Green city: An efficient task joint execution strategy for mobile micro-learning

Yang, Li; Zheng, Ruijuan; Zhu, Junlong; Zhang, Mingchuan; Liu, Ruoshui; Wu, Qingtao

doi:10.1177/1550147718780933

Cited by 3 publications

(1 citation statement)

References 45 publications

(60 reference statements)

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“…One of the major elements that researchers have studied in past years is gamification (using gamified activities) (Ahmad 2018) and its connection to mobile microassessment, that is, using formative gamified activities to assess learners' knowledge (Nikou and Economides 2018b). Furthermore, several studies point to specific principles for designing microlearning as outlined below Nickerson et al 2017;Park and Kim 2018;Sun et al 2017;Yang et al 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

A study of learner experience design and learning efficacy of mobile microlearning in journalism education

Lee¹

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With the increasing number of mobile technologies, people rely on smartphones to connect with the world and obtain news and information. The emergent use of mobile technologies changes the way journalists produce and disseminate news. It is important for journalism educators to know how to support journalists' digital skills development, particularly digital skills of mobile technologies, and understand which new forms of learning are suitable and feasible for those learners in the journalism sector. Previous research has shown that mobile microlearning (MML) can be a promising learning approach for specific learning needs. Mobile microlearning basically means learning no more than five minutes of lessons that are distributed on the smartphone. However, there is only a little evidence on the design and effects of MML in the context of journalism education research. Hence, this dissertation aims to examine whether MML can be a useful approach to facilitate mobile journalists' digital skills learning with smartphones. Adapting a sociotechnical-pedagogical learner experience framework with a usercentered design process, a four-phase formative research cycle was conducted in this dissertation: Phase 1, a systematic literature review of mobile microlearning (Study 1), Phase 2, a needs assessment for an understanding of mobile journalists' learning needs and requirements (Study 2), Phase 3, an iterative design and development of a mobile microcourse and studying its usability and user experience (Study 3), and Phase 4, an examination of the learning efficacy (i.e., effectiveness, efficiency, and appeal) and learner experience of the developed mobile microcourse (Study 4). A mixed-method data collection and analysis approach was applied throughout this dissertation. The results in this research provided evidence-based findings and indicated that MML is a feasible and effective approach to support mobile journalists' just-in-time learning when the MML designs follow four sequential design principles: (a) an aha moment to help with the learners connecting their previous experiences to the importance of current learning topics, (b) interactive content, (c) short exercises, and (d) instant automated feedback. Lastly, the dissertation discussed the results and addressed insights and implications of the MML design to improve learner experience and learning efficacy.

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