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

Abstract

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.

The Acceptance and Use of Mobile Learning for Kuwaiti Government Employee Training: Views from the Perspectives of UTAUT

“…The potential of integrating wireless communication devices and mobile technology in educational settings is significant, as it enables learners to actively participate in an authentic and immersive learning experience (Peña-Ayala & Cárdenas, 2016). The utilization of mobile technologies facilitates enhanced educational opportunities.…”

Understanding the role of individual learner in adaptive and personalized e-learning system

“…In broad terms, background refers to the previous knowledge of a student in some particular areas, usually outside the domain of the concept but still relevant to the body of knowledge. For example, the background for students in the field of Computer Science or Information Technology might contain information related to knowledge in programming, system and development, networking, and operating systems [31]. The other fields will contain different information of the background [32].…”

Using Connected Technologies in a Continuous Quality Improvement Approach in after-school Settings: The PAX Good Behavior Game

“…Mobile technology supplies novel approaches to learning (Boticki, Baksa, Seow & Looi, 2015;Zhang, Wang, de Pablos, Tang & Yan, 2015). It fosters more collaborative and flexible learning environments in terms of when and where learning can occur (Boticki et al, 2015;Crompton, Burke, Gregory & Grabe, 2016;Peña-Ayala & Cárdenas, 2016;Shuib, Shamshirband & Ismail, 2015;Wu et al, 2012;Zydney & Warner, 2016). Connected technologies, such as online learning, video conferencing, and text messages allow learners to connect to each other and to experts (Hew & Brush, 2007) and have been used effectively in the fields of education and prevention to provide training and technical assistance and to promote beneficial practices (Downer, Kraft-Sayre, & Pianta, 2009;Vernon-Feagans, Kainz, Hedrick, Ginsberg & Amendum, 2013;Warren, et al, 2006).…”