Context and learner modelling for the mobile foreign language learner

Abstract

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Experiential Learning Styles in the Age of a Virtual Surrogate

“…For example, the specific properties of a VR simulation also contain the broader situation that renders each learning activity meaningful (Thevenin and Coutaz, 1999). These properties are peripheral to the particular learning exercise, but directly impact the behaviour and learning process of a learner (Cui and Bull, 2005). The blurring of boundaries between learning space and context challenge many established theories of learning.…”

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

“…This is highly problematic in busy urban environments where there may be many places of interest nearby, and there are large amounts of contextual information that can potentially be gathered. Cui and Bull's TenseITS system [16] considered this challenge and included historical, cumulative preferences so that the user could register their context manually, to enable the system to infer what materials would be most appropriate for the learner. Learners could enter information about where they were, their current concentration level (e.g.…”

Emerging Vocabulary Learning: From a Perspective of Activities Facilitated by Mobile Devices

“…The up-to-date mobile tools take advantage of "the situated and immersive learning where learners interact with their immediate surroundings and adapt the learning experience to personal needs"(Kukulska-Hulme, 2010). A mobile learning environment is designed on users' current knowledge state, their location, their ability to concentrate at that location, the likelihood that they will be interrupted, and the amount of time they have for learning (Cui & Bull, 2005). It is conceivable that context-aware mobile technology has a significant role to play in the mobile language learning.…”