A Mobile Educational Lab Kit for Fragile Contexts

Freitas, Claudio; DeBoer, Jennifer

doi:10.1109/ghtc46095.2019.9033133

Cited by 6 publications

(9 citation statements)

References 32 publications

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“…However, only a few apps mentioned scaffolding in their use (technology-based scaffolding) as an included characteristic. A total of 5 of the 14 apps provided instructions in refugees' native language [78,80,81] or both in English and in refugees' native language [63]. Alternatively, in an app with no scaffolding, the same structure navigating the app was adopted as a compensatory way [64].…”

Section: Resultsmentioning

confidence: 99%

“…According to users, most of the apps (11/14) included content relevant to refugees' needs. Many refugees stated in their feedback that they found the app content helpful for their everyday lives [63,74,78,81]. However, most of the apps did not clearly state a learning theory.…”

Section: Resultsmentioning

confidence: 99%

“…On the other hand, some of the difficulties which refugees still seemed to encounter in mobile learning were: essential or consistent availability of electricity and Internet access, gender inequity in accessing mobile devices, online safety, challenges in navigating through the app, cognitive overload, social marginalization and lack of relevance of app's content to refugees' everyday lives [31,57,60,61]. The characteristics of the apps which were proposed more frequently were: free of charge, offline, multilingual applications with engaging multimedia design, provided feedback/scaffolding, social interactions within the app, and content related to refugee lives [62][63][64][65].…”

Section: Mobile Learning and Refugeesmentioning

confidence: 99%

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Mobile Learning Applications for Refugees: A Systematic Literature Review

et al. 2022

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The proliferation of mobile devices in everyday life since the end of the 20th century has led to mobile applications for educational purposes and the creation of the research field of mobile learning. Despite the extended research interest on the effectiveness of this field, there is limited research on mobile learning for various social groups, such as refugees, students with learning difficulties and disabilities. Due to the unprecedented number (over one hundred million) of refugees during the second decade of the 21st century worldwide, many NGOs (Non-Governmental Organizations) and UN (United Nations) initiatives have proposed leveraging mobile learning for refugee educational needs. This research article focuses on mobile learning for refugee education. Namely, the present systematic literature review results from 2015 to 2020 will give a concrete picture of the recently existing mobile learning apps for refugees and their characteristics. According to the research findings, 15 characteristics were collected out of 14 applications. According to prior literature, areas of agreement or discrepancies in the field were found. Two new -to previous literature- characteristics were revealed: interwoven psychological and educational features and refugees’ cultural features in the apps. The summarization and categorization of the app’s characteristics aim to contribute to mobile learning research and impact game developers, educators, and NGOs according to refugee needs. The limitations of this study and issues for further exploration will also be discussed in the last sections.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Mobile Learning and Refugeesmentioning

confidence: 99%

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Mobile Learning Applications for Refugees: A Systematic Literature Review

et al. 2022

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“…We believe that the instructional materials developed will still be relevant even after the COVID-19 pandemic as a way to increase accessibility of laboratory equipment for students unable to attend class in person and to supplement the in-person learning experience ( 6 ). Finally, since this activity teaches transferable skills, it can be used in a variety of contexts, such as high school classes and summer STEM camps, which are increasingly using lab kits, both as a response to COVID-19 and as a means of increasing STEM accessibility ( 7 ).…”

Section: Discussionmentioning

confidence: 99%

Remote Laboratory Exercise to Develop Micropipetting Skills ^†

Jawad

Bhattacharjee

Lehmann

et al. 2021

J Microbiol Biol Educ.

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“…Mobile learning could be used as leverage for educational purposes in periods of crisis and emergencies. Given the high rates of mobile devices' availability among refugees and the advantages of mobile learning, research seems to support the use of mobile learning in order to enable and enhance education for refugee populations [11,51,81]. According to Lamrani and Abdelwahed [61], mobile learning could contribute to refugee education in expanding refugee access to formal and informal education and improving the quality of the education they receive.…”

Section: Mobile Learning For Refugeesmentioning

confidence: 99%

An Overview of Mobile Learning for Refugee Students: Juxtaposing Refugee Needs with Mobile Applications’ Characteristics

et al. 2020

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The mass influx of refugees into Europe since 2013 and their educational challenges have increased the need for high-quality refugee education. One proposal for addressing these challenges was to leverage mobile devices for educational purposes (mobile learning). Although significant research has been done in this field, mobile learning’s effectiveness on different social groups has yet to be explored. The present review paper aims to outline: (a) the factors that challenge refugee education, (b) the use of smart mobile devices by the refugee population, (c) the conflicting views about the effect of mobile learning in refugee education, and (d) the proposed characteristics for mobile refugee applications as found in the literature. A juxtaposition of refugee needs with the characteristics of mobile learning apps is attempted. By surveying the literature, the present paper concludes that mobile learning seems beneficial for refugees in two ways: providing refugees access to education and improving the quality of the provided refugee education. However, it is not a one-solution-fits-all regarding their education. At the end, future research proposals are included.

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A Mobile Educational Lab Kit for Fragile Contexts

Cited by 6 publications

References 32 publications

Mobile Learning Applications for Refugees: A Systematic Literature Review

Mobile Learning Applications for Refugees: A Systematic Literature Review

Remote Laboratory Exercise to Develop Micropipetting Skills ^†

An Overview of Mobile Learning for Refugee Students: Juxtaposing Refugee Needs with Mobile Applications’ Characteristics

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A Mobile Educational Lab Kit for Fragile Contexts

Cited by 6 publications

References 32 publications

Mobile Learning Applications for Refugees: A Systematic Literature Review

Mobile Learning Applications for Refugees: A Systematic Literature Review

Remote Laboratory Exercise to Develop Micropipetting Skills †

An Overview of Mobile Learning for Refugee Students: Juxtaposing Refugee Needs with Mobile Applications’ Characteristics

Contact Info

Product

Resources

About

Remote Laboratory Exercise to Develop Micropipetting Skills ^†