Challenges in Context-Aware Mobile Language Learning: The MASELTOV Approach

Abstract

Abstract. Smartphones, as highly portable networked computing devices with embedded sensors including GPS receivers, are ideal platforms to support context-aware language learning. They can enable learning when the user is engaged in everyday activities while out and about, complementing formal language classes. A significant challenge, however, has been the practical implementation of services that can accurately identify and make use of context, particularly location, to offer meaningful language learning recommendations to users. In this paper we review a range of approaches to identifying context to support mobile language learning. We consider how dynamically changing aspects of context may influence the quality of recommendations presented to a user. We introduce the MASELTOV project's use of context awareness combined with a rules-based recommendation engine to present suitable learning content to recent immigrants in urban areas; a group that may benefit from contextual support and can use the city as a learning environment.

Intelligent user interfaces in digital games for empowerment and inclusion

“…Figure 3 presents the innovative aspects and main pillars of the MASELTOV mobile suite (from top, clockwise): (i) A serious game involves the immigrant user into typical situations and fosters culture understandingdisplaying the game shop where players buy equipment based on accumulated coins being gained in successful skill accomplishment, conceptualised as an innovative mixed reality game framework [17]. (ii) Context sensitive services with augmented reality annotation motivate the immigrant player to find useful places they never dared to search for before [20]. (iii) Usability engineering involves a careful analysis of the attention processes based on innovative technologies for large-scale studies recovering eye movements on displays of mobile devices [18].…”

“…(iii) Usability engineering involves a careful analysis of the attention processes based on innovative technologies for large-scale studies recovering eye movements on displays of mobile devices [18]. (iv) Digital logging of behaviour data (displayed is the usage of various MASELTOV components), on-and off-line, enables to investigate aspects of social inclusive smart cities [17,20]. (v) Progress feedback is a highly relevant pedagogical feature of persuasive learning technologies.…”

“…(v) Progress feedback is a highly relevant pedagogical feature of persuasive learning technologies. (vi) Playful mobile language learning (displayed is a list of lesson chapters with subjective and objective performance records) is innovatively embedded in a framework of a context sensitive recommender service [6,17,20] MASELTOV includes a mixed reality game [7,17] in which the user applies her/his language skills in various situations, such as in dialogues during shopping, or for navigation in the urban environment. The mobile service supports her/him in the situation as well as receives feedback from the user in order to measure or estimate performance.…”

Creating Coherent Incidental Learning Journeys on Smartphones Using Feedback and Progress Indicators

“…Within the MASELTOV MApp, there is the concept of a user profile, that receives data from each service, and the data are then stored and interpreted to (a) provide overall indications of progress as visualisations in a "Progress" view, and (b) prompt action and reflection through recommendations delivered by a separate Recommendation service. The functioning of this service is beyond the scope of this paper and is described elsewhere (Gaved et al 2014).…”