Mobile learning scenarios from a UCD perspective

Rebaque-Rivas, Pablo; Gil-Rodríguez, Eva Patrícia; Manresa-Mallol, Irene

doi:10.1145/1851600.1851679

Cited by 5 publications

(3 citation statements)

References 3 publications

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“…For example, commuters may encode new information from a podcast or conversation, process work-related challenges by thinking through possible solutions, and reflect on new learning to encode it for future use. Related, commuting students say that they recognize the commute as an important time for study and learning (e.g., Asher et al, 2017; Gil-Rodriguez & Rebaque-Rivas, 2010; Rebaque-Rivas et al, 2010). Research demonstrating the benefits of breaks and rest for learning (e.g., Ariga & Lleras, 2011; Diekelmann & Born, 2010) may also apply to separating oneself from an earlier learning event at work such that consolidation and storage continues during the commute in a relatively resource-free manner.…”

Section: Theoretical Framework Of Commute-based Learningmentioning

confidence: 99%

Commute based learning: Integrating literature across transportation, education, and i-o psychology

Danna

Randall

Mahabir

2022

Organizational Psychology Review

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Though commuting is often seen as a source of stress, commuters may take advantage of travel time to pursue learning and developmental goals—a concept we refer to as Commute-Based Learning (CBL). We draw on self-regulation and learning and development theories to define CBL in terms of its context, content, and process and present the findings of a systematic review of multitasking activities in the transportation literature. This review demonstrates that (a) travel-based activities related to learning are increasingly prevalent, (b) people enjoy being productive during their commutes, and (c) commute mode and environmental characteristics impact multitasking and evaluations of the commute itself. We then integrate these review findings with psychological theories to propose a framework specifying the predictors of CBL, its benefits, and drawbacks, and the commute mode's moderating influence. These efforts yield several practical implications and future research directions to increase CBL's potential benefits while reducing potential harm. Plain Language Summary Although commuting can often be a source of stress, commuters may also take advantage of travel time to pursue learning and developmental goals—a concept we refer to as Commute-Based Learning (CBL).To emphasize the potential benefits and pitfalls of CBL, we draw on learning and development, self-regulation, multiple-goal pursuit, and multiple resource theories to define CBL in terms of its context (where it occurs), content (what it includes), and process (how it is done). Next, we present the findings of a systematic review ofresearch on multitasking activities in the transportation literature to gather evidence of the learning activities that commuters may pursue.This review demonstrates that (a) travel-based activities related to learning are increasingly prevalent, (b) people enjoy being productive during their commutes, and (c)commute mode and environmental characteristics impact multitasking and evaluations of the commute itself. We then integrate these findings from the transportation literature with psychological theories to propose a framework specifying the predictors of CBL (individual and organizational), its benefits (expertise, need satisfaction and well-being) and drawbacks (depletion, reduced safety), and the critical role of commute mode as a moderator of these relationships. Our definition and framework of CBL inform practical implications for improving the benefits of learning during the commute, while mitigating its potential drawbacks. We also present suggested directions for future multidisciplinary research. We hope this review provides insight into the state of the literature on commute-based learning and a clear research agenda for advancement in this broadly important, yet underdeveloped area.

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Section: Theoretical Framework Of Commute-based Learningmentioning

confidence: 99%

Commute based learning: Integrating literature across transportation, education, and i-o psychology

Danna

Randall

Mahabir

2022

Organizational Psychology Review

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“…Within Higher Education, persona design has been used for the last ten years, primarily in relation to the development of digital solutions for students: For instance, an academic career management system (Borges, 2012), a learning management system and anti-plagiarism software (Dantin, 2005), and app for second language acquisition (Pemberton et al, 2009) and in relation to mobile learning (Rebaque-Rivas et al, 2010). Persona design has also been used in connection to educational development (Yström et al, 2010) and for developing a website about e-learning for teachers (Gaiser et al, 2006;Panke et al, 2007).…”

Section: Involving Users In Persona Design: Three Casesmentioning

confidence: 99%

Proposing Co-Design of Personas as a Method to Heighten Validity and Engage Users

Albrechtsen

Pedersen²,

Pedersen³

et al. 2016

International Journal of Sociotechnology and Knowledge Development

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This paper proposes co-designing personas with users as a strategy to overcome a challenge inherent in the design of personas or fictitious users: On one hand, personas should appear realistic and believable as individuals, and on the other hand, personas should represent a broader range of users. By involving empirical users in all parts of the process of persona design, the risk of creating personas that are too stereotypical is minimized, as the participating users enrich the data on which the personas are based with up-to-date and firsthand contextual knowledge. Advantages of co-designing personas with users is illustrated by a case from higher education in which personas were co-designed with students as part of a project aiming at designing a smartphone application for Master's thesis students.

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“…During the last decade there has been a growing interest in the adaptation and customization of requirements elicitation methods and techniques to the unique characteristics to each individual application domain (e.g. mobile learning, serious games, banking systems) [2][3][4]. The attempt to bootstrap requirements elicitation techniques to each application domain is based on the promise to optimize validity of results by taking into consideration intrinsic characteristics of each application domain, expectations and goals among various stakeholders and diverse requirements prioritizations [5][6][7].…”

Section: Introductionmentioning

confidence: 99%

Requirements Elicitation for New Video Game Development Tools : A Case Study

Fidas,

Avouris,

Orvieto

2015

Schriften Aus Der Fakultät Wirtschaftsinformatik Und Angewandte Informatik Der Otto-Friedrich-Universität Bamberg

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This paper presents a case study involving requirements elicitation for new tools in video games development. Eight video game developer companies from three different countries and a variety of stakeholders (N=17) participated in a user study that was based on a tailor-made requirements elicitation framework. During the process, interesting issues emerged related to the applied method but as well concerning the presentation of innovative tools, as disruptive technology, the different stakeholders' points of view and roles in the process, the role of technology providers and the organizational challenges towards this new game development pipeline. This case study provides interesting insights in applying a user-centered approach for requirements elicitation in the video game application domain and discusses lessons learned which can be of value for UX researchers and practitioners in video game research.

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Mobile learning scenarios from a UCD perspective

Cited by 5 publications

References 3 publications

Commute based learning: Integrating literature across transportation, education, and i-o psychology

Commute based learning: Integrating literature across transportation, education, and i-o psychology

Proposing Co-Design of Personas as a Method to Heighten Validity and Engage Users

Requirements Elicitation for New Video Game Development Tools : A Case Study

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