The aim of this paper is to present the methodology (i.e., the model and method) for evaluating the acceptance , use and suitability of personalized learning units/scenarios for particular students. Learning units/scenarios are referred to here as the methodological sequences of learning components (learning objects, learning activities and the learning environment). High-quality learning units should consist of learning components optimized for particular students in accordance with their personal needs, e.g., learning styles. In the paper, optimized learning units mean learning units composed of the elements having the highest probabilistic suitability indexes for particular students in accordance with the Felder-Silverman learning styles model. The personalized learning unit evaluation methodology, presented in the paper, is based on (1) the well-known principles of the Multiple Criteria Decision Analysis for identifying evaluation criteria; (2) the Educational Technology Acceptance & Satisfaction Model (ETAS-M) based on a well-known Unified Theory on Acceptance and Use of Technology (UTAUT) model and (3) probabi-listic suitability indexes for identifying learning component suitability to the needs of particular students, all in accordance with their learning styles. The methodology for evaluating the acceptance, use and suitability of personalized learning units for particular students, which is presented in the paper, is absolutely new in scientific literature. In the paper, there are also examples of implementing the methodology using different weights of evaluation criteria. This methodology is applicable in real life situations, where 45 teachers have to help students create and apply learning units that are most suitable for their needs and thus to improve education quality and efficiency.
Mobile learning is a new technology embraced in the educational environment. In general, mobile learning can be described as teaching and learning activities by using mobile technologies. Designing interactivity with mobile learning is important for learners and educators. The requirements and different perspective towards mobile learning need to be explored. The demographic profiling of the user may also affect the usage and usability of mobile learning. Designers may need to identify the elements and relevant methodologies when designing interactivity of mobile learning. This main objective of this paper is to conceptualize the relationship model of (i) playful interaction, (ii) interaction design, (iii) kansei engineering and (iv) mobile usability in mobile learning. The model from this study may provide the motivation and prescription to designers in designing mobile application for teaching and learning.
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