Studying the implications and impact of smartphones on self-directed learning under a Living Lab approach

Camargo, Mauricio; Bary, Raphaël; Skiba, Nathalie; Boly, Vincent; Smith, Richard

doi:10.1504/ijpd.2012.051151

Cited by 10 publications

(10 citation statements)

References 24 publications

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“…Furthermore, Woodcock's, Middleton et al . (2012) 272 student respondents' rationale for using smart technology for learning is consistent with previous research and has found that smart devices: are ubiquitous and do not constrain the when, where, what, how and with whom of learning (Sharples, Arnedillo‐Sánchez, Milrad, & Vavoula, ; Traxler, ); are easy to operate (Kang, Cho, & Lee, ); promote learning autonomy (Camargo, Bary, Boly, Rees, & Smith, ); enable learners to create and configure, and are accessible, easy, efficient, supportive, congenial, convivial and personal learning spaces (Goodyear, ). …”

Section: Byod In Educationsupporting

confidence: 79%

Are academics ready for smart learning?

Raghunath¹,

Anker²,

Nortcliffe³

2016

Brit J Educational Tech

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Ownership of smartphones and tablets among the student population is growing. Students are using their devices to support their learning. Employers and employees are increasingly bringing their own smart devices into private and public organisations to support their business. This is leading to employees driving the Bring Your Own Device (BYOD) agenda in organisations. It is not clear the extent to which academics are embracing smart technology to manage their workload or to enhance the student experience of learning. This paper presents a qualitative study of how engineering academics are using their own BYOD or institutionally provided smart devices. A 6Cs (connect, communicate, collaborate, curate, create and coordinate) framework has been used to analyse the results. The findings indicate that academics are primarily using devices to create materials, second to coordinate their work and third to communicate with students about their learning. However, there are a number of inhibiting and enabling factors that need to be addressed by academic institutions to develop the effective adoption of smart technologies for academic practice. Infrastructure, including developing widespread access to WiFi, and the prioritisation of opportunities to support staff to learn how to apply the technology to enhance student learning and experience are key areas of necessary development.

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Section: Byod In Educationsupporting

confidence: 79%

Are academics ready for smart learning?

Raghunath¹,

Anker²,

Nortcliffe³

2016

Brit J Educational Tech

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“…Application of eyetracking technology ranges from a diversity of fields. For example, cognitive studies, psychology, human-computer interaction, marketing research and medical research [14]- [16]. 1 http://www.museumsandtheweb.com/ C. Previous eye-tracking experiments in museums There have been some attempts to use the eye-tracking technology in museums to understand visitors' experience.…”

Section: B Ux Evaluation Tools and Eye-trackingmentioning

confidence: 99%

Understanding Museum visitors’ experience through an Eye-tracking study and a Living Lab approach

Morantes

Penarete

Arbelaez

et al. 2016

2016 International Conference on Engineering, Technology and Innovation/Ieee Lnternational Technology Management Conference (IC

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User-centered and participatory innovation practices like Living-Labs are nowadays increasingly been used to integrate, design and improve users' experience (UX) in different fields. These methods that had emerged from web and mobile design fields can contribute to the UX in several other fields. Museum visitors experience is a field that can benefit from them. The purpose of this paper is to contribute to the understanding of the museum visitors' experience through the use of tools from UX and usability studies. Among those techniques, field trials studies can help to better understand users' preferences as experience is tested in a real life setting. Exposition curators and managers can then use these understandings to improve visitors' experience. We present a study held at the Museum Aquarium of Nancy-MAN (France). In this study, were evaluated visitors' preferences among four different information supports in an exhibition module using a protocol that combines eyes tracking and an after use survey. Results show that interactive supports, as tablets and screens, even if not preferred by the majority of participants, once engaged with these supports, they interact longer time. Found evidence let us conclude that supports that are different and uncommon are preferred by most of the participants but, they don't keep them engaged for a long time.

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“…However, students are often distracted from self-directed learning by various apps on their smartphones. Learning has negative impacts on important tasks, learning processes, and achievements [ 5 ]. Due to the use of various apps on smartphones, students spend less time on self-directed learning, which in turn negatively affects important tasks, learning processes, and achievements [ 3 , 5 ].…”

Section: Introductionmentioning

confidence: 99%

The Mediating Effect of Insecure Adult Attachment on the Relationship between Smartphone Addiction and Self-Directed Learning in University Students

2020

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(1) Purpose: This study aimed to explore the mediating effect of insecure adult attachment on the relationship between smartphone addiction and self-directed learning in university students. (2) Methods: In total, 235 university students participated in this study. Data analysis was carried out through a three-stage verification procedure: Sobel test using technical statistics, Pearson correlation, and multiple regression analysis. (3) Results: Smartphone addiction was positively correlated with insecure adult attachment, attachment anxiety, and self-directed learning, whereas self-directed learning had a significant negative correlation with insecure adult attachment and attachment anxiety. Insecure adult attachment had a mediating effect on the relationship between smartphone addiction and self-directed learning. (4) Conclusion: Higher levels of smartphone addiction indicated higher levels of insecure adult attachment and reduced self-directed learning ability. Therefore, while the prevention of smartphone addiction is critical for improving self-directed learning skills, programs should be developed to foster the formation of secure adult attachment among university students.

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Studying the implications and impact of smartphones on self-directed learning under a Living Lab approach

Cited by 10 publications

References 24 publications

Are academics ready for smart learning?

Are academics ready for smart learning?

Understanding Museum visitors’ experience through an Eye-tracking study and a Living Lab approach

The Mediating Effect of Insecure Adult Attachment on the Relationship between Smartphone Addiction and Self-Directed Learning in University Students

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