MOBILect: an interactive mobile lecturing tool for fostering deep learning

Boyinbode, Olutayo; Ng’ambi, Dick

doi:10.1504/ijmlo.2015.070706

Cited by 6 publications

(7 citation statements)

References 23 publications

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“…The study reported in this paper designs and develops a mobile game as a tool for educating computer users about phishing attacks. This concept is grounded on the notion that computer games not only can provide education (Le Compte et al, 2015;Raybourn & Waern, 2004;Walls, 2012;Wang, Øfsdahl, & Mørch-Storstein, 2009), but also offer a better natural learning environment, which motivates the user to keep engaging with it (Amory & Seagram, 2003;Boyinbode & Ng'ambi, 2015;Prensky, 2001;Walls, 2012). Additionally, gamebased education attracts and retains the user until the end of the game by providing immediate feedback.…”

Section: Related Workmentioning

confidence: 99%

“…The most significant feature of a mobile environment is "mobility" itself such as mobility of the user, mobility of the device and mobility of the service (Parsons, Ryu, & Cranshaw, 2006). It enables users to be in contact while they are outside the reach of traditional communicational spaces (Boyinbode & Ng'ambi, 2015). For example, a person can play a game on his mobile device while travelling on the bus or train, or waiting in a queue.…”

Section: Related Workmentioning

confidence: 99%

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Phishing threat avoidance behaviour: An empirical investigation

Arachchilage

Love

Beznosov

2016

Computers in Human Behavior

128

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Phishing is an online identity theft that aims to steal sensitive information such as username, password and online banking details from its victims. Phishing education needs to be considered as a means to combat this threat. This paper reports on a design and development of a mobile game prototype as an educational tool helping computer users to protect themselves against phishing attacks. The elements of a game design framework for avoiding phishing attacks were used to address the game design issues. Our mobile game design aimed to enhance the users' avoidance behaviour through motivation to protect themselves against phishing threats. A think-aloud study was conducted, along with a pre-and post-test, to assess the game design framework though the developed mobile game prototype. The study results showed a significant improvement of participants' phishing avoidance behaviour in their post-test assessment. Furthermore, the study findings suggest that participants' threat perception, safeguard effectiveness, self-efficacy, perceived severity and perceived susceptibility elements positively impact threat avoidance behaviour, whereas safeguard cost had a negative impact on it.

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Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Phishing threat avoidance behaviour: An empirical investigation

Arachchilage

Love

Beznosov

2016

Computers in Human Behavior

128

View full text Add to dashboard Cite

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“…Another critique against video lectures is their unidirectionality, not lending themselves to communication and dialogue. By supplementing videos with a commenting function through the development of a platform (MOBILect) this problem was addressed in two studies (Boyinbode et al 2013;Boyinbode and Ng'ambi 2015). The results indicated that this tool encouraged students to ask questions they would not dare to ask in class, benefited shy students, and allowed students to gain a deeper understanding of the lecture by exposing them to other people's ideas and opinions.…”

Section: Video Streamingmentioning

confidence: 99%

Blurring time and place in higher education with bring your own device applications: a literature review

Sundgren

2017

Educ Inf Technol

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The use of mobile devices is increasing rapidly in society, and student device ownership is becoming more or less ubiquitous in many parts of the world. This might be an under-utilised resource that could benefit the educational practices of institutions of higher education. This review examines 91 journal articles from 28 countries published in the years of 2009-2015 with regards to the applications of Bring Your Own Device (BYOD) in higher education to take inventory of how it is applied where blurring of boundaries of time and place can be observed, and to observe problems or obstacles regarding these applications. Research interests do not seem to shift, as much as they are becoming more diverse. The five applications that were identified in 2009 were in discussion during all of the examined years, whereas the total number of applications in discussion increased to 12 in 2015. A methodological concern with regard to trend analysis is that more than half of the articles lack a stated year of data collection. As this can differ greatly from the year of publication, any trend analysis will be burdened with uncertainty. That said, a pattern that emerges is a shift away from distribution of content towards social networking applications. Much less focus has been placed on obstacles and problems in later years, but some areas that have been addressed are usability problems due to small screens and keyboards, with costs of devices and data plans making ownership unfeasible for certain activity types or groups of students.

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“…For example, Norman, Din, and Nordin altered the model so that it would be based on four aspects: web 3.0 technology, learner context-awareness, learner cognition, and learner social skills [54]. Boyinbode, Ng'ambi, and Bagula integrated Anderson's six types of educational interactions, something that they thought had not been addressed directly in the original FRAME model [55]. Meanwhile, Levene and Seabury combined the FRAME model with Park's transactional distance theory model in an effort to inform instructional design practices [56].…”

Section: Extensions and Modificationsmentioning

confidence: 99%

A Comparison of the Uptake of Two Research Models in Mobile Learning: The FRAME Model and the 3-Level Evaluation Framework

et al. 2018

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This paper discusses the diffusion of two models of mobile learning within the educational research literature: The Framework for the Rational Analysis of Mobile Learning (FRAME) model and the 3-Level Evaluation Framework (3-LEF). The main purpose is to analyse how the two models, now over 10 years old, have been referenced in the literature and applied in research. The authors conducted a systematic review of publications that referenced the seminal papers that originally introduced the models. The research team summarized the publications by recording the abstracts and documenting how the models were cited, described, interpreted, selected, rejected, and/or modified. The summaries were then coded according to criteria such as fields of study, reasons for use, criticisms and modifications. In total, 208 publications referencing the FRAME model and 97 publications referencing the 3-LEF were included. Of these, 55 publications applied the FRAME model and 10 applied the 3-LEF in research projects. The paper concludes that these two models/frameworks were likely chosen for reasons other than philosophical commensurability. Additional studies of the uptake of other mobile learning models is recommended in order to develop an understanding of how mobile learning, as a field, is progressing theoretically.

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MOBILect: an interactive mobile lecturing tool for fostering deep learning

Cited by 6 publications

References 23 publications

Phishing threat avoidance behaviour: An empirical investigation

Phishing threat avoidance behaviour: An empirical investigation

Blurring time and place in higher education with bring your own device applications: a literature review

A Comparison of the Uptake of Two Research Models in Mobile Learning: The FRAME Model and the 3-Level Evaluation Framework

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