A Mobile Location-Based Situated Learning Framework for Supporting Critical Thinking: A Requirements Analysis Study

Abstract

This paper presents the requirements work carried out as part of developing an intervention to improve students' critical thinking skills using location-based mobile learning. The research emerged from seeking to identify ways of getting Interaction Design students into real world environments, similar to those in which they will eventually be designing, maximising their ability to identify opportunities for innovation. The first stage in designing the system is to conduct a comprehensive requirements study to understand specific student and staff needs in the envisaged scenario. As part of the requirements study we were interested in identifying weaknesses in the current mode of teaching, as well as problems students currently experience in understanding key concepts. We found that students did not stay adequately focused on the task and failed to identify appropriate technologies. We also noted scope for further support with analysing their findings. This information is helping us to determine the type and nature of location-based hints and formative feedback that the system can provide to aid students' understanding of the context they are in.

Evaluating the Effectiveness of a Mobile Location-Based Intervention for Improving Human-Computer Interaction Students' Understanding of Context for Design

“…As we wanted to explore the viability of a mobile solution, we also conducted a survey of mobile ownership and a usability review of mobile apps for learning. This requirements gathering process is further described in Alnuaim et al (2012). Figure 1 summarises the approach adopted.…”

“…Furthermore, some students have difficulty analysing their findings: they fail to develop new ideas which might lead to exploratory questions, challenge their expectations and provoke the use of more innovative requirements gathering methods. A significant part of the learning outcome is to inspire students to think of issues that go beyond their usual perspectives and experiences and develop critical thinking skills (Alnuaim et al, 2012).…”