Context-Aware Mobile Learning

Economides, Anastasios A.

doi:10.1007/978-3-540-87783-7_27

Cited by 20 publications

(3 citation statements)

References 28 publications

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“…Mobile technologies offer innovative ways that have the potential to enhance assessment if they build upon proper theoretical frameworks [28,42,43,44]. Mobile devices can be used both inside and outside the classroom boundaries [45].…”

Section: B Motivational Impact Of the Mobile-based Assessmentmentioning

confidence: 99%

An Outdoor Mobile-Based Assessment Activity: Measuring Students’ Motivation and Acceptance

Nikou

Economides

2016

Int. J. Interact. Mob. Technol.

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Mobile-devices are able to support a wide range of outdoor assessment activities. While there is a significant amount of research that investigates the acceptance of computer-based assessment from one side and the acceptance of mobile learning from the other, relatively few studies focus explicitly on the factors that influence the acceptance of Mobile-based Assessment. The current study implements a mobile-based outdoor educational activity in the city’s Botanic Gardens during an environmental education project. 50 secondary school students participated in a mobile-assisted assessment procedure using Quick Response (QR) - coding technology through their mobile devices. The study examines the impact of Perceived Mobility, Authentic Context and Interest/Enjoyment on students’ Perceived Usefulness, Perceived Ease of Use and Behavioral Intention to Use Mobile-based Assessment. Partial Least Squares (PLS) was used for the data analysis. Results show that Perceived Mobility, Authentic Context and Interest/Enjoyment, Perceived Usefulness and Perceived Ease of Use are all significant determinants of Behavioral Intention to Use mobile-based assessment. Furthermore, the study examines the impact of using mobile devices during the learning activity on students’ learning motivation. Implications for designing and implementing mobile-based assessment procedures are discussed.

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Section: B Motivational Impact Of the Mobile-based Assessmentmentioning

confidence: 99%

An Outdoor Mobile-Based Assessment Activity: Measuring Students’ Motivation and Acceptance

Nikou

Economides

2016

Int. J. Interact. Mob. Technol.

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“…It revolved mostly around tool functionality issues, but secondarily also involved other issues like ideas about adaptation parameters. Towards this end, the paper by Economides (2008) was also included in the suggested readings. The support included synchronous as well as asynchronous discussions.…”

Section: The Contextual Settings Of the Learning Design Interventionmentioning

confidence: 99%

Group-work in the design of complex adaptive learning strategies

Mavroudi¹,

Hadzilacos²

2013

JIME

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This paper presents a case study where twelve graduate students undertook the demanding role of the adaptive e-course developer and worked collaboratively on an authentic and complex design task in the context of open and distance tertiary education. The students had to work in groups in order to conceptualise and design a learning scenario for adaptive learning, develop learning materials and adaptive learning strategies, implement the respective adaptive e-course and finally, reflect on their experience. The primary goal of this intervention was to engage the students in the whole lifecycle of a Technology Enhanced Learning design artefact. In teaching highly complex skills for the ill-structured domain of Learning Design the four components instructional model (4C/ID) was exploited. Students were exposed to a wide range of interconnected issues and made design choices. Mixed research methods are used to conclude on the effectiveness of the intervention. Implications of this study include design guidelines towards an environment that implements complex adaptive behaviour in today's learner-generated digital world where Computer Supported Collaborative Learning often converges with Computer Supported Collaborative Design.

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“…It is time for learning to use media to make it easier and more interesting 4,5 . One of the media that can be developed to help the learning process is mobile learning.…”

Section: Introductionmentioning

confidence: 99%

Mobile Learning Environment System (MLES): Seeing Android Media Development (Gaident) As Enhancement of Critical Thinking Skills

Nugroho

2023

Sym. Bio. Ed.

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The current reality shows that the media used is still conventional and unable to improve critical thinking skills. Research to see the validity, practicality, and effectiveness of learning media. This research method uses Plomp and Nieveen which are limited to the prototyping phase, formative evaluation based on Tessmer which consists of self-evaluation, expert opinion, individual testing, small group testing, and field testing. The research subjects consisted of 3 experts and 30 students who had programmed the Invertebrates course for individual tests, small group tests and field tests. Data collection techniques were carried out by observation, questionnaires and tests. The results showed: the validation of the android media has shown that the media is feasible to use, the practicality test shows the ease of the learning process, the effectiveness test of using android media has an impact on the learning process and improving critical thinking skills. This shows that the developed android media can be used, then this research can be developed further by expanding its use.

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Context-Aware Mobile Learning

Cited by 20 publications

References 28 publications

An Outdoor Mobile-Based Assessment Activity: Measuring Students’ Motivation and Acceptance

An Outdoor Mobile-Based Assessment Activity: Measuring Students’ Motivation and Acceptance

Group-work in the design of complex adaptive learning strategies

Mobile Learning Environment System (MLES): Seeing Android Media Development (Gaident) As Enhancement of Critical Thinking Skills

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