A model for mobile learning non-functional requirement elicitation

Sarrab, Mohamed; Baghdadi, Youcef; Al-Shihi, Hafedh; Bourdoucen, Hadj

doi:10.1504/ijmlo.2016.077862

Cited by 7 publications

(4 citation statements)

References 53 publications

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“…In addition, with the digital resources that the virtual world has to study, either through the metaverse's own platform or the university's Moodle virtual platform, it facilitates learning not only through the use of a computer, but also through mobile device that the student has, facilitating the training process in and out of the classroom synchronously and asynchronously. With this result, a contribution is made to the change in the paradigm of traditional education, which converges to a flexible, dynamic, participatory and collaborative model [41,42] mediated by ICT and emerging technologies, in this particular case from the perspective of virtual worlds.…”

Section: Discussionmentioning

confidence: 99%

Virtual World as a Resource for Hybrid Education

Díaz

Saldaña

Ávila

2020

Int. J. Emerg. Technol. Learn.

157

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The virtual worlds in the educational environment, have opened new possibilities to innovation in the teaching-learning process, where the flexibility of access to information inside or outside the classroom through an avatar, tends to a paradigm shift in education traditional, in terms of the way of transmitting and acquiring knowledge through technological means. In this sense, an investigation was carried out on the design, development and use of a metaverse as a digital tool of didactic support to students of the Faculty of Systems Engineering of the University of Cundinamarca, with a view to establishing its viability to be implemented in a course of mathematics and demonstrate the possibilities offered by this type of resource to motivate the student in his training. The metaverse design included various ICT tools, thereby promoting self-learning and collaborative learning. Finally, it was evaluated what was the appreciation of a group of students against their interaction with the metaverse, which validated its usefulness and functionality inside and outside the classroom.

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Section: Discussionmentioning

confidence: 99%

Virtual World as a Resource for Hybrid Education

Díaz

Saldaña

Ávila

2020

Int. J. Emerg. Technol. Learn.

157

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“…His objective was to first identify, classify and then group the key factors that affect m-learning adoption, and eventually use this as a theoretical basis for proposing a maturity model for m-learning [20]. In addition, Sarrab et al (2016) proposed a model for evaluating the quality of mobile learning applications. They proposed a model able to capture m-learning non-functional requirements from social, cultural, pedagogical, business and economical dimensions [21].…”

Section: Related Studiesmentioning

confidence: 99%

“…In addition, Sarrab et al (2016) proposed a model for evaluating the quality of mobile learning applications. They proposed a model able to capture m-learning non-functional requirements from social, cultural, pedagogical, business and economical dimensions [21]. Furthermore, Vavoula and Sharples (2009) proposed a framework to address six types of challenges when evaluating the mobile learning by using a three-level framework consisting of usability, learning experience, and integration within existing educational and organizational contexts.…”

Section: Related Studiesmentioning

confidence: 99%

A New Mobile Learning Model in the Context of the Smart Classrooms Environment: A Holistic Approach

Al-Hunaiyyan¹,

Al-Sharhan²,

Alhajri³

2017

Int. J. Interact. Mob. Technol.

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Abstract-This paper proposes a comprehensive mobile learning model in the context of smart classroom environment as a part of a holistic approach to implement an efficient Technology Enhanced Learning (TEL) environment. In this proposed model, the components of the mobile learning as being essential parts of a smart classroom and systematically integrate the mobile features with teaching and learning environment. However, there are many challenges to generalize about this type of learning in any educational system. One of the major causes of these challenges is the lack of an integrated model in a holistic approach to smart classroom and TEL environment. Another critical challenge is not adopting an efficient m-learning inside the smart classrooms. In addition, incorporating many pedagogical and technological elements becomes a new dimension of complexity. The new model is introduced not only to implement a holistic m-learning approach capable of overcoming these challenges, but also to assist the schools and the stakeholders responsible for the national e-learning initiatives.

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“…Lifelong learning happens not only in learning institutions such as community colleges or higher learning institutions, but can also happen anytime and anywhere according to the needs of the individual [ 69 ]. Informal and lifelong learning are often referred to adult education or continuing education, which means a learning process that occurs as blended learning with everyday life unobtrusively and seamlessly [ 73 ]. The unique characteristic of lifelong learning is the fact that it is centered on the learner.…”

Section: Mobile Learning Theorymentioning

confidence: 99%

Mobile learning: research context, methodologies and future works towards middle-aged adults – a systematic literature review

Mohtar

Jomhari

Mustafa

et al. 2022

Multimed Tools Appl

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Over the past several years, mobile learning concepts have changed the way people perceived on mobile devices and technology in the learning environment. In earlier days, mobile devices were used mainly for communication purposes. Later, with many new advanced features of mobile devices, they have opened the opportunity for individuals to use them as mediated technology in learning. The traditional way of teaching and learning has shifted into a new learning dimension, where an individual can execute learning and teaching everywhere and anytime. Mobile learning has encouraged lifelong learning, in which everyone can have the opportunity to use mobile learning applications to gain knowledge. However, many of the previous studies on mobile learning have focused on the young and older adults, and less intention on middle-aged adults. In this research, it is targeted for the middle-aged adults which are described as those who are between the ages of 40 to 60. Middle-aged adults typically lead very active lives while at the same time are also very engaged in self-development programs aimed at enhancing their spiritual, emotional, and physical well-being. In this paper, we investigate the methodology used by researchers based on the research context namely, acceptance, adoption, effectiveness, impact, intention of use, readiness, and usability of mobile learning. The research context was coded to the identified methodologies found in the literature. This will help one to understand how mobile learning can be effectively implemented for middle-aged adults in future work. A systematic review was performed using EBSCO Discovery Service, Science Direct, Google Scholar, Scopus, IEEE and ACM databases to identify articles related to mobile learning adoption. A total of 65 journal articles were selected from the years 2016 to 2021 based on Kitchenham systematic review methodology. The result shows there is a need to strengthen research in the field of mobile learning with middle-aged adults.

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A model for mobile learning non-functional requirement elicitation

Cited by 7 publications

References 53 publications

Virtual World as a Resource for Hybrid Education

Virtual World as a Resource for Hybrid Education

A New Mobile Learning Model in the Context of the Smart Classrooms Environment: A Holistic Approach

Mobile learning: research context, methodologies and future works towards middle-aged adults – a systematic literature review

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