Design Principles for an Adult Literacy Mobile Learning Solution

Palalas, Agnieszka; Wark, Norine

doi:10.1145/3136907.3136934

Cited by 12 publications

(10 citation statements)

References 20 publications

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“…Mobile learning M-learning is widely understood as learning across locations and contexts using personal devices (Crompton, 2014;Pegrum, 2014;Sharples et al, 2007). Using this perspective as a starting point, this study focused on the mobility of the learner (Palalas & Wark, 2017;O'Malley et al, 2003;Sharples, 2000;Sharples, Taylor, & Vavoula, 2007;Traxler, 2007) and his/her digital technology-enabled learning experiences, not restricted to any particular type of technology (e.g., mobile phones, wearables, augmented reality, virtual reality). Over time, the mobile technologies that gave birth to the concept of m-learning have impacted the characteristics and possibilities of m-learning research and practices, resulting in a progression from content-oriented to increasingly interaction-oriented learning, guided by more active pedagogies (Rodger & Glover, 2018).…”

Section: Theoretical Constructs and Definitionsmentioning

confidence: 99%

The relationship between mobile learning and self-regulated learning: A systematic review

Palalas

Wark

2020

AJET

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A systematic review of 38 primary research peer-reviewed articles, drawn from six databases and spanning from January 2007 to January 2019, was conducted to determine the principle information that they collectively offered on the relationship between mobile learning (m-learning) and self-regulated learning (SRL). In answering the research questions posed, a synthesis of the following 12 key elements was undertaken: (1) research aims, (2) research methodologies, (3) outcomes, (4) education discipline areas, (5) educational levels, (6) educational contexts, (7) geographic location, (8) time frame, (9) type of device, (10) m-learning and SRL definitions, (11) theoretical models, and (12) m-learning, self-regulation (SR), and SRL variable measurement instruments. The frequency of studies on the relationship between m-learning and SRL increased in more recent years, as did the types of devices used in these studies. More than three quarters of the studies concluded that m-learning enhanced SRL, SRL enhanced m-learning, or m-learning and SRL enhanced other learning factors (e.g., health, curriculum development). Moreover, the relationship between m-learning and SRL was dynamic and complex. A primary recommendation was to intentionally integrate m-learning and SRL into formal curricula guided by informed, technologically adept educators who provided appropriate, ever-decreasing support and scaffolding as learners became more self-determined. Implications for practice or policy: M-learning research and practice should be founded upon relevant theory and validated definitions of m-learning that consider ever-advancing technologies and related pedagogies that include participatory activities. M-learning designers should ensure that mobile technologies are used intentionally and selectively, guided by clearly defined learning objectives, and integrated into the curriculum by technologically adept educators who provide appropriate, ever-decreasing support and scaffolding as learners become more self-determined. When designing m-learning, educators should consider digital safety and privacy issues.

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Section: Theoretical Constructs and Definitionsmentioning

confidence: 99%

The relationship between mobile learning and self-regulated learning: A systematic review

Palalas

Wark

2020

AJET

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“…Thethirdprojectisfocusedonthedevelopmentofpedagogicalandtechnologicaldesignprinciples andguidelinesforamobile-assistedadultlanguageliteracysolution,exemplifiedinamobileapp prototype (Palalas & Wark, 2017a, 2017bPalalas, Wark, & Pawluk, 2017). This design-based researchproject,whichbeganin2017andconcludesin2020,mergesextensivereviewsofpertinent literaturewithexpertandadultliteracylearnerinterviews,surveys,andfocusgroupdiscussionsto informanddirectiterativedevelopmentcyclesoftheapp.Theaimofthisprojectistoproducean innovative,pedagogically-andtechnologically-soundadultlanguageliteracysolution,designedby expertsandlearnersforlearners.…”

Section: Research Projectsmentioning

confidence: 99%

“…Threepedagogicaldesignthemesandrelatedprincipleswereidentifiedduringthedevelopment and testing of the first app prototype (Palalas & Wark, 2017a, 2017bPalalas, Wark, & Pawluk, 2017).Thesethemesandrelatedprincipleswere:(1)Mobility:Designforthemobilelearner,(2) Learner-Determined:Respondtothelearner,and(3)Context:Integrateenvironmental(contextual) affordancesintothedesign.Fromwithineachofthesethemesandprinciples,secondaryprinciples andguidelineswereusedtoguidethedevelopmentoftheapp.…”

Section: Research Projectsmentioning

confidence: 99%

“…Theframeworkisbaseduponcumulativefindingsfromresearchprojectsonmobilelanguage learning (Palalas,2012(Palalas, ,2015,learner-determinedemergenttechnologyintegration (Wark,2018),and mobile-assistedlanguageliteracy (Palalas&Wark,2017a,2017bPalalas,Wark,&Pawluk,2017). Theseaggregatedstudyresultshighlightthebenefitsofmobilelearningactivitiesdesignedwith considerationoftheuniquesituationalcontextofthelearner.Theyalsoidentifytheenvironmental affordancespresentinthiscontext(fromnowonreferredtoasexternal contextual affordances)as keypedagogicalrequirementsinmobilelanguagelearningdesign.…”

Section: Introductionmentioning

confidence: 99%

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A Framework for Enhancing Mobile Learner-Determined Language Learning in Authentic Situational Contexts

Palalas

Wark

2020

International Journal of Computer-Assisted Language Learning and Teaching

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Mobile technology melds the mobile learner's authentic real and virtual worlds, enabling increasingly untethered personalized, learner-determined language learning opportunities. This article introduces an evidence-based framework founded upon cumulative findings from a number of the authors' recent and ongoing research projects. This framework provides guidance for designing mobile language learning activities within the learner's evolving personal, authentic situational learning context. The framework consists of three learner dimensions and four external contextual affordances that synergistically define the dynamics of this learning context. The merger of these dimensions and external contextual elements yields three interdependent learning concepts—personalization, adaptation, and relevancy—which enhance the mobile learner's motivation and self-determination. Application of these concepts enables instructors and learners to design mobile language activities that consider the interplay of numerous factors impacting language learning in context.

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“…It is crucial to consider locomotion (ie, mobile users use their device while on the move) in the app design to enhance user experiences [36,37]. Our caregivers reported a desire to listen to education materials instead of reading the text so that they could learn while doing household chores.…”

Section: Design Functions To Cater To the Population's Contextmentioning

confidence: 99%

Care Me Too, a Mobile App for Engaging Chinese Immigrant Caregivers in Self-Care: Qualitative Usability Study (Preprint)

Liu¹,

Jiang²,

Yu³

et al. 2020

Preprint

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BACKGROUND Caregiving and self-care are challenging for Chinese immigrants in the U.S. due to limited accessible support and resources. Few interventions existed to assist Chinese immigrant caregivers to better perform self-care. To fill the void in the literature, the team developed a Care Me Too app for engaging Chinese immigrant caregivers in self-care and conducted a user-experience test to assess its usability and acceptability. OBJECTIVE The aims of this paper are to report the user experience testing results and develop guidelines to support mHealth app design for immigrant caregiver populations. METHODS Twenty-two Chinese caregivers participated in the study, which consisted of two parts: in-lab testing and one-week at-home testing. In-depth face-to-face interviews and follow-up phone interviews were used to test the app’s usability and acceptability and solicit participants’ feedback for app design and functions. Directed content analysis was used to analyze testing transcripts. RESULTS Participants reported uniformly positive ratings of usability and acceptability of the app and provided detailed suggestions for app improvement. We generated some mHealth app design guidelines targeting immigrant caregivers, including weighing flexibility vs. targeting majority preferences, increasing text sizes, using colors effectively, providing engaging and playful visual designs and functions, simplifying navigation, simplifying login process, improving access to and the content of help document, designing functions to cater to the population’s context, and ensuring offline access. CONCLUSIONS Culturally and linguistically appropriate mHealth apps are appealing to immigrant caregivers for health promotion.

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Design Principles for an Adult Literacy Mobile Learning Solution

Cited by 12 publications

References 20 publications

The relationship between mobile learning and self-regulated learning: A systematic review

The relationship between mobile learning and self-regulated learning: A systematic review

A Framework for Enhancing Mobile Learner-Determined Language Learning in Authentic Situational Contexts

Care Me Too, a Mobile App for Engaging Chinese Immigrant Caregivers in Self-Care: Qualitative Usability Study (Preprint)

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