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Article
Publication date: 14 September 2018

Buddhini Gayathri Jayatilleke, Gaya R. Ranawaka, Chamali Wijesekera and Malinda C.B. Kumarasinha

The purpose of this paper is to illustrate the development and testing of an innovative mobile application using design-based research.

Abstract

Purpose

The purpose of this paper is to illustrate the development and testing of an innovative mobile application using design-based research.

Design/methodology/approach

This paper reports on the process of transformation of existing printed course material into digitized content through design-based research where design, research and practice were concurrently applied through several iterations of the mobile application. For this transformation, one session each from BSc in Nursing, Bachelor of Pharmacy and Bachelor of Medical Laboratory Sciences was selected. In the first phase of the design-based research, the main research question was formulated. In the second phase, a mobile learning application (OUSL MLearn) was designed and developed to address the research question. In the third phase, this application was evaluated by five groups of stakeholders: content experts to validate the content; educational technologists to check the alignment of technical and pedagogical features; novice users to check the overall effectiveness of the application; developer to develop the application, to check the ease of usage; and researchers to identify the impact of this innovation. These stakeholders were closely involved throughout the whole process which lasted over a period of four months. At the end of this development phase, the results were reflected upon and used for further enrichment.

Findings

It was observed that the developed mobile application was accessible, appealing and pedagogically constructive for users. However, optimization, development time, technical and organizational issues, workload of academics and production costs were identified as major challenges.

Research limitations/implications

This study was based on the findings of a small sample of potential users.

Practical implications

The findings have implications for designing culturally adaptive interactive mobile applications.

Originality/value

This study will benefit practitioners to design culturally sensitive mobile learning courses and researchers to conduct design-based research.

Details

Asian Association of Open Universities Journal, vol. 13 no. 2
Type: Research Article
ISSN: 2414-6994

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Article
Publication date: 20 June 2016

Roopesh Kevin Sungkur, Akshay Panchoo and Nitisha Kirtee Bhoyroo

This study aims to show the relevance of augmented reality (AR) in mobile learning for the 21st century. With AR, any real-world environment can be augmented by providing…

Abstract

Purpose

This study aims to show the relevance of augmented reality (AR) in mobile learning for the 21st century. With AR, any real-world environment can be augmented by providing users with accurate digital overlays. AR is a promising technology that has the potential to encourage learners to explore learning materials from a totally new perspective. Besides, the advancements made in information technology further broaden the scope for educational AR applications. Furthermore, the proliferation of wireless mobile devices such as smartphones and tablets is also introducing AR into the mobile domain.

Design/methodology/approach

This discussion paper gives an insight of the different potential fields of application of AR and eventually proposes an AR application that will give a completely different learning experience for learners. This AR mobile application will not only provide learners with supplementary information but will also assist lecturers in their teaching process. There are certain concepts in computer science at the tertiary level that are at times difficult for learners to understand using the traditional classroom approach. Through this AR application developed, the learners are able to see what is happening and experience a different form of learning where the focus is more on “learning by doing” and on the ability of visualizing the complete set of steps involved for a particular operation. Finally what is proposed is a generic framework/process for the development of AR applications for learning purposes.

Findings

The AR application developed and tested has proved to be helpful in understanding complex concepts of computer science that average students have much difficulty in understanding. Through AR, learning has been brought to a new dimension where the students can easily visualize what is happening and easily understand complex concepts. This low-cost system that has been proposed can track and detect both markerless and marker-based images. A number of experiments have also been carried out to determine a set of best practices for the development and use of such AR applications.

Originality/value

Learners have been able to have a more interactive and enriching learning experience through two-dimensional and three-dimensional digital augmentations. The AR mobile application has been enhancing the cognitive skills of learners through enabling them to scan images from printed materials with their smartphones. Then, informative digital augmentation has been overlaid in real time on the mobile screen with the image preview still in the background.

Details

Interactive Technology and Smart Education, vol. 13 no. 2
Type: Research Article
ISSN: 1741-5659

Keywords

Content available
Article
Publication date: 7 May 2020

Eda Atasoy, Harun Bozna, Abdulvahap Sönmez, Ayşe Aydın Akkurt, Gamze Tuna Büyükköse and Mehmet Fırat

This study aims to investigate the futuristic visions of PhD students at Distance Education department of Anadolu University on the use of learning analytics (LA) and…

Abstract

Purpose

This study aims to investigate the futuristic visions of PhD students at Distance Education department of Anadolu University on the use of learning analytics (LA) and mobile technologies together.

Design/methodology/approach

This qualitative research study, designed in the single cross-section model, aimed to reveal futuristic visions of PhD students on the use of LA in mobile learning. In this respect, SCAMPER method, which is also known as a focused brainstorming technique, was used to collect data.

Findings

The findings of the study revealed that the use of LA in mobile can solve everyday problems ranging from health to education, enable personalized learning for each learner, offer a new type of evaluation and assessment and allow continuous feedback and feedforwards; yet this situation can also arise some ethical concerns since the big data collected can threaten the learners by interfering with their privacy, reaching their subconscious and manipulating them as well as the whole society by wars, mind games, political games, dictation and loss of humanity.

Research limitations/implications

The research is limited with the views of six participants. Also, the sample of the study is homogeneous in terms of their backgrounds – their age range, their departments as PhD students and their fields of expertise.

Practical implications

The positive perceptions of PhD students provide a ground for the active use of LA in mobile. Further, big data collected through LA can help educators and system makers to identify patterns which will enable tailored education for all. Also, use of LA in mobile learning may stimulate the development of a new education system including a new type of evaluation and assessment and continuous feedback and feedforwards.

Originality/value

The widespread use of mobile technologies opens new possibilities for LA in the future. The originality of this research comes from its focus on this critical point.

Details

Asian Association of Open Universities Journal, vol. 15 no. 2
Type: Research Article
ISSN: 1858-3431

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Article
Publication date: 28 August 2019

Jestin Joy, Kannan Balakrishnan and Sreeraj M.

Vocabulary learning is a difficult task for children without hearing ability. Absence of enough learning centers and effective learning tools aggravate the problem. Modern…

Abstract

Purpose

Vocabulary learning is a difficult task for children without hearing ability. Absence of enough learning centers and effective learning tools aggravate the problem. Modern technology can be utilized fruitfully to find solutions to the learning difficulties experienced by the deaf. The purpose of this paper is to present SiLearn – a novel technology based tool for teaching/learning sign vocabulary.

Design/methodology/approach

The proposed mobile application can act as a visual dictionary for deaf people. SiLearn is equipped with features that can automatically detect both text and physical objects and convert them to their corresponding signs. For testing the effectiveness of the proposed mobile application quantitative analyses were done. Quantitative analysis is based on testing a class of 28 students belonging to St Clare Oral School for the Deaf, Kerala, India. This group consisted of 17 boys and 11 girls. Analysis was also done through questionnaire. Questionnaires were given to teachers, parents of deaf students learning sign language and other sign language learners.

Findings

Results indicate that as SiLearn is very effective in sign vocabulary development. It can enhance vocabulary learning rate considerably.

Originality/value

This is the first time that artificial intelligence (AI) based techniques are used for early stage sign language learning. SiLearn can equally be used by children, parents and teachers for learning sign language.

Details

Journal of Enabling Technologies, vol. 13 no. 3
Type: Research Article
ISSN: 2398-6263

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Article
Publication date: 1 October 2018

Yun-Fang Tu and Gwo-Jen Hwang

The purpose of this paper is to analyze the trends and potential research issues involved with library-supported mobile learning.

Abstract

Purpose

The purpose of this paper is to analyze the trends and potential research issues involved with library-supported mobile learning.

Design/methodology/approach

Publications in the Scopus database from 2007 to 2016 are analyzed on various aspects, such as the adopted research methods, technologies, participants, application domains and research issues.

Findings

In addition to the awareness of the increasing number of digital library-associated mobile learning in the past decade, there are several interesting findings in this paper, such as most research mainly focused on investigating the affective domain of participants and assessing the effects of mobile learning. Most of the library-supported mobile learning research was conducted at special libraries, followed by academic libraries.

Practical implications

Potential applications and research directions of library-supported mobile learning are suggested based on the findings of the present paper.

Originality/value

This paper provides insight in relation to library-associated mobile learning. The findings and suggestions can serve as a good reference for researchers and school teachers when conducting mobile learning studies and to develop quality learning activities with access to library facilities using mobile and wireless communication technologies.

Details

The Electronic Library, vol. 36 no. 5
Type: Research Article
ISSN: 0264-0473

Keywords

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Book part
Publication date: 19 February 2021

Ashley Butler, Mark Anthony Camilleri, Andrew Creed and Ambika Zutshi

This chapter presents a thorough review on the mobile learning concept. It also explores how businesses are using mobile learning (m-learning) technologies for the…

Abstract

This chapter presents a thorough review on the mobile learning concept. It also explores how businesses are using mobile learning (m-learning) technologies for the training and development of their human resources. The research involved semi-structured interviews and an online survey. The research participants were expected to share their opinions about the costs and benefits of using m-learning applications (apps). The findings reported that the younger course participants were more likely to embrace the m-learning technologies than their older counterparts. They were using different mobile devices, including laptops, hybrids as well as smartphones and tablets to engage with m-learning applications at work, at home and when they are out and about. This contribution has identified the contextual factors like the usefulness and the ease of use of m-learning applications (apps), individual learning styles and their motivations, time, spatial issues, integration with other learning approaches as well as the cost and accessibility of the m-learning technology. In conclusion, this contribution identifies future research avenues relating to the use of m-learning technologies among businesses and training organizations.

Details

Strategic Corporate Communication in the Digital Age
Type: Book
ISBN: 978-1-80071-264-5

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Book part
Publication date: 25 January 2013

Jorge Brantes Ferreira, Amarolinda Zanela Klein, Angilberto Freitas and Eliane Schlemmer

New mobile platforms, connected seamlessly to the Internet via wireless access, become increasingly more powerful as each day passes. Smartphones and tablet computers, as…

Abstract

New mobile platforms, connected seamlessly to the Internet via wireless access, become increasingly more powerful as each day passes. Smartphones and tablet computers, as well as other ultraportable devices, have already gained enough critical mass to be considered mainstream devices, being present in the daily lives of millions of higher education students. Whole firms, devoted solely to developing high-quality and high engagement content to these devices, have emerged, populating an application market of thousands of teaching applications (apps) focused on diverse higher education topics, from physics and calculus to anatomy and law. Many universities throughout the world have already adopted or are planning to adopt mobile technologies in many of their courses as a better way to connect students with the subjects they are studying. These new mobile platforms allow students to access content anywhere/anytime to immerse himself/herself into that content (alone or interacting with teachers or colleagues via web communication forms) and to interact with that content in ways that were not previously possible (via touch and voice recognition technologies, for instance). The study of such technologies and their possible uses for higher education, as well as the impacts they can have on stimulating more active participation and engagement with the course subjects and research in higher education, while at the same time fostering collaboration among students and even different institutions, is the goal of the proposed chapter. Through the evaluation of the teacher/student acceptance and adoption of such mobile technologies, this chapter plans to provide a thorough overview of the possibilities and consequences of mobile learning in higher education environments as a gateway to ubiquitous learning – perhaps the ultimate form of learner engagement, since it allows the student to learn, access and interact with important content in any way or at any time or place she/he might want.

Details

Increasing Student Engagement and Retention Using Mobile Applications: Smartphones, Skype and Texting Technologies
Type: Book
ISBN: 978-1-78190-509-8

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Book part
Publication date: 3 August 2017

Matt Bower

Mobile devices, through their capacity to enable anytime-anywhere learning as well as capture, annotate and share multimedia, offer entirely new ways for students to learn

Abstract

Mobile devices, through their capacity to enable anytime-anywhere learning as well as capture, annotate and share multimedia, offer entirely new ways for students to learn. This chapter provides review of mobile learning with a particular focus on learning design. First various definitions and characteristics of mobile learning are examined in order to establish a common understanding of its boundaries and meaning. Example uses of mobile learning in schools and higher education are described as a way to provide a more concrete understanding of design possibilities. Benefits of mobile learning are unpacked, as distilled from the literature, including the ability to provide flexible, accessible, authentic, personalized, ubiquitous and seamless learning. Mobile learning issues are also examined, including technical problems, cognitive load issues, distraction, equity and safety. A primary school science and a university pre-service teacher education vignette are described so as to offer a more in-depth illustration of what mobile learning can look like and achieve in practice. Finally, mobile learning research findings and observations are synthesized into recommendations, to inform and guide evidence-based mobile learning design practices. Opportunities for future research and investigation are also discussed.

Details

Design of Technology-Enhanced Learning
Type: Book
ISBN: 978-1-78714-183-4

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Article
Publication date: 28 September 2012

Dion Hoe‐Lian Goh, Khasfariyati Razikin, Chei Sian Lee, Ee Peng Lim, Kalyani Chatterjea and Chew Hung Chang

Mobile devices used in educational settings are usually employed within a collaborative learning activity in which learning takes place in the form of social interactions…

Abstract

Purpose

Mobile devices used in educational settings are usually employed within a collaborative learning activity in which learning takes place in the form of social interactions between team members while performing a shared task. The authors aim to introduce MobiTOP (Mobile Tagging of Objects and People), a mobile annotation system that allows users to contribute and share geospatial multimedia annotations via mobile devices.

Design/methodology/approach

Field observations and interviews were conducted. A group of trainee teachers involved in a geography field study were instructed to identify rock formations by collaborating with each other using the MobiTOP system. The trainee teachers who were in the field were guided by their lab counterparts on the tasks required to identify the rock formations.

Findings

Participants were able to appreciate the fieldwork task as it augmented their classroom lessons. The system allowed them to communicate with one another in order to meet the objectives of the study. However, there were some technical difficulties in relation to the affordance of the mobile and web applications that affected the usefulness of the applications.

Originality/value

This study reports the design and implementation of a mobile annotation system that was evaluated in an actual classroom setting. The results of this work have implications for both mobile applications design and mobile learning.

Details

The Electronic Library, vol. 30 no. 5
Type: Research Article
ISSN: 0264-0473

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Article
Publication date: 28 September 2012

Bob Little

This paper's aim is to outline trends and recent developments in the design, developments and use of mobile learning.

Abstract

Purpose

This paper's aim is to outline trends and recent developments in the design, developments and use of mobile learning.

Design/methodology/approach

The paper uses interviews with key players in the mobile learning development sector, along with complementary research.

Findings

It is found that: mobile learning is developing fast – not just in terms of applications but also in terms of its philosophy and standards; mobile learning can offer great value to learners because it can connect employees to the knowledge and expertise they need, when and where they need it; and new standards, authoring tools and authoring approaches to mobile learning are developing.

Practical implications

Merely transferring classroom based training to “e”, and especially mobile, learning does not really work. New technology, techniques and interoperable standards need to be – and are being – developed for mobile learning.

Originality/value

No comparable articles exist.

Details

Industrial and Commercial Training, vol. 44 no. 7
Type: Research Article
ISSN: 0019-7858

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