meaning making and transforming themselves. The paper concludes with some recommendations for future research.

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