Mobile learning applications to improve invertebrate zoology online teaching

Abstract

The use of new technologies including personal mobile devices has become an indispensable tool in our daily lives, and thus its presence in education is becoming ever more ubiquitous. In the current scenario imposed by the COVID‐19 pandemic, in which in‐person presence in classrooms has been enormously reduced at all educational levels, the use of mobile learning and cutting‐edge methods can greatly improve the way students learn and enhance their online‐learning experience. Mobile applications, combined with extended reality technologies such as virtual reality (VR) and augmented reality (AR), are powerful tools that connect real and virtual environments and allow higher interaction for the user. We have leveraged the advantages of mobile learning and extended reality technologies to develop a series of mobile applications and associated educational activities for university‐level courses involving invertebrate zoology field work. In particular, we have developed (a) a VR SCUBA diving video to explore the diversity of a marine protected area; (b) an AR mobile app to visualize 3D models of marine invertebrates; and (c) a mobile‐based catalogue to explore the terrestrial biodiversity of one of the most diverse regions of Spain. Here we provide detailed information describing the design and creation of these tools, as well as their application in class, to facilitate and encourage their use in higher education. Despite the relatively recent application of these technologies in education, they have an enormous potential: they improve student motivation and learning, can be adapted to different learning styles, reduce social inequalities, and facilitate inclusiveness and diversity practices in the classroom.

An English Mobile Learning Platform Embedded in GSM-R Wireless Network Communication

“…English mobile learning refers to that learners obtain learning resources and communicate with others at any place and at any time they need to learn through wireless communication networks and mobile devices such as PDA and mobile phone. Mobile learning is the product of the integration of digital learning and mobile computer technology [1,2]. English mobile learning has brought a new learning mode for English learners and a new feeling that they can learn at any time and anywhere.…”

Providing interactive and field laboratories while teaching university marine biology classes in an era of COVID‐19

“…Others, such as Eugene et al (2021), Middlebrooks and Salewski (2021), and Schulze et al (2021) work well for situations in which students cannot access campus but retain some access to the field sites being studied. Verdes et al (2021), The Virtual Field Project (https://thevirtualfield.org/), and this article present ways that students without access to campus, to specialized equipment, or to the field sites can nonetheless experience important aspects of research and field studies. Specifically, the methods presented here were successful in providing remote, online students with field experiences, with detailed study of a wide variety of local macroinvertebrates, and with participation as a collaborative team in a genuine research project.…”

Virtual Reality (VR) in Superior Education Distance Learning: A Systematic Literature Review

“…In the feedback to the students 7% indicated that the questions were asked during classes. Nonetheless, studies were also identified in which learning evaluations were not carried out [13] Figure 4 shows the number of learning assessment tools that were used to evaluate those who utilized VR, with questionnaires being the most widely used; having exponential growth in recent years. In Table VI it can be observed that the studies were generally done through the use of Google Cardboard (19%), Desktop VR technology (25%), Oculus Rift technology (19%), HTC VIVE technology (9%), Samsung GearVR technology (6%), and other Mobile Client technologies (16%).…”

“…In the feedback to the students 7% indicated that the questions were asked during classes. Nonetheless, studies were also identified in which learning evaluations were not carried out[13] [14] [22] [17] [21] [25].Figure4shows the number of learning assessment tools that were used to evaluate those who utilized VR, with questionnaires being the most widely used; having exponential growth in recent years.…”