Context-aware mobile learning system: Usability assessment based on a field study

Pensabe-Rodriguez, Alejandra; Lopez-Dominguez, Eduardo; Hernández-Velázquez, Yesenia; Domínguez-Isidro, Saúl; De-la-Calleja, Jorge

doi:10.1016/j.tele.2020.101346

Cited by 34 publications

(18 citation statements)

References 15 publications

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“…These results thus showed that participants who were able to utilize the teaching strategies could enhance learning outcomes and reduce cognitive load. Such findings are consistent with other cooperative learning [14,15,18,28], and mobile learning studies [34].…”

Section: The Cognitive Load Of Using a Cooperative Learningsupporting

confidence: 92%

“…Mobile learning is generally defined as "the use of mobile technology to promote learning" [7]. Based on the concept of computer-assisted learning, e-learning has developed the models of mobile and ubiquitous learning [13][14][15]. Mobile learning not only has the characteristics of digital information but also provides the mobility of learning [16][17][18].…”

Section: Mobile Learningmentioning

confidence: 99%

“…Although students have used mobile devices in learning activities, it was found to be necessary to construct reliable activities in real situations [14,23,24]. The abstract knowledge of general teaching without the support of a real situation is called inert knowledge, which is a challenge for the human brain to migrate and transform.…”

Section: A Situational Learning Environment In Mobile Learningmentioning

confidence: 99%

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Cooperative Mobile Learning for the Investigation of Natural Science Courses in Elementary Schools

et al. 2020

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The rapid development of technologies such as tablet PCs and 4G/5G networks has further enhanced the benefits of mobile learning. Although mobile devices are convenient and provide a variety of learning benefits, they are unable to improve students’ learning outcomes without an appropriate learning strategy. Furthermore, little research has been conducted to examine the effects of using collaborative learning on mobile devices. This study proposed a cooperative learning framework using Google Docs to explore the learning outcomes of students of natural science in an elementary curriculum. The study was of a quasi-experimental design with an experimental group (cooperative learning) and a control group (personal learning). The results show that a cooperative learning approach using Google Docs improved learning outcomes, teaching interest, and understanding of campus plants, and reduced cognitive load. One conclusion of the study is that the collaborative learning approach associated with mobile learning is more effective than personal learning. In addition, this paper also provides brief recommendations to expand on the study’s limitations. Future work should investigate the impact of collaborative learning on different environments for mobile learning.

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Section: The Cognitive Load Of Using a Cooperative Learningsupporting

confidence: 92%

Section: Mobile Learningmentioning

confidence: 99%

Section: A Situational Learning Environment In Mobile Learningmentioning

confidence: 99%

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Cooperative Mobile Learning for the Investigation of Natural Science Courses in Elementary Schools

et al. 2020

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“…In this context, the latest SES services enable additional functions to be implemented, such as social networking, context-aware adaptation, and advanced machine learning for data analyses and service recommendations. Pensabe-Rodriguez et al [17] conducted a usability assessment based on a field study with 6 professors and 48 students to evaluate context-aware learning systems. The results showed that 82.4% of users were satisfied with the services offered by the systems, especially the messaging service.…”

Section: B System-performance Awarenessmentioning

confidence: 99%

Detachable Web-Based Learning Framework to Overcome Immature ICT Infrastructure Toward Smart Education

et al. 2021

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Amid the recent disease outbreaks that have been spreading across the world, the education systems in every country have witnessed a dramatic transformation. In particular, the situation has promoted online learning on an unprecedented scale, with classes being held virtually on digital platforms. This vital transformation is a major challenge in developing countries where information infrastructure for remote learning is lacking. Inspired by these observations, this study first investigated the obstacles in the way of the deployment of smart education systems (SESs) in developing countries from a technical perspective. Consequently, a detachable SES framework, named vSmartEdu, is proposed. The framework is based on a hybrid online/offline web-service model, which adopts a service-based architecture (SBA) design concept to develop smart classrooms. In particular, the online mode is activated for a web-based classroom if an Internet service is available. In contrast, the offline-version of the system is available in offline mode in packaged form, and is utilized when the Internet is not available in a local classroom. Finally, a prototype was deployed to collect feedback from learners and educators at various educational levels. The trial implementation and survey results concretely validate the feasibility and advantages of the proposed solution.

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“…Es fundamental establecer medidas cuantitativas e instrumentos en el estudio del M-Learning para enriquecer el repositorio de experiencia. Aún así, se han identificado esfuerzos para evaluar la usabilidad de sistemas de aprendizaje móvil con diferentes actores evidenciándose un alto porcentaje de aceptación entre ellos [72].…”

Section: Conclusiones Y Trabajo Futurounclassified

Dispositivos móviles en la educación: tendencias e impacto para la innovación

2020

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La innovación es fundamental para el desarrollo de nuevos productos que contribuyan a la generación de valor en la sociedad. Dentro de la educación, la integración de tecnologías de la información y las comunicaciones ha posibilitado la innovación de los procesos de enseñanza-aprendizaje, como es el caso de la utilización de dispositivos móviles (M-Learning) dentro y fuera del salón de clase. En la presente investigación se analiza producción académica sobre la utilización de dispositivos móviles con fines educativos, privilegiando el análisis de las tendencias e impacto. Los principales hallazgos de esta investigación evidencian que la adaptación del M-Learning debe ser una prioridad dado que es la base para el desarrollo de otras estrategias como la realidad aumentada, realidad virtual, realidad mixta, gamificación, laboratorios virtuales y remotos, y la integración de la inteligencia artificial en pro de fortalecer los desafíos del sistema educativo.

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Context-aware mobile learning system: Usability assessment based on a field study

Cited by 34 publications

References 15 publications

Cooperative Mobile Learning for the Investigation of Natural Science Courses in Elementary Schools

Cooperative Mobile Learning for the Investigation of Natural Science Courses in Elementary Schools

Detachable Web-Based Learning Framework to Overcome Immature ICT Infrastructure Toward Smart Education

Dispositivos móviles en la educación: tendencias e impacto para la innovación

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