Design and development of a location-based mobile learning system to facilitate English learning

Rapid technological developments along with the popularity of the Internet and mobile devices in recent years have allowed learners to undertake learning outside the confines of the physical classroom and immerse themselves in actual locations and situations. This has led to a proliferation of research in this field together with the design and development that integrate the use of mobile devices, allowing students to undertake mobile context-aware learning. In this study, 64 Taiwanese tertiary students evaluated a learning system about plants in the English language. This location-based mobile learning system to facilitate English learning was based on mobile context-aware learning and related theories. The analysis, design, development, implementation, and evaluation model was used for the system development. Analysis of users’ requirements indicated that the majority of subjects preferred teaching materials with text and images presented on web pages on mobile devices, and that the user interface should be simple. Feedback from the evaluation of the system included suggestions to improve the maps, words, and images provided, as well as the sensing range of the global positioning system. In addition, providing forum feedback and an audio guide may be strategies to enhance users’ experience of using the system. After modifications, the final product was a fully functional system for learning about plants in English. Mobile learning is the future developmental trend in the field of education. It is anticipated that the design and development of the proposed system will serve as a reference for other researchers and future developments in mobile learning systems.     

Ubiquitous learning website: Scaffold learners by mobile devices with information-aware techniques

The portability and immediate communication properties of mobile devices influence the learning processes in interacting with peers, accessing resources and transferring data. For example, the short message and browsing functions in a cell phone provide users with timely and adaptive information access. Although many studies of mobile learning indicate the pedagogical potential of mobile devices, the screen size, computational power, battery capacity, input interfaces, and network bandwidth are too restricted to develop acceptable functionality for the entire learning processes in a handheld device. Therefore, mobile devices can be adopted to fill the gap between Web-based learning and ubiquitous mobile learning. This study first creates a website, providing functions enabling learning to take place anytime and anywhere with any available learning device, for ubiquitous learning according to various properties of mobile devices. Nowadays, learners’ behaviors on a website can be recorded as learning portfolios and analyzed for behavioral diagnosis or instructional planning. A student model is then built according to the analytical results of learning portfolios and a concept map of the learning domain. Based on the student model and learners’ available learning devices, three modules are developed to build a ubiquitous learning environment to enhance learning performance via learning status awareness, schedule reminders and mentor recommendation. Finally, an experiment is conducted with 54 college students after implementation of the ubiquitous learning website. Experimental results indicate that the proposed system can enhance three learning performance indicators, namely academic performance, task accomplishment rates, and learning goals achievement rates.     

Developing digital fluency through ubiquitous mobile devices: Findings from a small-scale study

As part of the Visual Learning Lab’s initiative of promoting visual learning supported through technologies in Higher Education, this VLL funded study explored part-time mature doctoral students’ use and perceptions of a mobile device in support of their research activities. The study was conducted by the Graduate School in collaboration with the School of Nursing at the University of Nottingham. Six students participated in the study for a period of six months. The methodology was qualitative and included semi-structured exit interviews. By re-analysing the original study (Gibbons, 2009), this paper raises a vital question about what constitutes a meaningful mobile learning experience which takes into account the different biographical and life stage factors. It challenges the ongoing debate on generational issues on uses of mobile or other digital technologies and leads to discussion of the concept of digital fluency with all learners.     

Here and now mobile learning: An experimental study on the use of mobile technology

Mobile technology opens the door for a new kind of learning called here and now learning that occurs when learners have access to information anytime and anywhere to perform authentic activities in the context of their learning. The purpose of this study was to investigate the effects of here and now mobile learning on student achievement and attitude. The research questions addressed were (1) Does “Here and Now” mobile learning significantly improve student achievement when compared with Computer based Instruction? (2) Does “Here and Now” mobile learning significantly improve student attitude when compared with Computer based Instruction? (3) Are there differences in student achievement and attitudes when “Here and Now” mobile learning is delivered using a tablet versus ipod? 109 undergraduate students enrolled in preservice instructional design and instructional technology courses at a regional southeastern university participated in the study. Participants took a pretest at the beginning of the study, and then were assigned to one of the versions of an art lesson (CBI version and iPad/iPod version) which were developed using Lectora Inspire incorporating information on five different paintings in the education building. After the lesson, they completed the posttest and an attitude survey. ANOVA was conducted on data obtained from the achievement posttest and on the attitude survey results for the Likert type items (Items 1–12). Analyses on achievement and attitude data revealed positive significant differences. The CBI treatment achieved positive posttest scores on the posttest while the iPad/iPod treatments had positive attitudes. This study has implications for those designing and implementing mobile learning.     

A study on stackable mosaic generation for mobile devices

With the growing use of mobile devices such as smartphones, tablet PCs, and digital cameras, photography has become an integral part of everyday life. In particular, mobile devices with cameras allow us to easily capture and modify photographs that can be shared via social networks. In this paper, we introduce a mobile device application for converting photographs into photomosaic images. In general, high-quality photomosaics require large databases. However, mobile devices have limited resources; hence it is difficult for such devices to support photomosaics. We propose a method that produces a photomosaic effect using a database that consists of rotatable images. We also propose a solution to the performance issue based on a best match search.     

Enhancing computer graphics through machine learning: a survey

Machine learning has experienced explosive growth in the last few decades, achieving sufficient maturity to provide effective tools for sundry scientific and engineering fields. Machine learning provides a firm theoretical foundation upon which to build techniques that leverage existing data to extract interesting information or to synthesize more data.In this paper we survey the uses of machine learning methods and concepts in recent computer graphics techniques. Many graphics techniques are data-driven; however, few graphics papers explicitly leverage the machine learning literature to underpin, validate, and develop their proposed methods. This survey provides novel insights by casting many existing computer graphics techniques into a common learning framework. This not only illuminates how these techniques are related, but also reveals possible ways in which they may be improved. We also use our analysis to propose several directions for future work.     

Evaluation of motion-based interaction for mobile devices: A case study on image browsing

This article evaluates the usability of motion sensing-based interaction on a mobile platform using image browsing as a representative task. Three types of interfaces, a physical button interface, a motion-sensing interface using a high-precision commercial 3D motion tracker, and a motion-sensing interface using an in-house low-cost 3D motion tracker, are compared in terms of task performance and subjective preference. Participants were provided with prolonged training over 20 days, in order to compensate for the participants’ unfamiliarity with the motion-sensing interfaces. Experimental results showed that the participants’ task performance and subjective preference for the two motion-sensing interfaces were initially low, but they rapidly improved with training and soon approached the level of the button interface. Furthermore, a recall test, which was conducted 4 weeks later, demonstrated that the usability gains were well retained in spite of the long time gap between uses. Overall, these findings highlight the potential of motion-based interaction as an intuitive interface for mobile devices.     

Recognizing and measuring self-regulated learning in a mobile learning environment

With the realization that more research is needed to explore external factors (e.g., pedagogy, parental involvement in the context of K-12 learning) and internal factors (e.g., prior knowledge, motivation) underlying student-centered mobile learning, the present study conceptually and empirically explores how the theories and methodologies of self-regulated learning (SRL) can help us analyze and understand the processes of mobile learning. The empirical data collected from two elementary science classes in Singapore indicates that the analytical SRL model of mobile learning proposed in this study can illuminate the relationships between three aspects of mobile learning: students’ self-reports of psychological processes, patterns of online learning behavior in the mobile learning environment (MLE), and learning achievement. Statistical analyses produce three main findings. First, student motivation in this case can account for whether and to what degree the students can actively engage in mobile learning activities metacognitively, motivationally, and behaviorally. Second, the effect of students’ self-reported motivation on their learning achievement is mediated by their behavioral engagement in a pre-designed activity in the MLE. Third, students’ perception of parental autonomy support is not only associated with their motivation in school learning, but also associated with their actual behaviors in self-regulating their learning.     

Psychological factors in virtual classroom situations: a pilot study for a model of learning through technological devices

Multimedia Communication Systems (MMCS) are particularly promising for the realization of advanced virtual classroom situations, in which people spatially distributed can communicate in real time using text, voice, sound, still and moving pictures. They could provide the opportunity to improve flexibility of learning and cooperation in the learning team. On the other hand, there is evidence that the availability of MMCS in a distance learning situation does not ensure their use and adoption by the users. Among the barriers to the diffusion of these forms of distance learning, human factors, in particular psychological factors, may play a prominent role. On these topics further theoretical and experimental work is needed. In order to examine these topics a new tool has been implemented at Fondazione Ugo Bordoni (Roma): the distance learning laboratory (DLL). This tool is being utilized in an investigation concerning the use of virtual classroom situation realised using multimedia systems. The present paper is related to the explorative phase of the investigation. In particular its main obectives are: a) to present a pilot study (realised using the DLL) to gain some insights on the psychological variables that can affect performance in virtual classroom situations; b) to propose a Model of Learning through Technological devices (MLT) in a virtual classroom situation. This model has been developed from previous research on computer acceptance, attitudes, social learning, and from the outcomes of our pilot study.     

An eye-tracking study of how color coding affects multimedia learning

Color coding has been proposed to promote more effective learning. However, insufficient evidence currently exists to show how color coding leads to better learning. The goal of this study was to investigate the underlying cause of the color coding effect by utilizing eye movement data. Fifty-two participants studied either a color-coded or conventional format of multimedia instruction. Eye movement data were collected during the study. The results indicate that color coding increased retention and transfer performance. Enhancement of learning by color coding was due to efficiency of locating corresponding information between illustration and text. Color coding also attracted attention of learners to perceptually salient information.     

Digital urban ambience: Mediating context on mobile devices in a city

We explore the term digital urban ambience to describe the user experience of mobile devices mediating context in metropolitan areas. Mediated context-awareness explores a constructivist approach to context and aims to provide resources for experiencing context rather than correctly recognizing and adapting to it. Exploring this approach we have built a prototype system, eSpective₂, combining maps and augmented reality on a touch phone, and we have studied its use. We conducted a triangulated field study involving 58 participants and up to one month of use. Elaborating on the work of Thibaud (2002)  [1], the main finding is that context resources provided through mobile devices digitally contribute to the experience or feeling of urban ambience (1) by adding to the quality of the situation as a whole, (2) as a catalyst for action, and (3) as a sensory background.     

The mobile fitness coach: Towards individualized skill assessment using personalized mobile devices

We report on our extended research on GymSkill, a smartphone system for comprehensive physical exercising support, from sensor data logging, activity recognition to on-top skill assessment, using the phone’s built-in sensors. In two iterations, we used principal component breakdown analysis (PCBA) and criteria-based scores for individualized and personalized automated feedback on the phone, with the goal to track training quality and success and give feedback to the user, as well as to engage and motivate regular exercising. Qualitative feedback on the system was collected in a user study, and the system showed good evaluation results in an evaluation against manual expert assessments of video-recorded trainings.     

Savannah: mobile gaming and learning?

This paper reports a study that attempts to explore how using mobile technologies in direct physical interaction with space and with other players can be combined with principles of engagement and self‐motivation to create a powerful and engaging learning experience. We developed a mobile gaming experience designed to encourage the development of children's conceptual understanding of animal behaviour. Ten children (five boys and five girls) aged between 11 and 12 years played and explored the game. The findings from this study offer interesting insights into the extent to which mobile gaming might be employed as a tool for supporting learning. It also highlights a number of major challenges that this format raises for the organisation of learning within schools and the design of such resources.     

Designing a mobile language learning system based on lightweight learning objects

This paper investigates the possibilities in the area of application of mobile technologies for language learning. The primary goal is to design a mobile system for learning of the Japanese language with a clear separation of content and presentation, and to leverage the learners’ interest in the Japanese language. Both the technical and the language learning perspectives are discussed. A reusable, lightweight model of learning objects with compact content and a reduced metadata set is presented. These objects are stored in a simple learning object repository that can deliver them to any client over the Internet. A mobile application is designed to use the learning object repository as its content provider, while defining its own method of presentation suitable for smaller screens of mobile devices. For the purpose of evaluation, an experiment was conducted within the e-learning system at the Faculty of Organizational Sciences, University of Belgrade. Research findings have indicated that the developed mobile application has a positive effect on the students’ interest in the subject matter.     

Mobile learning with a mobile game: design and motivational effects

Abstract Mobile technologies offer the opportunity to embed learning in a natural environment. This paper describes the design of the MobileGame prototype, exploring the opportunities to support learning through an orientation game in a university setting. The paper first introduces the scenario and then describes the general architecture of the prototype. The main part of the paper focuses on the evaluation of design issues and the effects observed in two trials. Design issues include: Supporting work on the move poses difficult interface questions, the accuracy of current outdoor, and indoor positioning systems is still problematic and the game requires near real-time response time. The evaluation of the effects shows that features such as ‘map-navigation’ and ‘hunting and hiding’ lead to excitement and fun. The participants immerse into a mixed reality that augments both physical and social space. The game success is based on the motivating design of the game itself. The paper concludes with open issues for future research, especially with the need to thoroughly evaluate the learning benefits.     

Java use in mobile information devices: Introducing JTRON

Using Java, next-generation mobile devices can serve as highly functionally distributed systems. The JTRON specification achieves real-time performance in Java-based mobile systems