Learning out of the class: Creating e-courses for mobile devices

Lasica, Ilona-Elefteryja; Vitsilaki, Chryssi

doi:10.1109/imctl.2014.7011102

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…Ilona-Elefteryja and Stavros [22] The research carried out resulted in an m-Learning in accordance with SCORM standards.…”

Section: Contributions and Findings Issues And Limitationsmentioning

confidence: 99%

“…There are two categories of research referred to for this research, namely research in the development of interaction designs for adaptive e-learning and the development of m-Learning applications. Several previous studies have also been collected, for the category of interaction design development for adaptive e-learning, research was conducted by Hasani [7], then for the category of m-Learning applica-tion development, research conducted by Fahri and Samsudin [21], Ilona-Elefteryja and Stavros [22]. In the second activity, a literature study was formulated.…”

Section: Fig 1 Research Phasesmentioning

confidence: 99%

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Development and Evaluation of a Mobile-Learning Application Based on the Felder-Silverman Learning Styles Model

Isal

Santoso

Novandi

2021

Int. J. Emerg. Technol. Learn.

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Every student has a different learning style. Not all of these learning styles can be facilitated through classroom learning. Mobile learning (m-learning) is the use of mobile technology to support learning activities and facilitate a variety of student learning styles. However, no previous studies of the development of m-learning products have tested the possibility of facilitating different learning styles within a single M-learning application. This study describes the development and evaluation of an adaptive m-learning application that can facilitate the needs of different students. The Felder-Silverman Learning Style Model was used as the reference for learning styles. The prototype application was developed using the user-centered design method, which includes user needs analysis, interaction design, application development, and usability testing. The designers followed the best practices laid out in Shneiderman's Eight Golden Rules of Interface Design and Gagné’s Nine Events of Instruction. A usability test of the prototype involving ten participants. Usability testing is carried out by conducting usability testing and filling out the System Usability Scale (SUS) questionnaire by all participants. The result found that it had good usability.

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“…Ilona-Elefteryja and Stavros [22] The research carried out resulted in an m-Learning in accordance with SCORM standards.…”

Section: Contributions and Findings Issues And Limitationsmentioning

confidence: 99%

Section: Fig 1 Research Phasesmentioning

confidence: 99%

Development and Evaluation of a Mobile-Learning Application Based on the Felder-Silverman Learning Styles Model

Isal

Santoso

Novandi

2021

Int. J. Emerg. Technol. Learn.

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“…Research has also highlighted that levels of computer experience will affect online learning. Therefore, the present research also explores the impact of students' levels of digital experience on learning via pervasive animated games (Ilona-Eleftoryia and Stavros, 2014; Stylianidis, 2015).…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of mobile learning strategies based on pervasive animated games: an example in a vocational technology college

Huang

2022

LHT

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PurposeThe author proposed a mobile learning model of pervasive animated games which allows college students to learn via games accessed through a smartphone. It can develop the process of field observation and self-reflection to enhance learning effectiveness, and the motivation, and attitude of students towards learning.Design/methodology/approachThe author proposed a model for teaching via pervasive animated games. The author used SPSS software and Pearson's correlation coefficients to explore different mobile learning strategies and their relationship with learning attitudes and achievement. Participants were vocational technology college students, who each experienced animated games in individual and group learning settings.FindingsThe results found that the learning performance of students in the individual learning group was better than that of the group learning group. A higher level of digital experience was associated with better learning performance, and a more positive attitude towards using mobile phones was associated with better learning performance.Research limitations/implicationsThe learning method still has its limitations, the learner's digital information level, learning mode, learning attitudes will have an impact on the student playing teaching pervasive animation games. Therefore, improving student information level is one of the important topics of teaching pervasive animation games and mobile learning.Originality/valueThe author proposed a mobile learning strategy based on pervasive animated games. The result in the strategy of mobile learning shows that the level of students' digital experience and the overall design of animated games are important criteria for successful implementation.

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Mobile Learning for English Language Acquisition: Taxonomy, Challenges, and Recommendations

et al. 2017

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Learning out of the class: Creating e-courses for mobile devices

Cited by 3 publications

References 5 publications

Development and Evaluation of a Mobile-Learning Application Based on the Felder-Silverman Learning Styles Model

Development and Evaluation of a Mobile-Learning Application Based on the Felder-Silverman Learning Styles Model

The effectiveness of mobile learning strategies based on pervasive animated games: an example in a vocational technology college

Mobile Learning for English Language Acquisition: Taxonomy, Challenges, and Recommendations

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