Mobile Learning: What is Going on?

Song, Jinzhu

doi:10.1109/kam.2008.35

Cited by 7 publications

(4 citation statements)

References 7 publications

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“…The activities are fragmented as small tasks, designed to be completed within short time frames (Song, 2008). Research (Morita, 2003) suggests that flexibility of use is more oriented to making use of spare time rather than being restricted only to classroom activities.…”

Section: Mall Design Approachesmentioning

confidence: 99%

“…Added to e-learning, the increasing use of mobile technologies and wireless communication is opening a new field of research where the main focus becomes the use of mobile devices in education, also known as mobile learning (m-Learning). This strategy is seen as the next step of the eLearning paradigm and will extend the meaning and dimension of "Anytime, Anywhere" education (Song, 2008). Mobile assisted language learning (MALL) is relatively new in Japan and there is still much research to be done about the scope of its design and application.…”

Section: Introductionmentioning

confidence: 99%

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Screen Interface Design for Mobile-assisted Language Learning in EFL Context: A Case Study in Japan

Cortez¹,

Roy

2012

JLTR

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Abstract-MobileTechnology is constantly evolving and offering new capabilities for supporting higher data transmission, storage, and multimedia formats that can be beneficial for Language Acquisition. Mobile Assisted Language Learning (MALL) publications have been reviewed for two main perspectives: The Content -based approach and the Design-issues approach. This study focuses on understanding these approaches and identifying their main challenges specific to MALL activities. Mobile-based e-learning applications and learning possibilities are tied to the physical attributes of the device, graphical user interface, and the cost of services, collaboration tools, Internet access, and computation capabilities. This article reports extensively on the results of a focus group-oriented study undertaken using an IPod-based English learning application for five advanced (graduate) EFL (English as foreign language)-based students in a Japanese technical university. Results from this pilot analysis were reported towards exploring the design of the IPod interface and how it contributes towards mobile assisted language learning. Results indicate that students are mostly comfortable using handheld devices and completed tasks with reasonable success and efficiency. However, they faltered with few steps mainly due to complexity of the screen interface (lack of on-screen guidance), transition within and between steps, and unresponsive system. The qualitative analysis focused mostly on the design of the graphical user interface, its delivery methods, and user preference and information access patterns. Several recommendations are made for both the design of the interface and how content should be structured.

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Section: Mall Design Approachesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Screen Interface Design for Mobile-assisted Language Learning in EFL Context: A Case Study in Japan

Cortez¹,

Roy

2012

JLTR

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“…On the other hand, SMS is used as a communication method in higher education such as one-way (Cavus & Ibrahim, 2009;Ghaemi & Golshan, 2018) or two-way (Stone, Briggs & Smith, 2002). Also, Song (2008) developed a system that sends SMSs to students with examination dates and places, students' marks, etc. Wang et al (2009) even used SMS in a classroom to supplement a regular lecture.…”

Section: Literature Reviewmentioning

confidence: 99%

Evaluation of MoblrN m-learning system: Participants' attitudes and opinions

Çavuş

2020

WJET

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The advance of pervasive technologies such as mobile technologies and various mobile devices has brought opportunities for educators to design and perform interactive learning activities and has also enabled educationalists to access the virtual learning environment anytime and anywhere without restrictions of time or place and without too much additional effort. The m-learning system, MobLrN, has been developed by the researcher. Different from the m-learning systems developed by other researchers, the MobLrN m-learning system contains all teaching/learning components for m-learning, such as access control, user profile, learning materials, assignments, self-tests, quizzes, performance measurement, announcements, and report generation. Thus, instead of using different systems for different activities, the instructors can use the developed mobile system for all of their teaching activities. The main porpuse of the study was to identify whether the developed m-learning system is acceptable or not as a mobile learning environment. Data were collected through a questionnaire. Descriptive statistical analysis technique and the percentage method were used. The obtained results confirm that the MobLrN m-learning system was deemed to be useful for instructors and students for the future. The system is oriented to anyone who may have an interest in mobile technologies, and all higher education institutes. Keywords: m-learning system; m-learning environment; m-learning; evaluation; distance learning

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“…In school or university, learners may access e-learning contents by their portable devices at anytime and at anyplace or receive information about class or school news in real time, which is called ubiquitous learning or u-learning (Jones and Jo, 2004). Over the past 10 years, u-learning has grown from a minor research interest to a set of significant projects in schools, workplaces, museums, cities and rural areas around the world (Sharples, 2007;Song, 2008;Stanescunew, 2008).…”

Section: Introductionmentioning

confidence: 99%

Adaptive multimedia content delivery for context-aware u-learning

Zhao

Okamoto

2011

IJMLO

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Empowered by mobile computing, teachers and students can benefit from computing in more scenarios beyond the traditional computer classroom. But because of the much diversity of device specification, learning contents and mobile context existing today, the learners get a bad learning experience (e.g. rich contents cannot be displayed correctly) during ubiquitous learning (u-learning) environment. This paper proposes an adaptive contents delivery model for context-aware u-learning according to three-level service models proposed, which create the adaptive contents for learners to get a seamless access in learning according to learners' interest and contexts. The evaluation on a mobile virtual community system shows that the learners may not only study in rich media on mobile device at anytime and at anyplace, also get a better learning experience, e.g. learners may get instant help from other participates by ubiquitous device and access the rich contents: PowerPoint files.

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Mobile Learning: What is Going on?

Cited by 7 publications

References 7 publications

Screen Interface Design for Mobile-assisted Language Learning in EFL Context: A Case Study in Japan

Screen Interface Design for Mobile-assisted Language Learning in EFL Context: A Case Study in Japan

Evaluation of MoblrN m-learning system: Participants' attitudes and opinions

Adaptive multimedia content delivery for context-aware u-learning

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