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This paper provides a critical analysis of Mobile Learning projects published before the end of 2007. The review uses a Mobile Learning framework to evaluate and categorize 102 Mobile Learning projects, and to briefly introduce exemplary projects for each category. All projects were analysed with the criteria: context, tools, control, communication, subject and objective. Although a significant number of projects have ventured to incorporate the physical context into the learning experience, few projects include a socializing context. Tool support ranges from pure content delivery to content construction by the learners. Although few projects explicitly discuss the Mobile Learning control issues, one can find all approaches from pure teacher control to learner control. Despite the fact that mobile phones initially started as a communication device, communication and collaboration play a surprisingly small role in Mobile Learning projects. Most Mobile Learning projects support novices, although one might argue that the largest potential is supporting advanced learners. All results show the design space and reveal gaps in Mobile Learning research.

Mobile technologies offer the opportunity to embed learning in a natural environment. This paper describes the design of the MobileGame prototype, exploring the opportunities to support learning through an orientation game in a university setting. The paper first introduces the scenario and then describes the general architecture of the prototype. The main part of the paper focuses on the evaluation of design issues and the effects observed in two trials. Design issues include: Supporting work on the move poses difficult interface questions, the accuracy of current outdoor, and indoor positioning systems is still problematic and the game requires near real-time response time. The evaluation of the effects shows that features such as 'map-navigation' and 'hunting and hiding' lead to excitement and fun. The participants immerse into a mixed reality that augments both physical and social space. The game success is based on the motivating design of the game itself. The paper concludes with open issues for future research, especially with the need to thoroughly evaluate the learning benefits.

In sales-oriented service encounters like financial advice, the client may perceive information and interest asymmetries as a lack of transparency regarding the advisor's activities. In this article, we will discuss two design iterations of a supportive tabletop application that we built to increase process and information transparency as compared to the traditional pen and paper encounters. While the first iteration's design was "enforcing" transparency and therefore proved to be a failure , we built the second iteration on design rationales enabling more "casual" transparency. Experimental evaluations show that the redesigned system significantly increases the client's perceived transparency, her perceived control of the encounter and improves her perceived trustworthiness of and satisfaction with the encounter. With these findings, we contribute to (1) insight into the role of transparency advisory encounter design; (2) design solutions for establishing particular facets of transparency and their potential instantiations in tabletop systems; and (3) insight into the process of designing for transparency with socio-technical artifacts that are emergent as a result of design activities. In sales-oriented service encounters like financial advice, the client may perceive information and interest asymmetries as a lack of transparency regarding the advisor's activities. In this paper, we will discuss two design iterations of a supportive tabletop application that we built to increase process and information transparency as compared to the traditional pen & paper encounters.While the first iteration's design was "enforcing" transparency and therefore proved to be a failure , we built the second iteration on design rationales enabling more "casual" transparency. Experimental evaluations show that the redesigned system significantly increases the client's perceived transparency, her perceived control of the encounter and improves her perceived trustworthiness of and satisfaction with the encounter. With these findings, we contribute to (1) insight into the role of transparency advisory encounter design; (2) design solutions for establishing particular facets of transparency and their potential instantiations in tabletop systems; and (3) insight into the process of designing for transparency with sociotechnical artifacts that are emergent as a result of design activities.

No abstract