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

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.

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Mobile Devices as Support Rather than Distraction for Mobile Learners

International Journal of Mobile and Blended Learning ◽

10.4018/jmbl.2011040101 ◽

2011 ◽

Vol 3 (2) ◽

pp. 1-15 ◽

Cited By ~ 17

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.

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Ubiquitous Game-Based Learning in Higher Education

User Behavior in Ubiquitous Online Environments - Advances in Human and Social Aspects of Technology ◽

10.4018/978-1-4666-4566-0.ch006 ◽

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.

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An Assessment of Culturally Appropriate Design: A Malaysian University Context

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v12i2.8014 ◽

2018 ◽

Vol 12 (2) ◽

pp. 207 ◽

Cited By ~ 1

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>

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Design Guidelines for Creating Mobile Language Learning Applications

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v12i3.8153 ◽

2018 ◽

Vol 12 (3) ◽

pp. 52 ◽

Cited By ~ 2

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>

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A Model-Based Approach to Analysis and Calibration of Sensor-Based Human Interaction Loops

International Journal of Mobile Human Computer Interaction ◽

10.4018/jmhci.2010100603 ◽

2010 ◽

Vol 2 (1) ◽

pp. 48-72

Author(s):

Parisa Eslambolchilar ◽

Roderick Murray-Smith

Keyword(s):

Mobile Devices ◽

Dynamic Systems ◽

Interaction Design ◽

Systems Approach ◽

Human Interaction ◽

Manual Control ◽

Space Modeling ◽

Continuous Interaction ◽

Analytical Tools ◽

Specification Analysis

The dynamic systems approach to the design of continuous interaction allows designers to use analytical tools such as state-space modeling and Bode diagrams to simulate and analyse the behaviour and stability of sensor-based applications alone and when it is coupled with a manual control model of user behaviour. This approach also helps designers to calibrate and tune the parameters of the sensor-based application before the actual implementation, and in response to user action. In this article the authors introduce some term definitions from manual control theory for the analysis of the continuous aspects of the interaction design and human behaviour. Then we provide a theoretical framework for specification, analysis and calibration of a sensor-based zooming and scrolling application on mobile devices including the user in the interaction loop. It is especially topical and interesting for guiding design of sensor-based applications on mobile devices. We test our framework with a tilt-controlled speed-dependent automatic zooming application on a PDA.

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MobiGlam

Virtual Learning Environments ◽

10.4018/978-1-4666-0011-9.ch209 ◽

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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Integrative activity of a point of sale and the product dissemination with augmented reality

Journal of Human Resources Training ◽

10.35429/jhrt.2019.15.5.9.17 ◽

2019 ◽

pp. 9-17

Author(s):

Marva Angélica Mora-Lumbreras ◽

Norma Sánchez-Sánchez ◽

Carolina Rocío Sánchez-Pérez

Keyword(s):

Augmented Reality ◽

Virtual Environments ◽

Mobile Devices ◽

Interaction Design ◽

Web Applications ◽

Human Interaction ◽

Group Approach ◽

Point Of Sale ◽

Development Models ◽

Integrative Activity

An Integrative Activity uses the skills and knowledge provided in various subjects to solve practical problems, with an individual and/ or group approach. Specifically in this article we work on a Point of Sale system and the Diffusion of Products with Augmented Reality, developed over three semesters and involving courses of Software Engineering, Computer Human Interaction, Design of Virtual Environments and Computing for Mobile Devices. The activity applies knowledge of software development models, usability, 3D modeling, augmented reality and development of web applications for mobile devices. At the end of this activity, the student has managed to develop complete software, from planning until testing phases.

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Information design opportunities with augmented reality applications

Information Design Journal ◽

10.1075/idj.22.3.04sea ◽

2016 ◽

Vol 22 (3) ◽

pp. 237-246

Author(s):

Patricia Search

Keyword(s):

Augmented Reality ◽

Mobile Devices ◽

Virtual Worlds ◽

Physical Environment ◽

Interaction Design ◽

Design Research ◽

Information Design ◽

Relational Aesthetics ◽

Interactive Process ◽

Kinesthetic Interaction

Interaction design and augmented reality applications map information relationships between physical and virtual worlds. Mobile devices provide new opportunities for integrating digital graphics, text, and sound with the surrounding physical environment. Designers and artists are experimenting with innovative applications that present challenges in information design research and praxis. This paper explores the following dimensions of augmented reality that are integral to applications in information design that use this technology: semiotics of space and time; multisensory design; relational aesthetics, and kinesthetic interaction that incorporates gestures, physical movement, and embodiment into the interactive process.

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Recognizing Value of Mobile Device for Learning

Human-Computer Interaction ◽

10.4018/978-1-4666-8789-9.ch034 ◽

2015 ◽

pp. 768-784

Author(s):

Young Park ◽

YongJu Jung

Keyword(s):

Learning Environment ◽

Mobile Devices ◽

Mobile Learning ◽

Mobile Device ◽

Incidental Learning ◽

Learning Activities ◽

Learning Tool ◽

Factors Influencing ◽

Initial Learning ◽

And Behavior

This study defines a mobile device as a contemporary learning tool and learning environment and focuses on the factors' influencing on users' perceptions of mobile learning and the characteristics of informal learning available for a use of mobile device for learning. The major findings are the following: First, the longer participants are engaged with mobile device, the more they will view that mobile device as valuable for learning. Next, whoever defines knowledge in a broader sense expects to use mobile devices longer time and in turn see the value of that device for learning more positively. Users' initial learning-related perception seems to influence their recognition and behavior toward mobile learning. Lastly, participants' major learning activities are self-directed while incidental learning is also meaningfully recognized. Participants' recognition of incidental learning can predict one's recognition of the value of mobile devices for learning.

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