Context-aware Mobile Learning System Research Articles

Context-aware ubiquitous and mobile learning systems: research gaps and challenges

Context-aware ubiquitous and mobile learning systems: research gaps and challenges

Impacts of augmented reality and a digital game on students’ science learning with reflection prompts in multimedia learning

Although a great deal of research has evidenced the effects of proper instructional design on multimedia learning, most has focused on the cognitive aspects of learning, with little concern about the role of affective-motivational states in multimedia learning. In this study, an AR game-based learning method was designed via integrating AR technology and a digital game for assisting students’ learning, and for probing the factors of metacognitive and motivational factors of multimedia learning. A context-aware mobile learning system with reflection prompts was developed based on the implemented approach. Furthermore, a 2 × 2 experiment was conducted to identify the impacts of the implemented approach on elementary school science learning. Four groups learned with different media mechanisms (i.e., AR or Non-AR) and gaming mechanisms (i.e., Game or Non-game) during an elementary school field trip. The research results displayed that interaction between the AR and game approaches did not exist, and both significantly promoted the students’ learning motivation; however, only the game approach significantly improved the students’ learning achievements and flow states. This study evidenced the significance of flow state in a reflective context in multimedia learning. Such a result also stresses that digital games play an important role in promoting affective-motivational states in multimedia learning.

A context-aware mobile learning system for adapting learning content and format of presentation: design, validation and evaluation

To date, the growth usage of mobile technologies and devices as well as the ubiquitous wireless communication have led to the development of new systems and applications in many fields and areas including education. This technological progress can be used to facilitate the students’ lives by creating smart and personalized solutions considering their personal and academic profiles as well as their real environments. This is because mobile technologies have the capacity to detect the contextual dimensions of learners through different sensors, and also because of the available software that have known a big improvement in the recent years. In this way, this article focuses on proposing a model called Dynamic Mobile Adaptive Learning Content and Format (D-MALCOF) that considers the learner’s knowledge level and learning styles in order to provide the suitable learning for each and every student. The paper introduces the design of our approach as well as its conception and modelling activities. In addition, we validated this model in real life learning settings by developing an Android mobile application that has been tested in the context of Moroccan higher education system. The evaluation of the model was conducted with undergraduate students, and examined the impact of D-MALCOF on the students’ knowledge level and learning achievements. The results showed that our solution has the potential to enhance the students’ knowledge level in the java programming language by comparing the tests’ results of the participants who used our mobile app with those who have learned through a traditional e-learning platform. Moreover, the students showed encouraging feedback, general satisfaction, positive perceptions and good intentions towards the application after completing their learning activities and responding to the survey.

Context-aware mobile learning system: Usability assessment based on a field study

Teaching-learning models supported by technology have evolved since the emergence of personal computers until the present day, where m-learning has been incorporated thanks to mobile technology. In this context, some works have proposed mobile learning systems (MLS). One of the main requirements of this kind of systems in terms of software quality is the usability. Therefore, the analysis and evaluation of the usability of MLS are especially relevant; however, few works have addressed the usability issues using field studies with students and professors in real domains. In this paper, we present a usability assessment of a Context-Aware Mobile Learning System (CAMLS) based on a field study with six professors and forty-eight high school students in a real environment. The results obtained from the usability assessment show that, on average, the services offered by the system have 82.4% acceptance by users (professors and high school students), with the learning reinforcement service through SMS messages having the highest acceptance for teachers, with a positive perception of 91.5%. Meanwhile, for the high school students, the Mobile Learning Objects (MLOs) suggestion service was highest with 81% acceptance. Based on the obtained results, the evaluated mobile learning system holds wide acceptance, satisfaction, and applicability from teachers’ and students’ perspectives. The usability assessment described in this study can serve as a reference for developers seeking to improve mobile learning systems development.

Implementing Flipped Classroom that Used a Context Aware Mobile Learning System into Learning Process

Implementing Flipped Classroom that Used a Context Aware Mobile Learning System into Learning Process

Considering mobile device constraints and context-awareness in adaptive mobile learning for flipped classroom

Today, the mobile technologies and Information and Communication Technology development opened the door on new methods and pedagogies of learning. We are talking here about the mobile learning and the flipped classroom approaches. The flipped classroom means that the activities that have traditionally taken place inside the classroom now take place outside the classroom and vice versa. The mobile learning and as its name suggests is done in a mobile and changeable environment by mobile learners. Therefore, the context notion plays a significant role in this type of learning. Hence, the usefulness of the context-aware mobile learning systems. These systems take into account the different context dimensions to offer to the learners an adapted learning according to their situations. The approach proposed in this paper called Smart Enhanced Context-Aware for Flipped Mobile Learning “SECA-FML” aims to provide learners with an adapted course content format based on their context by taking into account the different context dimensions and especially the mobile device context. The latter has a significant influence on multimedia content in adaptive mobile learning. The contribution was applied in the context of the flipped learning in order to manage the heterogeneity of context imposed by this approach. To validate our contribution, we have developed an Android mobile application. This application has been made available to learners to try and exploit it. At the end of the experimentation phase, the learner is asked to complete a questionnaire. Based on this questionnaire, we measured the reliability and effectiveness of our contribution, as well as the satisfaction of the learners towards the latter. The evaluation results showed that the use of the context dimensions and specifically the device context in adaptive mobile learning is more beneficial for learners especially in the flipped classroom.

A mobile context-aware medical training system for the reduction of pathogen transmission

Even with the adoption of modern technology within the medical system, the spread of deadly pathogens remains a silent, yet deadly killer. Indeed, e-health, and in particular m-health is at the forefront of the computing portion of modern medical care. It follows the ubiquity of mobile computing devices that has become synonymous with modern life. Although the focus of m-health is patient based, this paper attempts to provide a focus on the healthcare service provider in an attempt to reduce the fatalities due to pathogen transmissions in care facilities. This paper proposes, and describes the creation and evaluation of an AI based context-aware mobile learning system designed to provide real-time training and support for medical cleaning staff. This learning system aims to bridge the gap between context-aware learning systems and m-health. As such, the system provides context information to the learner about the various threats and best ways to deal with possible pathogens in a long-term care scenario. The evaluation, field tested within the adult long-term care system demonstrates the benefit and validity of the system in both training and ongoing usage within the medical system.

A Classification Framework for Context-aware Mobile Learning Systems

A Classification Framework for Context-aware Mobile Learning Systems

The design and implementation of a context-aware mobile hadith learning system

The rapid development of emerging technologies for mobile devices has enabled them to contribute strongly to the creation of new paths for learning. In this paper, a novel context-aware mobile learning application is proposed to encourage and promote hadith learning. Prophetic narrations texts or hadith are considered as a very important source of Islamic culture. This hadith learning system (HLS) uses prophetic narration texts as hadith learning resources. Three dimensions (location, time and profile) of user context are implemented. To match appropriate hadith on three context dimensions of users, context-filtering based regular expression and ontology matching-recommending techniques are used. HLS has been tested on 20 users. Two questionnaires were completed by test users. The results of both questionnaires show that our application has no serious usability problems and that the proposed system can be used to promote hadith learning along with increasing the progress of users.

The design and implementation of a context-aware mobile hadith learning system

The rapid development of emerging technologies for mobile devices has enabled them to contribute strongly to the creation of new paths for learning. In this paper, a novel context-aware mobile learning application is proposed to encourage and promote hadith learning. Prophetic narrations texts or hadith are considered as a very important source of Islamic culture. This hadith learning system (HLS) uses prophetic narration texts as hadith learning resources. Three dimensions (location, time and profile) of user context are implemented. To match appropriate hadith on three context dimensions of users, context-filtering based regular expression and ontology matching-recommending techniques are used. HLS has been tested on 20 users. Two questionnaires were completed by test users. The results of both questionnaires show that our application has no serious usability problems and that the proposed system can be used to promote hadith learning along with increasing the progress of users.

Activity Theory Approach to Developing Context-Aware Mobile Learning Systems for Understanding Scientific Phenomenon and Theories

Mobile computing offers potential opportunities for students’ learning especially when it combines a sensing device such as RFID (Radio Frequency Identification). Researchers have indicated that a key feature of in-field learning supported by mobile devices and technology is context awareness, with which context and functionality provided by the learning system are adapted to the user’s situation. However, the design of context-aware mobile learning systems provides the authors with major challenges in terms of both defining use context as well as developing appropriate concepts relevant to the design of contextual information on the systems. Educators have highlighted the role of activity in science development and learning, implying that activity theory can be used to design a mobile learning environment. This paper presents the use of activity theory as a framework for describing the design of a context aware mobile learning application. A case study for the design of a mobile learning application for science learning is described using activity theory.

A Geo-Location Context-Aware Mobile Learning System with Adaptive Correlation Computing Methods

This paper proposes a context-aware mobile learning system with adaptive correlation computing methods. This system enables users to enhance their knowledge by correlating it with daily experiences. The proposed system contains a hybrid metric vector space to define the correlation between heterogeneous metadata vectors of the user context and learning material. The system integrates heterogeneous metric vector spaces with definitions of the semantic relations between the vector spaces. The significant feature of this system is a hybrid adaptation mechanism for the calculation of correlation. The adaptation mechanism has multidirectional adaptation functions for various learning materials, situations, and learners. We propose a revise-localize-personalize (RLP) adaptation model. In the adaptation mechanism, users only have to improve the metadata or the relations just in their relevant field. The advantage of the system is that the system reduces the time-intensive efforts required for describing direct relations between user contexts and learning materials. This paper presents the feasibility of the context-aware heterogeneous information provision with the hybrid metric vector space, by implementing an actual mobile application system and examining real-world experiments on data provision.

Personalised context-aware ubiquitous learning system for supporting effective English vocabulary learning

Because learning English is extremely popular in non-native English speaking countries, developing modern assisted-learning schemes that facilitate effective English learning is a critical issue in English-language education. Vocabulary learning is vital within English learning because vocabulary comprises the basic building blocks of English sentences. Therefore, numerous studies have attempted to increase the efficiency and performance of learning English vocabulary. ‘The situational learning approach’ proposed that ‘context’ is an important consideration in the language learning process and can enhance learner learning interest and efficiency. Restated, meaningful vocabulary learning occurs only when the learning process is integrated with social, cultural and life contexts. With the rapid development of context-awareness techniques, the development of context-aware mobile learning systems, which can support learners in learning without constraints of time or place via mobile devices and associate learning activities with real learning environment, enables the conduct of a novel context-aware ubiquitous learning mode to enhance English vocabulary learning. Accordingly, this study proposes a personalised context-aware ubiquitous learning system (PCULS) for learning English vocabulary based on learner location as detected by wireless positioning techniques, learning time, individual English vocabulary abilities and leisure time, enabling learners to adapt their learning content to effectively support English vocabulary learning in a school environment. Experimental results indicated that the accuracy of the employed wireless positioning scheme is over 92%, which is sufficient to help learners detect their locations. Additionally, the PCULS has been successfully implemented on PDA devices in a school environment to support effective situational English vocabulary learning. Experimental result indicates that the learning performance of learners who used personalised English vocabulary learning systems with context awareness (i.e. PCULS) was superior to learners who used personalised English vocabulary learning systems without context awareness.