Location-based Learning Research Articles

Mobile Learning in Higher Education: A Systematic Literature Review

Mobile learning (M-Learning) has become a popular and effective method of education that leverages the ubiquity of mobile devices. M-Learning has digitally transformed the process of teaching and learning. It has tremendous potential to empower all sections of society through education and training. This study presents a systematic literature review of M-Learning. The articles were retrieved from Scopus and Web of Science databases. After applying inclusion and exclusion criteria, a final selection of 161 articles published between 2016 and 2022 was included in the review. To analyze the articles, the researchers employed the TCCM (Theory, Context, Characteristics, Methods) framework, which facilitated addressing the research questions. This review identified various theories, such as behaviorism, constructivism, cognitivism, situated learning, problem-based learning, context awareness learning, socio-cultural theory, collaborative learning, conversational learning, lifelong learning, informal learning, activity theory, connectivism, navigation, and location-based learning, that are used to support and guide the implementation of M-Learning. In terms of context, developing countries contributed to 70.8% of the studies, while developed countries contributed to 29.1%. Further, a majority of the studies, 93%, involved students followed by faculty members and only two studies involved staff from higher education management. A total of 19 unique characteristic factors have been identified, such as personal, intention, attitude, usage, utility, ease of use, learnability, social, technological, pedagogical, anxiety, enjoyment, accessibility, knowledge, experience, trust, price, and habit. A quantitative research design was used in 90% of the studies, followed by mixed methods research design in 7% of the studies, and qualitative research design in only 3% of the studies. Further, this article synthesizes previous research findings and highlights gaps for future research. Overall, this review contributes to the understanding and advancement of M-Learning as a valuable educational platform.

Single machine and group scheduling with random learning rates

<abstract><p>This study mainly considers the scheduling problems with learning effects, where the learning rate is a random variable and obeys a uniform distribution. In the first part, we introduce a single machine model with location-based learning effects. We have given the theoretical proof of the optimal solution for the five objective functions. In the second part, we study the problem with group technology. Both intra-group and inter-group have location-based learning effects, and the learning rate of intra-group jobs follows a uniform distribution. We also give the optimal ranking method and proof for the two problems proposed.</p></abstract>

Location-Based Learning and Its Effect on Students' Understanding of Newton's Laws of Motion.

Location -based learning refers to place-based education conducted online with the use of geographic information systems and mobile devices; with the shift to distance learning, its integration in science education warrants careful evaluation. The goal of this study was to examine the effect of location-based learning on students’ understanding of Newton’s laws of motion and to characterize the learning outcomes. The participants were 373 eighth-grade students, divided into two groups: control (n = 167) — teacher-centered, textbook-oriented instruction — and experimental (n = 206) — student-centered, location-based learning. The study applied a quasi-experimental research design, within a framework of a mixed-methods approach, in which data were collected through pre- and post-questionnaires and the analysis of students’ learning outcomes. The findings indicated a significant positive effect for the location-based learning approach on students’ ability to generate and answer science-related questions, provide reasoned explanations, and connect scientific topics to daily life. Significant relationships were indicated between students’ ability to generate questions and their ability to provide reasoned explanations. The study points to the importance of engaging students in location-based learning and in the process of generating science-related questions, information points on a digital map, and multimedia features.

Multimodal Intelligent Acoustic Sensor-Assisted English Pronunciation Signal Acquisition and Phonetic Calibration

In this paper, a multimodal intelligent acoustic sensor is used for an in-depth study and analysis of English pronunciation signal acquisition and calibration analysis of English phonetic symbols based on the acquired sound signals. This paper proposes a bimodal fusion algorithm around the direction of feature extension and fusion of acoustic recognition features. After each unimodal classification error cost is minimized, the current fusion process is determined by adaptive weights to fix its one decision layer on the fusion. The adaptive weight approach in this algorithm improves the drawback of always identifying one mode as the optimal mode in fixed-weight fusion and further improves applicability and performance compared to unimodal recognition. The random network generation algorithm is used to generate a random network for sound source data acquisition; then, the algorithm is investigated using the decomposition containing fusion center algorithm to each node, and data preprocessing is implemented at each node; finally, the distributed consistency algorithm based on average weights is used for consistent averaging iterations to achieve a consistent speech enhancement effect at each node. The experimental results show that this distributed algorithm can effectively suppress the interference of noncoherent noise, and each node can obtain an enhanced signal close to the source signal-to-noise ratio. In this study, factors that may affect the readability of spoken texts are summarized, analyzed, defined, and extracted, and the difficulty of spoken items obtained from the divisional scoring model is used as the dependent variable, and the extracted influencing factors are used as independent variables for feature screening, model construction, and tuning, and the generated results are interpreted and analyzed. From this, it was found that phonological features have a strong influence on the readability of spoken texts, mainly in features such as phonemes, syllables, and stress. This study is summarized, and the shortcomings of location-based contextual mobile learning of spoken English in terms of student management, device deployment, and empirical evidence are pointed out, to provide references and lessons for the research on IT-supported language learning.

Effects of the mobile serious game (Herbarian) with location-based learning on students’ retention of botanical terms and their experiences

Effects of the mobile serious game (Herbarian) with location-based learning on students’ retention of botanical terms and their experiences

Location-based mobile learning system facilitating English learning

ABSTRACT The central aim of this study was to determine the potential of the GPS-based MCL system for English learning in terms of its relationship with learning achievements. For this, the research enrolled 51 students of Moscow Aviation Institute, National Research University (Moscow, Russian Federation) aged 20 to 22, 35% were males, and 65% were females. The paper defined the predictors of self-efficacy, self-regulation, and academic success. The main research tool was represented by 7-point Likert scale questionnaire surveys. The calculation of Cronbach’s alphas allowed concluding that they were sufficiently reliable insofar as the values obtained for the questionnaires on respondents’ self-regulation, self-efficacy, the use of GPS-based MCL system, and this system’s perceived usefulness and simplicity equaled 0.78, 0.89, 0.84, and 0.84, respectively. Overall, the experiment outcomes uncovered that student self-regulation and self-efficacy do influence learning outcomes and can even predict future academic performance. There was a significant difference in the results of pre- and post-testing conducted before and after the implementation of the GPS-based MCL system with the upward trend observed. Alongside this, the mean scores for the perceived usefulness and ease of use of the proposed MCL system constituted 4.96 and 5.28 (on a 7-point scale).

Advancements and research topics of museum-based mobile learning: a review of journal publications from 2008 to 2019

ABSTRACT This research reviewed the publications in the Scopus database in the museum-based mobile learning field based on the technology-based learning review model from 2008 to 2019. The aim of this study was to investigate trends in the field of museum-based mobile learning from the main journals and papers, including countries and areas, participants, research methods, learning domains, the orientation of adopted sensing or location-based technologies, learning strategies, and research topics. The cluster and co-occurrence analysis methods were used to analyze the main key terms and the relationships between them. Three thematic clusters, namely strategies and media for mobile-based museum learning, personalized supports for mobile-based museum learning, and applications of mobile-based museum learning were identified. The results show that inquiry-based learning was the most adopted learning strategy for higher education, while contextual mobile learning was the most frequently employed strategy for elementary school students; such extensively adopted mobile learning strategies as peer assessment, project-based learning, video sharing, and synchronous sharing were not adopted in the studies. In addition, an important finding in the literature of the main research purpose of museum-based mobile learning research is the affective domain, followed by the influence of learner characteristics and the effects of mobile learning.

The Virtual Learning Resource Center for the Digital Manpower

This research aims to develop the models of Virtual Learning Resource Center (VLRC) for the digital manpower. The results of the research are that: 1) The VLRC development process consists of 5 steps: requirements analysis, planning and designing, prototyping and testing, implementing and monitoring, and evaluation and reporting. 2) The VLRC for the digital manpower consists of two models: 2.1) the physical learning resource, which is a physical space that the learner can actually touch. It can be divided into 5 categories: location-based learning resources, human-based learning resources, material-based learning resources, equipment-based learning resources, and event-based learning resources; and 2.2) the digital learning resource, which is a virtual space that learners can access through information and communication technology tools. It can be divided into 5 categories: search engine and translator’s tools, management and storage tools, distance learning tools, content creation, presentation and dissemination tools, social networking and online learning communities’ tools. 3) The goals of VLRC development are learning to know, learning to do, learning to live together, and learning to be.

Beyond Geodiversity Sites: Exploring the Educational Potential of Widespread Geological Features (Rocks, Minerals and Fossils)

Geosite and geodiversity site inventories are among the most important means of geological diversity conservation and promotion. However, there are other in situ geological features that have significant educational potential and are not included in many inventories, namely, localities of widespread rock types, common minerals and fossil-bearing strata. In this paper, a broad utilisation of these petrographic, mineralogical and palaeontological geodiversity elements for geoscience communication purposes is postulated, with a case study that focuses on the geological heritage of Poland. A simple quantitative framework for the evaluation of the educational potential of rock types is used for the assessment of preselected geological units on the geological map of Poland. The preferences of potential geotourists are estimated using the interactive web-based map. The promotional materials are written for the most distinctive rock types and geological units that scored the highest in the assessment procedure and/or were most frequently selected by users. This procedure stimulates geodiversity promotion in areas where few geosites and geodiversity sites are documented and no educational activities or interpretative facilities are available, potentially increasing the number of geotourism destinations. The rocks and minerals utilised here are exposed over large areas and can be sampled and studied by untrained collectors without any loss of geodiversity. Shifting the involvement of individuals interested in geosciences from extraordinary to more common rocky outcrops helps to protect the geological heritage and enhances conservation of the most spectacular features for future generations. Field activities such as individual searching and studying outcrops, in turn, play an important role in learning in geosciences, facilitating the acquisition of knowledge and encouraging interdisciplinary thinking. Future improvements could include expanding the applicability of the evaluation method, employment of a location-based learning approach #and more detailed studies of the preferences of potential geotourists.

A Multi-Stakeholder Perspective of Analytics for Learning Design in Location-Based Learning

Promoted by the growing access to mobile devices and the emphasis on situated learning, location-based tools are being used increasingly in education. Multiple stakeholders could benefit from understanding the learning and teaching processes triggered by these tools, supported by data analytics. For instance, practitioners could use analytics to monitor and regulate the implementation of their learning designs (LD), as well as to assess their impact and effectiveness. Also, the community around specific tools—such as researchers, managers of educational institutions, and developers—could use analytics to further improve the tools and better understand their adoption. This paper reports the co-design process of a location-based authoring tool that incorporates multi-stakeholder analytics for LD features. It contributes to the research community through a case study that investigates how analytics can support specific LD needs of different stakeholders of location-based tools. Results emphasise opportunities and implications of aligning analytics and LD in location-based learning.

Scheduling parallel-batching processing machines problem with learning and deterioration effect in fuzzy environment

In this paper, a problem of scheduling jobs with different sizes and fuzzy processing times (FPT) on non-identical parallel batch machines to minimize makespan is investigated. Moreover, the processing time (PT) of each batch is subject to the location-based learning and total-PT-based deterioration effect. Since this is an NP-hard combinatorial optimization problem, an improved intelligent algorithm based on fruit fly optimization algorithm (IFOA) is proposed. To verify the performance of the algorithm, the IFOA is compared with three state-of-the-art algorithms. The comparative results demonstrate that the proposed IFOA outperforms the other compared algorithms.

Effects of caption and gender on junior high students’ EFL learning from iMap-enhanced contextualized learning

With the global positioning function, mobile learning technology extends the capacity of modern learning to fulfill location-based learning for learners to learn everywhere contextually. This study developed a digital interactive geographic map (iMap) with GPS function to support location-based contextualized EFL learning. Four classes of ninth-graders from a junior high school voluntarily participated in the 2-session 70-min learning activities using tablet PCs. Two experimental groups (non-caption vs. English-caption) were implemented, and the effects of caption and gender on learning performance and motivation were examined. The results showed that the caption*gender interaction was significant on learning performance, and the male non-caption group outperformed the male English-caption group, while the female learners in both groups performed equally. As for motivation, the participants demonstrated positive motivation in all aspects (i.e., self-efficacy, proactive learning, learning value, achievement goal and environmental incentive), and the non-caption group showed higher degrees of motivation in self-efficacy, learning value and environmental incentive than the English-caption group, while the gender effect was non-significant on these motivation aspects. Furthermore, the caption*gender interaction on proactive learning and achievement goal indicated that captions tended to interfere male learners’ learning intention and sense of achievement, suggesting that the adaption of learning strategies to individual traits and gender differences is imperative. This research extends the investigation on issues concerning the application of iMap-enhanced contextualized learning to the research field of technology-enhanced language learning, and the findings further support the argument that contextualized learning induces high motivation and assists learners in language comprehension and application.

Creating a BYOD Tour Around Poznan, Poland – A Location-based Project for Teenage Students

This paper focuses on a project that encompasses place-based learning, location-based learning and problem-based learning in teaching of English as a foreign language. It shows how a project of this type can increase student motivation and help teenagers embrace local culture. 
 It originated when the author of this paper was introduced to the Wandering platform and the Experiencity platform by one of the co-creators of the former, Ms. Talila Yehiel, a museum expert and a designer of tailor-made sites for museum visits. After examining the various options of the Experiencity platform on her own, and upon developing two walks: The Past and the Present: Jewish Heritage Walk in Bielsko-Biala and Karl Korn Walk, the author undertook to test it with her teenage students, designing a completely new location-based activity: Be Active and Explore Poznan. 
 As recommended by Piaget, the author challenged her students and was a guide and facilitator rather than a lecturer. She made the students work together and find answers and solutions to the problems posed. She also trusted Vygotsky and Dewey in assuming that learners are social individuals and place-based education helps “students connect with their particular corners of the world” (Woodhouse and Knapp, [9]). 
 The walk demonstrates interaction of teenagers with and in space: it inspects the particular characteristics of a place, it is cross-curricular and intrinsically empirical, and it forms a relation between place, self and community (Woodhouse and Knapp, [9]). It also uses local environment to make students active citizens, contributing to the society (compare [7], p.7).

Scaffolding augmented reality inquiry learning: the design and investigation of the TraceReaders location-based, augmented reality platform

ABSTRACTWhile learning can happen anywhere and everywhere, most educational practices in K-12 are confined within the walls of a classroom and the school; such practices narrowly define learning and exclude the opportunities that an expanded and digitally mediated definition of learning can offer. Augmented reality (AR) technologies offer exciting new opportunities for supporting ubiquitous learning, by superimposing layers of digital information on the real world. The digital augmentation can provide enriched learning experiences, through situating the learning content in authentic contexts and fostering inquiry-based learning. Nonetheless, learning can often be sidestepped as the use of AR technologies becomes a mere fun activity, akin to a treasure hunt. Such challenges indicate the need to provide scaffolded AR environments to support deep learning. These ideas are reflected in the design of the TraceReaders, a platform for enabling location-based mobile learning using augmented reality (AR) technologies. TraceReaders supports the authoring of inquiry-based AR apps, to engage students in evidence-driven reflective inquiry in situ. This paper first describes the theoretical commitments which guided the development of the TraceReaders platform, followed by a description of its design rationale. Two case studies of informal inquiry learning using TraceReaders are then presented: the first one reports on the use of the “Young Archaeologists” TraceReaders app to support primary school students’ historical reasoning, while the second one reports on the “Mystery at the Lake” app to support high school students’ environmental science inquiry. These cases offer the opportunity to discuss the affordances and challenges in using such a scaffolded tool to support location-based AR learning in situ. The discussion concludes with lessons learned from empirical studies about the design and effectiveness of tools like the TraceReaders platform and future steps.

Second Language Learning in the Technology-mediated Environments

Digital technologies are transforming formal educational practices that extend across space and time, blurring the traditional boundaries of learning in school and out of school. Multimedia software as well as most online materials delivered via combination of different media caters to learners with different cognitive styles. Technology-enhanced learning promotes active and ubiquitous learning, location-based learning, and the generation of learning communities. L2 learners with mobile devices have the advantage of interacting with peers anytime and anywhere.

Design and Implementation of Location-Based Learning Games: Four Case Studies with “QuesTInSitu: The Game”

Over the past few years the use of educational games for learning purposes has reported many educational benefits in terms of students’ motivation and engagement towards learning. One of the challenges in the research field of Game-Based Learning (GBL) is to create or adapt educational games to teachers’ requirements depending on their particular situations. An approach to face this problem is to provide teachers with strategies that allow them to design meaningful games for their learning scenarios. To address this issue, a metaphor has been proposed for supporting teachers in the design of the so-called location-based learning games. In this study, we describe four real learning contexts, including 16 secondary education teachers use the proposed metaphor to design their own location-based games. Besides, in order to gain meaningful insights about the impact of the designed games in students’ satisfaction, we deployed the teachers’ designs in “QuesTInSitu: The Game”. A total of 253 students from the 4 secondary schools played the designed games. The main findings derived from the evaluation with teachers and students provide meaningful insights about main considerations when designing and deploying location-based learning games for outdoors and indoors.

A mobile instructional pervasive game method for language learning

In this paper, a mobile instructional pervasive game (M-IPG) learning method is proposed for improving students’ learning achievements with respect to vocabulary, grammar, reading, and writing. An experiment was conducted to evaluate the effectiveness of the proposed approach in an EFL course at a university school. A total of 137 university students participated in the experiment, 67 of whom were assigned to the experimental group and followed with the M-IPG approach, whilst 70 students were in the control group and was taught with the mobile inquiry-based instruction. From the empirical obtained, it was found that the proposed approach could effectively promote students’ learning achievement, as well as decrease their cognitive load of learning and perceptions of the use of M-IPG learning. It was found from the interviews that most of the participants perceived the M-IPG learning method to be a stimulating though challenging learning task that facilitated them in improving their location-based learning in the aspects of language learning and practice, learning contents recall, and confidence in using the language.

Map-based Visual Analytics of Moving Learners

Location-based mobile learning (LBML) is a type of mobile learning in which the learning content is related to the location of the learner. The evaluation of LBML concepts and technologies is typically performed using methods known from classical usability engineering, such as questionnaires or interviews. In this paper, the authors argue for applying visual analytics to spatial and spatio-temporal visualizations of learners' trajectories for evaluating LBML. Visual analytics supports the detection and interpretation of spatio-temporal patterns and irregularities in both, single learners' as well as multiple learners' trajectories, thus revealing learners' typical behavior patterns and potential problems with the LBML software, hardware, the didactical concept, or the spatial and temporal embedding of the content.

Group-based mobile learning: Do group size and sharing mobile devices matter?

Within the field of Game-based Learning (GBL) location-based games are based on pervasive and mobile learning to allow the creation of in situ learning activities considering gamification mechanisms. In these learning activities collaboration often plays an important role. Usually, groups of students have to perform different tasks with single mobile device. This paper studies the effects of sharing a mobile device within groups and the size of groups in students’ engagement and their activity performance in an indoor location-based learning activity. In particular, the paper focuses on a game designed by a secondary education teacher to support a learning activity in a contemporary art museum. The teacher’s design has been implemented using “QuesTInSitu: The Game” technology. A total of 76 students played the game during a 3-h activity in the museum. The analysis of the data shows that while there are not important differences in the satisfaction with the activity of the students carrying and not carrying the mobile device within their groups, carrying the device does have a significant (positive) impact in their performance. Group size (4 vs. 5 members) does not seem to be a variable affecting individuals’ performance but students in 4-member groups express higher levels of engagement.

Location-Based Learning through Augmented Reality

A context-aware and mixed-reality exploring tool cannot only effectively provide an information-rich environment to users, but also allows them to quickly utilize useful resources and enhance environment awareness. This study integrates Augmented Reality (AR) technology into smartphones to create a stimulating learning experience at a university in northern Taiwan. Some 100 freshmen volunteered for application testing. Students' reactions to AR mobile campus exploration experiences are assessed based on three facets: functionality, personal satisfaction, and effectiveness of learning. Findings of the study indicate positive reactions as follows: 4.18 (SD = 0.48) for functionality, 4.25 (SD = 0.60) for personal satisfaction, and 4.35 (SD = 0.59) for effectiveness of learning. From open-ended feedback, three positive reactions and one suggestion are inducted. Based on our findings, we suggest utilizing the proposed AR mobile touring system for wider educational purposes. It is hoped that the findings of this study provide a reference for further development and implementation of mobile AR learning systems.