Activity theory for designing mobile learning

Uden, Lorna

doi:10.1504/ijmlo.2007.011190

Cited by 217 publications

(110 citation statements)

References 37 publications

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“…In this paper, the categories delineate the major aspect the models and frameworks were proposed for, and the categorization is not intended to serve as an absolute differentiation but to highlight the focus of each model or framework. For example, Uden's (2007) activity-theory-based framework for designing mobile learning focused on the components of a mobile activity system for the design of an enabled context-aware mobile learning application. While this framework explored how the various components (e.g., learners, activities, artifacts, etc.)…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Zurita and Nussbaum (2007) proposed an mCSCL model based on expanded activity theory model. While they did not delve into activity theory model as deeply as Uden (2007), their model's contribution lies in: 1) focusing on collaborative learning using mobile devices; 2) adding layers with specific and encompassing components (e.g., social and technological) that connect different nodes proposed in Engeström's extended activity theory model, and can assist designers of mobile collaborative learning to consider the interactions of various aspects in the context of collaborative learning; 3) offering a six-step method for designing mCSCL activities and applications that can be mapped back to the mCSCL framework they proposed. The six steps are: 1) characterize collaborators; 2) define the group's educational objective; 3) establish the desired social interaction skills; 4) choose the type of collaborative learning activity (i.e., interchange, construction, and management); 5) define activity tasks; 6) define the roles and rules (i.e., social roles and rules; roles and rules supported by the technology).…”

Section: Platform/system Designmentioning

confidence: 99%

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A review of models and frameworks for designing mobile learning experiences and environments

Hsu

Ching

2015

CJLT / RCAT

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Mobile learning has become increasingly popular in the past decade due to the unprecedented technological affordances achieved through the advancement of mobile computing, which makes ubiquitous and situated learning possible. At the same time, there have been research and implementation projects whose efforts centered on developing mobile learning experiences for various learners' profiles, accompanied by the development of models and frameworks for designing mobile learning experiences. This paper focuses on categorizing and synthesizing models and frameworks targeted specifically on mobile learning. A total of 17 papers were reviewed, and the models or frameworks were divided into five categories and discussed: 1) pedagogies and learning environment design; 2) platform/system design; 3) technology acceptance; 4) evaluation; and 5) psychological construct. This paper provides a review and synthesis of the models/frameworks. The categorization and analysis can also help inform evaluation, design, and development of curriculum and environments for meaningful mobile learning experiences for learners of various demographics.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Platform/system Designmentioning

confidence: 99%

A review of models and frameworks for designing mobile learning experiences and environments

Hsu

Ching

2015

CJLT / RCAT

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“…The authors state that the use of these modern mobile devices falls in line with planned educational goals to improve students" study retention and achievement, support segregation of learning needs, and reach out to students who would not have use their mobile phones to participate in learning. Reference [8] observes that mobile technologies offer new opportunities for students' educational activities in that they can be used across different locations and times. Therefore, learners who use mobile technologies for learning are not only far away from their lecturers and tutors, but they are also in full control by having access to information on their mobile devices, thereby giving them a certain amount of liberty, freedom and independence in their course of learning.…”

Section: Literature Reviewmentioning

confidence: 99%

The Impact of Mobile Devices for Learning in Higher Education Institutions: Nigerian Universities Case Study

Shonola

Joy

Oyelere

et al. 2016

IJMECS

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Abstract-Mobile devices such as smartphones and tablets are becoming increasing popular among students, setting out a new way to communicate, collaborate and learn. The use of portable devices has the capability to inspire new approaches to learning. It is therefore important to examine the students" viewpoints about the educational use of mobile technology in supporting the learning process. The purpose of this study is to determine the impact of mobile devices for learning purposes by exploring the kinds of interactions that students in Nigerian universities have with their portable gadgets. A sample of 240 higher education students participated in the study by completing the researchers" questionnaire. The results of the study indicate the students use their portable devices to exchange education-related messages and academic files with classmates, search the internet and library databases for academic materials, practice online quizzes or tests and hold discussions with classmates among others. The statistical analyses result show that there is no significant difference in the students" use of mobile devices based on gender.

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“…We define m-Learning as "Learning with learner mobility in unified physical and logical educational environments with the providing of seamless educational contents providence, and adaptations of educational contents according to the learner's educational environments (educational devices, learner's locations, learner's needs, etc.)." Learners in an m-Learning environment want to have control over different proportions of educational media such as audio, video, animations, graphics, and text, based on a learner's learning context, personal taste, mobile situation, and budget [20,[32][33][34][35][36]. The same educational contents could be presented with different media combinations that are suitable for different mobility situations.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Design and Development of m-Learning Service Based on 3G Cellular Phones

Chung¹,

Lee²

2012

Journal of Information Processing Systems

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Abstract-As the knowledge society matures, not only distant, but also off-line universities are trying to provide learners with on-line educational contents. Particularly, high effectiveness of mobile devices for e-Learning has been demonstrated by the university sector, which uses distant learning that is based on blended learning. In this paper, we analyzed previous m-Learning scenarios and future technology prospects. Based on the proposed m-Learning scenario, we designed cellular phonebased educational contents and service structure, implemented m-Learning system, and analyzed m-Learning service satisfaction. The design principles of the m-Learning service are 1) to provide learners with m-Learning environment with both cellular phones and desktop computers; 2) to serve announcements, discussion boards, Q&A boards, course materials, and exercises on cellular phones and desktop computers; and 3) to serve learning activities like the reviewing of full lectures, discussions, and writing term papers using desktop computers and cellular phones. The m-Learning service was developed on a cellular phone that supports H.264 codex in 3G communication technology. Some of the functions of the m-Learning design principles are implemented in a 3G cellular phone. The contents of lectures are provided in the forms of video, text, audio, and video with text. One-way educational contents are complemented by exercises (quizzes)

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Activity theory for designing mobile learning

Cited by 217 publications

References 37 publications

A review of models and frameworks for designing mobile learning experiences and environments

A review of models and frameworks for designing mobile learning experiences and environments

The Impact of Mobile Devices for Learning in Higher Education Institutions: Nigerian Universities Case Study

Design and Development of m-Learning Service Based on 3G Cellular Phones

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