Context-aware Mobile Learning Research Articles

Personalized and Adaptive Context-Aware Mobile Learning: Review, challenges and future directions.

Due to the outbreak of COVID 19, digital learning has become the most efficient learning and teaching technique adopted across the world. The pervasiveness of Personalized and Adaptive Context-Aware Mobile Learning (PACAML) technologies is improving the academic performances of learners by providing an efficient learning platform that supports social interactivity, context sensitivity, connectivity, and individuality in a ubiquitous manner. Several studies have demonstrated the efficacy of PACAML in a modern and innovative educational environment. Based on the recent studies and development of mobile learning technologies, there is clearly a gap in the research that provides a comprehensive body of knowledge on PACAML. In this paper, a review has been conducted on the existing PACAML, analyzing the recent research and development progress using Kitchenham et al. (2009) for systematic reviews. The review was conducted on 25 papers which were selected using the PRISMA technique to put forward the quality criteria that are based on the research aims, objectives and knowledge relevant to the study of PACAML. The results identified the contextual information used in the PACAML studies, the infrastructural requirements of PACAML, the application of PACAML in functional educational settings and the major methodological approaches applied in the studies of PACAML. Finally, the paper presents challenges and future directions that will be of interest to researchers in the educational technologies in the context of PACAML.

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.

Context aware mobile learning: A systematic mapping study

Context Aware Mobile Learning (CAML) provides a learning experience tailored to educational needs and the particular circumstance of the learner. CAML has become an active area of research. The aim of this paper is to provide an overview of research conducted on CAML through counting and classifying contributions. The applied method is a systematic mapping study using eight major publication databases. Initially, 115 studies were retrieved after assessing against the selection criteria 90 studies were selected. The results provide useful insight into the current state of research, the geographical distribution of papers, venues of publication, and types of studies published. The results were useful to position future research activities.

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.

Context aware mobile learning application development: A systematic literature review

Context Aware Mobile Learning Applications (CAMLA) are an emerging field of research, they provide educational resources tailored to educational needs and particular circumstances of the learner. Despite the increase in the number of applications being developed, there is a lack of study that provides comprehensive knowledge on the development of CAMLA. Motivated by this shortcoming, Systematic Literature Review (SLR) was conducted to establish a body of knowledge that describes the key components of CAMLA that includes; context information extraction and representation, context adaptation and different types of applications developed. SLR was conducted on 24 papers retrieved from seven databases. The results identified different types of context amongst which learner, location and time are the most widely used in the development of CAMLA. The context data is collected using virtual and physical sensors and mostly represented as relational or ontology data. CAMLA provides different types of adaptation where adaptation to learning resource and location are very common. The results are useful to position future research activities to scientifically strengthen this field.

AMBLE: A Context-Aware Mobile Learning Framework

INTRODUCTION: Mobile Learning is a new pivotal learning trend nowadays. With the increasing use of sophisticated smartphones equipped with augmented reality supporting tools and sensors, mobile learning platforms are expected to deliver tailor-made and customized learning elements to learners. Context-awareness is regarded as the fundamental approach or workaround to lift this learning style to distribute adaptive and personalized learning elements in mobile devices. OBJECTIVES: The main priority in mobile learning is to make learning elements as flexible as possible using different forms of context data to extend the natural adaptation capabilities in mobile devices in order to engage learners in extremely rich environments. METHODS: In this paper, A context-aware MoBile LEarning framework is proposed, namely the AMBLE framework. It processes contextual data at four distinct levels namely: Sensing Layer, Adaptation Layer, Context Processing Layer, and Application Layer to perform adaptation of learning contents based on the actual environment and conditions of the learner. RESULTS: Partial implementation of the proposed framework has the potential to capture and represent the physical context information that may be used to perform a dynamic adaptation of learning contents and thus significantly improve the mobile learning experiences. Extra work is expected regarding the implementation of the other layers and components of the framework including the user model, context manager, and the adaptation engine. CONCLUSION: The AMBLE framework proposes some relevant content adaptations with some positive results. As future works, new forms of user-context adaptation synthesized with other extracted data sets of contextual information will be used to establish and align relevant dynamic adaptation and personalization of learning contents.

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.

Towards an Adaptive Formative Assessment in Context-Aware Mobile Learning

Today and with the development of computer technologies, traditional learning, which offers a static content for all learners, is no longer desired in learning environments. As a result, the exploitation of this development has given rise to new methods of learning. The mobile learning is one of these methods and specifically the adaptive mobile learning or context-aware mobile learning. Generally, the learning process goes through several stages; the assessment is part of this process and it is a key step in the learning activity, taking several ways. When we talk about an adaptive learning, we should think also about an adaptive assessment, where the learner can take an adaptive test content according to their context. In this paper, we present the Adaptive Formative Assessment in Context-Aware Mobile Learning (AFA-CAML) approach. The goal of this approach is to provide learners with an adaptive and personalized formative assessment taking into account the learner context based on the CAT (Computerized Adaptive Tests) theory.

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.

A near field communication-enabled e-learning environment for context-aware mobile Japanese conversation learning

In this study, we utilised near field communication-enabled smartphones with context-aware technology to propose a context-aware mobile Japanese conversation learning system (CAMJAL) for Taiwanese students. Our proposed CAMJAL system was implemented to record students' learning behaviours between peers in a context-aware computing environment. This system extend perceived convenience as external variable to technology acceptance model (TAM) to analyse its explanatory power and examine antecedent factors that affect acceptance of CAMJAL. Participants were 86 university students with advanced Japanese abilities from the northern part of Taiwan. After conducting CAMJAL with near field communication-enabled smartphones, data was collected by questionnaires. Our experimental results revealed that a) perceived convenience, perceived ease of use, and perceived usefulness were antecedent factors that affect acceptance of CAMJAL; b) perceived ease of use had a significantly positive effect on perceived convenience; c) perceived convenience had a significantly positive effect on perceived usefulness; d) perceived ease of use and perceived usefulness had a significantly positive effect on attitude towards use; and e) perceived ease of use, perceived usefulness, and attitude towards use had a significantly positive effect on behaviour intentions to learning. Overall, the extended TAM was effective in predicting and explaining the acceptance of CAMJAL.

Learning in mobility with Context4Learning: developing a context-aware mobile learning application

The adaptation possibilities provided by mobile devices strive to encompass and motivate students' education process by providing learning resources and activities adapted to their specific needs, characteristics, conditions and circumstances. Context4Learning is a mobile application developed by the team behind this paper. Developed for Android, the app detects user location, amount of time available and physical activity being performed to then send users the corresponding notifications regarding learning resources and activities with which he/she may advance in a given educational program. Currently, a pilot project has been launched. The assessment and contributions by the pilot user group encourage us to continue our work. Their experience has proven that work is still needed to achieve perfection in the functioning of the mechanism and greater app usability for end users.

Context Aware Mobile Learning as a Factor for Economic Growth

Abstract Mobile technologies have become an integral tool for communication and information delivery. It transformed educational paradigms from traditional one-size-fits-all to personalized and context aware learning. Such education can support human resources development, resulting in improved outcomes. Quality of education and working skills are the important driving force for economic development. This paper deals with the role of mobile learning in education, which is unique in terms of flexibility of time and location, but it requires extra planning and analyses of appropriate technologies during learning design process. The contextual information can be static, but some parts are dynamic and unpredictable. In this paper the model which combines static and dynamic context for mobile learning content development is proposed. This model will promote the productivity growth that has a major impact on economic growth.

Context-Aware Mobile Language Learning

Abstract The rapid proliferation of mobile devices and its wide integration into people's daily life have enabled a wide range of applications that benefit from users’ context to deliver more personalized services. In this regard, teaching and learning systems have also evolved, and yet, many of these approaches have migrated to the mobile world in order to improve user experience by delivering information relevant to the individual's context. In this paper we present a context-aware mobile language learning application, focused on providing language support to users living in foreign countries. It suggests context-relevant vocabulary, considering usage context attributes such as user's gender, geolocation, and native language. The application architecture is composed by three components which are able to dynamically acquire and analyze the usage context to provide the corresponding information based on a domain knowledge. Our proof of concept was distributed among 27 users, and we analyzed their interactions with the application during a period of two months. Initial results demonstrate that the 37% of the users showed strong interest to use this kind of app, revealing a high usage potential in realistic scenarios.

Collaborative M-Learning Adoption Model: A Case Study for Jordan

This work investigates university students’ acceptance and readiness for adopting collaborative and context-aware mobile learning services. An acceptance evaluation study was conducted to identify challenges affecting successful implementation and adoption of collaborative m-learning system. The acceptance study has focused on learning contextual factors and learners requirements available at developing countries, where Jordan was considered as the case of this research. Results have confirmed that learning style, mobile device capability and perceived ease of use are having the most positive contribution towards learners’ behavior to use collaborative m-learning services. In light of the achieved results, this work provides a new user acceptance model focused toward the adoption of collaborative m-learning services. Finally, this research draws fundamental recommendations allowing for learning context adaptation and successful collaborative m-learning services implementation.