A personalized learning content adaptation mechanism to meet diverse user needs in mobile learning environments

Su, Jun-Ming; Tseng, Shian‐Shyong; Lin, Horng–Chih; Chen, Chun‐Han

doi:10.1007/s11257-010-9094-0

Cited by 41 publications

(16 citation statements)

References 53 publications

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“…Ideas of using thought‐provoking mobile serious games in problem‐based learning have been implemented by Sánchez and Olivares (). The importance of providing adaptivity within m‐learning environments was discussed by Su, Tseng, Lin and Chen (). They proposed a personalized learning content adaptation mechanism to meet diverse user needs in m‐learning environments.…”

Section: Literature Reviewmentioning

confidence: 99%

Evaluation of mobile assessment in a learning management system

Bogdanović¹,

Barać²,

Jovanić³

et al. 2013

Brit J Educational Tech

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This article discusses the problem of using and delivering educational content from the Moodle learning management system to mobile devices. The primary goal of this study was to investigate the students' habits, motivations and technical possibilities in order to incorporate mobile-learning activities in the e-learning process. A mobile quiz has been chosen as an activity to be delivered on mobile devices. The developed mobile quiz application was integrated into Moodle. The application interface was tailored to various types of mobile devices aiming to foster mainstreaming of mobile technologies in e-learning. For the purposes of the evaluation, an experiment was conducted within the e-learning system at the Faculty of Organizational Sciences, the University of Belgrade. Data were obtained from the students who attended e-learning courses in the area of e-business. Research findings have shown that integration of the mobile quiz application into Moodle improves students' results and increases satisfaction and motivation for using mobile devices in their learning process. Scanlon, 2008). Mobile learning (m-Learning) allows for anyone to access information and learning materials from anywhere and at anytime, using a mobile device (Ally, 2009). As a result, students have the control of when and where they learn (Chen, Chang & Wang, 2008). Researches within the area of e-learning have pointed out that learning management systems (LMS) are the most frequently used solutions for organizing e-learning courses. These types of systems provide users with plethora of services, applications and interactions that leverage realization of learning activities. However, results from Hwang and Tsai (2011) suggest that the level

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Section: Literature Reviewmentioning

confidence: 99%

Evaluation of mobile assessment in a learning management system

Bogdanović¹,

Barać²,

Jovanić³

et al. 2013

Brit J Educational Tech

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“…Much of the discussion surrounding learning personalization focused on computer‐based adaptive systems (Nedungadi & Raman, ; Song, Wong & Looi, ; Su, Tseng, Lin & Chen, ). However, we take a different approach to personalization through adapting Kearney et al 's () framework of mobile learning which refers to personalization as learners' choices related to “just enough, just‐in‐time, just‐for‐me” educational opportunities where learners get to create their own “tailored learning journey” (p. 9).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Personalized workplace learning: An exploratory study on digital badging within a teacher professional development program

Gamrat

Zimmerman²,

Dudek

et al. 2014

Brit J Educational Tech

162

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To provide customized workplace learning opportunities, a digital badge system was designed by a university, governmental agency and national professional association to support teachers' implementation of professional development (PD). Teacher Learning Journeys (TLJ) is an approach that allows for teachers to customize their PD experience to their workplace and make decisions about what PD they need based on their expertise and interests. The digital badging provided and assessed experiences in online PD. Using a theoretical framework that focused on decision making and customization as part of personalization, researchers conducted a theory-driven thematic analysis on teachers' TLJ artifacts (goal statements, interviews and reflective activity logs). Data came from 36 teachers who completed 154 PD activities over a 3-month period. A case study was developed from an in-depth analysis of eight teachers' artifacts and interviews. Using TLJ as a PD tool, teachers made decisions when selecting learning goals they identified as personally relevant. Teachers customized the level of assessment and the specific content depth to personalize the PD training for workplace constraints. This project informs future research aiming to understand how personalized learning activities support teachers and other professional learners in a variety of workplaces.Digital badges, also known as microcredentials, are online representations of learning experiences and activities that tell a story about the learner's education and skills. Frequently represented by a graphic or icon, badges offer a socially constructed and valued encapsulation of experiences through a variety of stored metadata, such as the issuer, description and evaluation criteria for learning. Through this rich metadata, digital badges offer transparency and depth into the learning and achievements of the learners which can then be reviewed by others (Abramovich, Schunn & Higashi, 2013;Halavais, 2012). While relatively new, badges are slowly gaining adoption in traditional educational structures. Abramovich et al (2013) studied the role digital badges played on motivation in primary school students and found impact on both intrinsic and extrinsic motivation. They also found that effects of digital badges varied across learner ability and badge design. Hickey and Soylu (2012) explored digital badges with higher education students, and their findings suggest digital badges can act as a valuable tool. Because badges

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“…Inclusive, [68] designs a meaningful learning-based evaluation method for u-learning along both macro and micro aspects, and in an effort to make u-learning more sustainable by a series of suggestions for instructors and designers interested in promoting the quality of u-learning. In addition, [69] proposes a method, called "personalized learning content adaptation mechanism", to meet diverse m-learning users, which applies clustering and decision tree algorithms to manage historical learners' requests that are interpreted to deliver personalized learning content.…”

Section: Conceptual and Empirical Workmentioning

confidence: 99%

A Revision of the Literature Concerned with Mobile, Ubiquitous, and Pervasive Learning: A Survey

Peña-Ayala

Cárdenas

2015

Advances in Intelligent Systems and Computing

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This chapter tailors a perspective of the work fulfilled in three learning research lines, which besides holding many common attributes also tend to converge to shape mobile, ubiquitous, and pervasive sceneries. Such a junction pursues to spread the traditional classroom and distance settings to open environments, as well as use the surrounding physical and digital objects as learning content that is available to learners at anytime, anywhere, and in any way. In sum, a complete learning environment is recreated to provide formal and informal learning to support academic studies, professional training, and lifelong learning. Thus, in this chapter a description of the mobile, ubiquitous, and pervasive learning (MUP-Learning) arena is presented through the selection of a sample of recent and transcendent works that offer from a conceptual contribution, such as models and frameworks, even empirical approaches oriented to specific domains of study. The sample of works is characterized according to a proposed pattern, as well as organized according to a suggested taxonomy. A profile to describe each work is also stated and a series of statistics are presented, as well as an analysis of the arena is provided to understand the potential and challenges related to the MUP-Learning field.

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A personalized learning content adaptation mechanism to meet diverse user needs in mobile learning environments

Cited by 41 publications

References 53 publications

Evaluation of mobile assessment in a learning management system

Evaluation of mobile assessment in a learning management system

Personalized workplace learning: An exploratory study on digital badging within a teacher professional development program

A Revision of the Literature Concerned with Mobile, Ubiquitous, and Pervasive Learning: A Survey

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