The use of palmtop computers for learning: a review of the literature

Savill-Smith, Carol

doi:10.1111/j.1467-8535.2005.00473.x

Cited by 60 publications

(60 citation statements)

References 22 publications

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“…There has been considerable research into using mobile technologies in education (Naismith, Lonsdale, Vavoula, & Sharples, 2004;Roschelle, Sharples, & Chan, 2005;Savill-Smith, 2005). Some of this research can be relevant to mental health care as it deals with children in similar technological environments where pen and paper activities are still dominant.…”

Section: Mobile Software To Support Psychotherapymentioning

confidence: 99%

Designing Mobile Applications to Support Mental Health Interventions

Matthews

Doherty

Coyle

et al. 2008

Handbook of Research on User Interface Design and Evaluation for Mobile Technology

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The advent of mobile technology has brought computing to a wide range of new contexts, some of which are highly sensitive and place new constraints on the designer. In this chapter we discuss issues related to the design and evaluation of mobile software for sensitive situations where access to the end-user is extremely restricted. We focus on the specific example of technological interventions that support adolescents in mental health care settings. We examine the practical and ethical constraints placed on access to end-users and contexts of use, and how this may affect approaches to design and evaluation. General design recommendations for this area are described. We consider approaches to iterative design with mental health care professionals, and how research on technological and therapeutic aspects may proceed in tandem. We identify methods that can be used when conducting evaluation in these limited situations and describe a methodology for maximising the value of such evaluation. By way of illustration, we present the design and evaluation of a mobile phone-based "mood diary" application designed for use in clinical situations by adolescents undergoing mental health interventions.

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Section: Mobile Software To Support Psychotherapymentioning

confidence: 99%

Designing Mobile Applications to Support Mental Health Interventions

Matthews

Doherty

Coyle

et al. 2008

Handbook of Research on User Interface Design and Evaluation for Mobile Technology

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“…Mobile media have become increasingly relevant to education thanks to the widespread adoption of mobile devices in society (Wood, Lloyd, & Ashfield, 2006). Mobile media devices are relatively inexpensive, offer the possibility of ubiquitous (anywhere, anytime) computing, can facilitate collaborative learning, and support individualized independent learning (Savill-Smith & Kent, 2003). Mobile media are breaking down boundaries of conventional classroom by providing convenient access to anytime, anywhere, course materials to help students catch up on missed classes, prepare for homework and exams, and clarify concepts discussed in classes.…”

Section: Mobile Media and Learningmentioning

confidence: 99%

Investigating Attitudes of Adult Educators towards Educational Mobile Media and Games in Eight European Countries

Demirbilek

2010

JITE:Research

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Executive SummaryThe purpose of this research was to investigate adult educators' attitudes and perceptions of the current use of technology, mobile devices, and educational games in adult education, which is defined as any formal or informal education or training aimed at an adult population that is older than traditional university students. Learning styles and needs of adults vary. Some will be active learners and want to do things, and others will be passive and want to be told the answers. Experience, personality, and prior knowledge have an effect on the learning styles. Regardless, digital games can be tailored to engage all types of adult learners. Researchers emphasize how digital games influence the learning processes of students, as well as their effects on the educational process in general (Gee, 2004;Kafai, 1998;Prensky, 2001;Squire & Jenkins, 2003). Basic elements of game play, such as intrinsically motivating, effectively engaging, and immersive (de Feritas, Savill-Smith, & Attewell, 2006; Maleno, 1981), make digital games a potential and powerful learning activity. In addition to the basic elements of digital games, mobile game play has portability, connectivity social interactivity, context sensitivity, and individuality characteristics (Klopfer, Squire, & Jenkins 2002). The ubiquitous future of mobile devices provides unique opportunities for context-and content-aware ubiquitous learning in everyday life. With the recent advent of 3G smart mobile devices mobile media learning is gaining more ground and receiving ongoing attention in both formal and informal learning environments. Furthermore mobile games are increasingly becoming popular among students, regardless of their age, due to fast diffusion of mobile devices and improvement of their technologies.A fundamental survey was conducted among adult educators (We are using the term "adult educators" to mean educators of adults.) in eight European countries to outline the current state of adult educators' attitudes and perceptions toward the use of mobile games in education. Our goal was to discover emerging trends and future directions. We collected 113 surveys from eight European countries. he results of this study show that, while some adult educators do not employ any technology in their classes, in general, adult educators are aware of the use of technology and present positive attitudes towards mobile media technologies. While slightly more than half of those studied used electronic games for teaching, almost all of this activity involved computers, not cell phones or similar portable devices. According to the data, adult educators prefer puzzles, quizzes, matching and simulation as game genres. They view language learning, communicationMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed fo...

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“…Moreover, the advantage is not confined to time and location -the devices used to access mobile networks are relatively inexpensive as compared to desktop or laptop computers. Such reasonable expense can allow m-learning service more accessible to learners who are not well-off (Savill-Smith and Kent, 2003).…”

Section: Relevant Researchmentioning

confidence: 99%

The influence of service quality in information system success model as an antecedent of mobile learning in education organisations: case study in Jordan

Al-nassar

2017

IJMLO

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Abstract:Mobile learning refers to obtainment or provision of educational curriculum through personal pocket devices online. In the present study, a service quality model based on the Information System (IS) Success Model is proposed for university m-learning in Jordan, a developing country. This study was conducted through three phases; first, information concerning the students' perception of m-learning services was obtained through a questionnaire distributed to 360 students hailing from different colleges of the Jordan University of Science and Technology (JUST). The second phase involved the measurement of Service Quality (SQ) through Interface Design, Reliability, Responsiveness, Trust and Personalisation, and the measurement of the causal relationship between the learners' perceived service quality and Learner's Satisfaction. Finally, in the third phase, the m-learning system prototype (MLSP) was developed with the help of Rapid Application Development (RAD) technique and object-oriented (OO) approach. The prototype was developed, tested and employed in JUST at Jordan.Keywords: service quality; information system success model; interface design; reliability; responsiveness; trust and personalisation; learner's satisfaction.

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The use of palmtop computers for learning: a review of the literature

Cited by 60 publications

References 22 publications

Designing Mobile Applications to Support Mental Health Interventions

Designing Mobile Applications to Support Mental Health Interventions

Investigating Attitudes of Adult Educators towards Educational Mobile Media and Games in Eight European Countries

The influence of service quality in information system success model as an antecedent of mobile learning in education organisations: case study in Jordan

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