Wireless and Mobile …, 2004

This paper describes the trial of a Mobile Learning Organiser, developed for use by university students. Based on a wirelessly-enabled Pocket PC, the Organiser makes use of existing mobile applications as well as tools designed specifically for the context of learning. The trial set out to identify what are the key tools for such a learning device. The primary uses of the Organiser were communication and time-management as well as access to content. No single application took precedence. The students' feedback demonstrated that there is a clear demand for institutional support of mobile learning, in particular course content and timetabling information. Wireless connectivity is crucial to the usefulness of the Organiser.

… Assisted Learning, 2005

This paper describes a 10-month trial of a mobile learning organiser, developed for use by university students. Implemented on a wireless-enabled Pocket PC hand-held computer, the organiser makes use of existing mobile applications as well as tools designed specifically for students to manage their learning. The trial set out to identify the most-used tools for such a learning device and their patterns and problems of usage. The primary uses of the organiser were communication, time-management and access to content. No single application took precedence. The results from an analysis of questionnaire surveys and focus groups indicate that there was a demand for institutional support of mobile learning, in particular to provide course content and timetabling information. Wireless connectivity was crucial to the usefulness of the organiser. Usability issues relating to the hardware and software had considerable impact on the students' usage and satisfaction with the system.

Conference on Mobile …, 2007

This paper reports on a the design of a mobile learning experience that aims to assisti university students to organise their learning activities. The development of the system applied an M-learning design framework to identify appropriate design requirements in practice. Preliminary usability testing on the system revealed the usefulness of the Mlearning environment for university students. A practical account of this exercise is also described.

International Journal of Handheld Computing Research, 2012

In location-based and contextual mobile learning, students are continually mobile in the virtual, social, and physical environment. A common problem in this view of mobile learning is that students spend time focusing on the mobile devices at the expense of interacting with other students or exploring the physical environment. The authors approach this problem from an interaction design perspective, where they design and analyse geometry-learning activities in two iterations. Based on video data from groups of students participating in the learning activities, the authors analyse when mobile devices are in the foreground and background of their interaction. The authors present six guidelines for designing location-based and contextual mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. Finally, the guidelines are evaluated using a model of interaction, which represents mobile device interac...

2006

This paper describes a location -aware enhancement of a learning environment supported by mobile devices. Such an extension is proposed in order to facilitate the learning process and to provide a solid framework for introducing a more situative approach to learning and teaching into an everyday classroom experience. Introducing location sensing into an existing system creates a framework not only to determine students' locations in a learning environment but to introduce context -awareness and location -awareness into the learning process as well. What is more, location -awareness is a solid base for numerous services in a modern -mobile device supported learning environment since looking into the summary data on students' locations gives a better insight into their habits and needs, both individual and within a group. It is our belief that location -awareness presents a significant step towards creating a learning environment even more oriented to students and their needs. The paper presents an implementation of a location -aware extension of an existing system that uses mobile devices to support a learning environment, reporting module which uses acquired location data, discusses technology requirements and limitations and deals with privacy and security issues.

International Journal, 2010

Interactive Technology and Smart Education, 2022

Design/methodology/approach This study presents the successes and challenges of introducing a mobile learning resource, Pocket Tutor, to bolster autonomous learning in a supported university learning environment. Pocket Tutor was designed and developed in 2019 and integrated in 2020 and 2021 into a multimedia design class offered at a large university in the Asia-Pacific. The resource's effectiveness is measured against common technology acceptance factors-including self-efficacy, enthusiasm, and enjoyment in relation to contextual purpose and class learning outcomes-through a multi-pronged approach consisting of a class-wide survey, developed specifically for this purpose, and analysis of usage data. Deeper context was also provided through a small pool of follow-up interviews. Purpose The Pocket Tutor learning resource that was designed and evaluated in this study responds to a number of teaching and learning challenges within the tertiary education context. These include those related to the number and type of learning activities that can be offered, class pacing, subject-specific content considerations, and the availability and quality of off-the-shelf learning resources. Educators have to potentially contend with all of these amidst mounting institutional constraints and external pressures. Yet, a supplemental, from-scratch online learning resource can help mitigate some of these challenges. Findings Evidence from our data suggests that a bespoke, mobile learning resource can provide greater consistency, more relevance, more flexibility for when and where students learn, and more efficiency with limited opportunities for synchronous interaction. At the same time, a bespoke mobile learning resource represents a significant investment of skill and time to develop and maintain. Originality/value The present study responds to calls from scholars who argue that more research (especially that is qualitative and discipline-specific) is needed to investigate students’ willingness to use learning apps on their mobile devices. This study pairs such research about student willingness with actual usage data and student reflections to more concretely address the role of mobile learning resources in higher education contexts. It also, importantly, doesn’t just assess perceptions and attitudes about mobile learning resources in the abstract but assesses attitudes and usage patterns for specific generic and bespoke mobile learning resources available for students in a specific university class (thereby providing discipline-specific insights). It also provides a unique contribution by including multiple years of data and, thus, offers a longitudinal view on how mobile learning resources are perceived and used in a particular higher education context.

Proceedings of the 18th Australia conference on HCI, 2006

This paper reports on a design case study for a mobile learning (M-learning) environment that follows a user centred design approach. This development of the system applied an M-learning design framework to identify appropriate design requirements in practice.

Proceedings of the 20th conference of the computer-human interaction special interest group (CHISIG) of Australia on Computer-human interaction: design: activities, artefacts and environments - OZCHI '06, 2006

This paper reports on a design case study for a mobile learning (M-learning) environment that follows a usercentred design approach. This development of the system applied an M-learning design framework to identify appropriate design requirements in practice.

International Journal of Mobile and Blended Learning, 2009

Mobile learning applications can be categorized into four generations: non-adaptive, learning-preferences based adaptive, learning-contexts-based adaptive and learning-contexts-aware adaptive. The research on our learning schedule framework is motivated by some of the challenges within the context-aware mobile learning field. These include being able to create and enhance students’ learning opportunities in different locations by considering different learning contexts and using them as the basis for selecting appropriate learning materials. We have adopted a pedagogical approach for evaluating this framework, an exploratory interview study with potential users consisting of 37 university students. The observed interview feedback gives us insights into the use of a pedagogical m-learning suggestion framework deploying a learning schedule subject to the five proposed learning contexts. Our data analysis is described and interpreted leading to a personalized suggestion mechanism for e...