Language learning on-the-go

Comparing Concepts for Embedding Second-Language Vocabulary Acquisition into Everyday Smartphone Interactions

“…The authors show that users frequently interacted with the application and improved their knowledge of the language over the course of this study. Dingler et al [10] achieved similar results by implementing and evaluating a vocabulary application that presents tasks in push-notification. Their app "QuickLearn" detects opportune moments for the presentation of the learning content, in particular, when users are bored and use their smartphone without a specific purpose.…”

“…Their app "QuickLearn" detects opportune moments for the presentation of the learning content, in particular, when users are bored and use their smartphone without a specific purpose. Dingler et al [10] concluded that their application increased the number of "quick" learning sessions on the go, which was appreciated by their participants.…”

“…In summary, micro-learning applications for vocabulary-based language learning have proven to increase vocabulary recall [5,11,31] and have shown great potential for pervasively embedding learning into everyday smartphone usage [8,10]. Yet, it remains unclear how best to embed the learning task into everyday device use.…”

“…Besides commonly available learning applications, research has evaluated concepts that give learning tasks more visibility during everyday smartphone interactions, such as presenting content as interactive push notifications [10] or as lockscreen wallpapers [8]. These concepts aim to increase users' exposure to the learning content by maximising the visibility of the tasks [8] or by exploiting idle moments such as waiting situations [5,10]. While all these concepts are successfully evaluated individually, there has not yet been a comparative evaluation investigating different levels of embedding learning into everyday smartphone interactions.…”

Enhancing Connectedness and Intrinsic Motivation to Learn for Online Learners: Introducing the S3 Model

“…Student-centered learning approaches are a promising fit for andragogy, the teaching or training of adults (Lamb et al, 2017), which by all accounts will form a major part of the 21 st -century educational enterprise, with the economy calling for lifelong learning (Pew, 2016) and "non-traditional" (independent, adult) students now form the majority of the postsecondary student body in the United States (Cruse, Eckerson, & Gault 2018). Pedagogical techniques, the classroom-based methods created for K-12 school children, typically fail to meet adults' needs for flexible schedules (Glahn, 2012;Dingler et al, 2017) and autonomous, personalized engagement with learning materials (Wen & Zhang, 2015).…”