Advanced and Effective Learning in Context Aware and Adaptive Mobile Learning Scenarios

Bhaskar, N. Uday; Govindarajulu, P.

doi:10.3991/ijim.v4i1.1086

Cited by 8 publications

(4 citation statements)

References 11 publications

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“…The expert validation result showed that the product developed in this research, the Rawa Danau Nature Reserve website, has possibilities for use as an online learning source to support conservation education. The implementation of website-based learning can increase the student cognition [37] and the enthusiasm of both teacher and students as well [38]. In addition, web-based learning is an alternative to traditional pedagogical approaches and learning techniques that can be appropriate to students' psychological needs and can allow collaboration, stimulate creativity, and enable analytical thinking for solving problems [39].…”

Section: Fig 7 Results Of the Gt-metrix Testmentioning

confidence: 99%

Online Learning Media on Biology Conservation: Rawa Danau Nature Reserve Website

Leksono

Marianingsih

Ilman

et al. 2021

Int. J. Interact. Mob. Technol.

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The use of digital technology in education is currently important as for increased access to education through the perform various digital platforms, as well as by providing website as online learning media. The website can load text information, images, videos, animation, sound or a combination of these, and can be widely accessed. This research aims to develop an interactive website of Rawa Danau natural reserve, in Banten, to support conservation education through online learning. The 3D research and development (R & D) methodology approach was used which includes 3 stages; define, design, and develop. The define stage was the process of collecting data through the requirements analysis, curriculum analysis for biology conservation, and content analysis. The website of CARD biology conservation was developed in the design stage. In the develop stage, the website was assessed by the expert on both content material and learning media specialist. The results of the expert’s validations showed that the website was feasible to be used as online learning media for biology conservation education on both content material and learning media.

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Section: Fig 7 Results Of the Gt-metrix Testmentioning

confidence: 99%

Online Learning Media on Biology Conservation: Rawa Danau Nature Reserve Website

Leksono

Marianingsih

Ilman

et al. 2021

Int. J. Interact. Mob. Technol.

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“…Such factors may include location, time, physical surroundings, network and computing characteristics, users' preferences. A set of mechanisms supporting context adaptation in m-learning was presented by a group of researchers (Bhaskar & Govindarajulu, 2008;Economides, 2009;Elhamdaoui et al, 2011). In which, the learning context was described in a set of dimensions including; the mobile device, the network, learner and the environment.…”

Section: Literature Reviewmentioning

confidence: 99%

Ubiquity and Context-Aware M-Learning Model

Alnabhan

2014

International Journal of Handheld Computing Research

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This paper presents a new adaptive m-learning model supporting collaborative and context-aware learning. A seamless integration between learners' location information and a set of associated learning context dimensions is used to facilitate the provision of pervasive and ubiquitous learning services. The new model adopts nearest search algorithm in order to group spatially related mobile learners, constructing learning-oriented virtual communities and achieving a collaborative learning experience. The presented model implements two virtual community construction modes, described as client-based and server-based collaboration modes. A preliminary evaluation methodology was conducted, measuring the successful implementation of the proposed new model, and confirming the establishment of the virtual community after considering a set of learning context dimensions; such as learning collaboration type, learning style and learners' location information. Results have confirmed that both collaboration modes were successful in establishing the virtual communities between mobile learners. However, the server-based mode was more scalable than client-based mode while handling the increased number of mobile peers, in which less response time was experienced and a smaller learning grid area was formed.

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“…Some of the reported uses of m-learning are: to enhance the user experience in visitors of an art museum, to take advantage of the learning context [3], to allow students to participate on an academic discussion forum [4], in training for personnel in disaster or emergency situations [5], to suggest didactic methods that are adequate to a specific teaching situation [6], and in the learning of science [7], languages [8], and medicine [9].…”

Section: Mobile Learningmentioning

confidence: 99%

Learning Confidence Intervals with Mobile Devices.

Moreno

Martínez

2013

Int. J. Interact. Mob. Technol.

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Mobile learning (m-learning) enhances learning skills in some students. Mobile phones, Tablets, PDAs, Pocket PCs and Internet can be used jointly in order to encourage and motivate learning wherever and whenever students want to learn. In this work, we show learning objects for teaching and learning inferential statistics using mobile devices. With these learning objects, students can calculate confidence intervals based in either a large or a small data sample obtained from a normal or a non-normal population. These objects are been designed for devices with Android operating system.

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Advanced and Effective Learning in Context Aware and Adaptive Mobile Learning Scenarios

Cited by 8 publications

References 11 publications

Online Learning Media on Biology Conservation: Rawa Danau Nature Reserve Website

Online Learning Media on Biology Conservation: Rawa Danau Nature Reserve Website

Ubiquity and Context-Aware M-Learning Model

Learning Confidence Intervals with Mobile Devices.

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