Mobile learning has the pedagogical potential to provide informal, context-based educational experiences that can teach practical and applicable workplace skills and behaviors. The goal of this study was to examine the learning experiences and outcomes of healthcare professionals as they participated in a mobile learning activity designed to teach them the technical and procedural skills for facilitating clinical consultations via videoconference. The primary research question was: How does the use of a curriculum framework to design mobile learning experiences impact the learning experiences and outcomes of healthcare professionals with regards to developing workplace skills and understanding clinical processes? Informed by a systematic review of the mobile learning literature, this dissertation proposed a conceptual framework to guide the implementation and evaluation of mobile learning based on five dimensions of instructional design: content, structure, delivery, usability and communities of practice. Physicians, nurses and healthcare administrators voluntarily participated in this pragmatic, mixed methods study. Their quantitative and qualitative feedback was utilized both to assess the validity of the proposed mobile learning experience conceptual framework as well as its quantitative and qualitative evaluation tools. The study found that informal, contextual mobile learning content can promote communication and collaboration among healthcare professionals, and provide them with hands-on learning experiences that can be easily situated in a specific workplace environment. Delivery was identified as perhaps the most critical element in increasing motivation and interactivity among participants, and communities of practice after the learning activity were found to increase collaboration and provide opportunities for problem-solving. The structure of embedding the informal mobile learning experience within a formal, didactic online learning course was also found by participants to provide the right mix of background knowledge and practical application to produce meaningful learning outcomes. Overall, the mobile learning experience conceptual framework synthesizes best practices in the literature and proposes innovative methods for the design and evaluation of effective mobile learning.

Mobile technologies now afford unprecedented opportunities, resources, and possibilities for learning. Among them, is the opportunity for students to engage in hands-on, out-of-classroom learning activities such as Adventure Learning. Since 2007, Adventure Learning has developed as an educational framework for using information and communication technologies to connect learners with expeditionary teams where video-based communication provides a sense of adventure for learners. The study was conducted in a public high school where an Environmental Science teacher used mobile learning technologies to create Adventure Learning projects where students participated both fin the classroom and as members of an “expeditionary team.” It was also intended to examine both the benefits and challenges in implementing ubiquitous mobile technologies in the field, combined with the use of student-centered pedagogies in their classrooms. The major questions of the study asked how did a teacher leverage mobilized Adventure Learning to design learning activities? And how did active participation in a mobilized Adventure Learning project affect student interest in the subject of Environmental Science? The study involved examining the ways the teacher leveraged the affordances of mobile technologies to create a hands-on, collaborative, and Adventure Learning environments outside of the classroom. The hands-on learning activities were designed to enable students to gather first-hand information related to environmental science. Subjects in the study included a high school Environmental Science teacher along with 104 participating students. Using a mixed methods approach, qualitative data were gathered through observations of learning activities, interviews and focus groups and artifacts. Quantitative data were gathered through surveys administered to the students before and after the treatment. The results indicated that, contrary to the teacher’s expectations, students indicated a preference for learning through book and lecture rather than hands-on discovery of information in both pre and post treatment surveys. Results of the study also demonstrated differences in learning preference relating to percentage of students participating in field-based, hands-on learning activities or in lecture-book classroom learning activities. Recommendations for future research and for educational practice are offered. Limitations of the study include the small sample size and short time duration of the study. / text

In this thesis I address challenges related to the design, development anddeployment of web and mobile technologies used to support CollaborativeSeamless Learning (CSL) activities practiced across a variety of learningcontexts. The scientific publications at the core of this thesis offer adescription of the research I have performed over the last five years, andcomprise studies involving several hundred users.My research efforts included the elicitations of the requirements for and thedesign of a number of web and mobile tools to support collaborative seamlesslearning activities. A web-based environment called CeLS was developed tosupport the orchestration of CSL activities. It was then expanded to integratemobile solutions, aimed to extend the ability of CeLS to support educationalinteractions performed inside as well as outside physical classroom. Thesemobile solutions were designed to implement learning activities that supportdata collection, personal response systems and interaction with mobile videos.The main aim of the research was to investigate how best to design tools andsystems to support students during the enactment of collaborative seamlesslearning activities, and to provide teachers with artifacts to design and assessthose. Special emphasis has been given to the exploration of approaches thatenhance the flow, reusability and sharing of learner-generated content acrossdifferent learning activities. Several studies were conducted in order to validateand assess these ideas and concepts. Various data collection methods wereused to gather data from different stakeholders during the deployment of thedifferent CSL activities. The outcomes were processed and analyzed resultingin a set of recommendations concerning the design, development anddeployment of web and mobile applications to support collaborative seamlesslearning. A software architecture including various web and mobile integratedcomponents used to support innovative CSL activities is also proposed.

Technology acceptance in education has been and continues to be a central concern for researchers, application and platform developers, and educators. Rapid advancements in miniaturization along with the availability of fast, reliable, and affordable networks have sparked an increasing demand by students for better ways to complement their mobile lifestyles in support of their learning. Based on a review of the literature of technology acceptance and trends in mobile device usage in learning, this researcher tested the predictive power of the Mobile Learning Acceptance Model (MLAM) in an online higher education setting. MLAM is an extension of the technology acceptance model (TAM) inasmuch as it seeks to obtain user perceptions of usefulness and ease of use and their effect on user attitude and behavioral intention to use mobile devices for learning. For this research, users included students and faculty. Current literature indicates that student desire for access to a variety of learning resources anywhere anytime is growing yet little is known regarding faculty perceptions regarding mobile learning (m-learning) or on how institutions can position themselves to meet the growing demand. A web-based survey design was used to test MLAM using a previously developed and validated instrument, though updated to include and exclude what is now or no longer applicable and the wording modified to ensure relevancy to the target population studied. Exploratory factor analysis was performed to validate the factor structure. Multiple regression analysis was performed to determine which factors had the greatest influence on m-learning acceptance. Group analyses revealed significant differences among faculty and students between age groups, mobile device experience levels, and desired academic uses of mobile devices. The results of this study enables administrators to make informed decisions regarding information technology (IT) investments, allocate scarce resources strategically, and implement appropriate technical support systems. Findings from this investigation may also be of interest to instructional designers, m-learning application developers, and mobile device manufacturers who will gain a better understanding of how to develop m-learning solutions that are both useful and easy to use.

<p> </p><p>An era of vast digital advancements has given way to emerging technologies capable of transforming the educational experience. Personal learning technologies are increasingly pervasive and becoming more central to human interaction. Among university students, these devices often include mobile phones and tablets. The ubiquity of these technologies among college students has caused researchers to study their effective use in the higher education environment. The upcoming field of mobile learning recognizes mobile devices as tools capable of putting students at the center of learning. Currently, a large body of mobile learning literature highlights how students perceive the adoption of mobile devices in their college courses. Factors such as student skill level, attitude, and practicality have been identified as critical elements to adoption. As a result, multiple studies suggest that students be trained in a way that impacts these factors. Yet, literature is silent on how this can be successfully done. The following research articles experiment with how training students impacts their skills and attitudes toward mobile learning. It also proposes how mobile learning can be used in a practical manner to improve a present issue, namely students’ lack of global competence.</p> <p> </p>

This thesis investigates whether the use of hand-held technology affects motivation and learning in science. An innovative mixed methods approach was used to provide new insights into an emerging area of research. First, two pilot observational studies were conducted, which aimed to establish how a school currently uses hand held dataloggers, and gain further insight into how learners respond to this technology. This was followed by a primarily quantitative experiment that was concerned with the role of data ownership and the impact of ‘seams’ on the transformation process of the collected data. The results indicated that a hands-on experience increased confidence among students in explaining their own data, as opposed to data collected by someone else. A third study was designed to compare how student motivation and learning were affected when carrying out the same inquiry task either with or without the support of dataloggers. The results revealed no difference in accuracy or motivation for learning. The final, fourth, study was a longitudinal study designed in collaboration with a secondary science teacher, comparing three conditions: the inclusion of cameras to support student reflection, the inclusion of both cameras and the use of dataloggers to support teaching, and a control condition where the lessons were not changed. This study found that inclusion of dataloggers into modules led to increased assessment scores, while the use of cameras indicated that students are adept at taking relevant photos, and did not suffer from an extensive novelty effect. The results highlighted the importance of using a range of methods and tools for teaching students. The thesis concludes with recommendations and future research ideas, including exploring how data is visualised and the role of physical context. Of key importance is that future work is conducted in collaboration with educators in the wild.

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / A computaÃÃo mÃvel tem se destacado na Ãrea educacional como uma tecnologia inovadora. O termo Mobile Learning ou m-Learning tem sido empregado para tratar da utilizaÃÃo de dispositivos de comunicaÃÃo sem fio, de forma transparente e com alto grau de mobilidade, como parte de um modelo de aprendizado integrado. EducaÃÃo pode ser vista como um processo de exploraÃÃo, descoberta e construÃÃo de conhecimento, atravÃs de ambientes tridimensionais. Quando sÃo projetadas aplicaÃÃes educacionais para dispositivos mÃveis com recursos tridimensionais, uma sÃrie de questÃes desafiadoras emergem: Como produzir um cenÃrio 3D motivador, juntamente com imagens e informaÃÃes nas reduzidas telas dos telefones celulares? Como possibilitar formas de interaÃÃo eficientes? Como contornar a limitaÃÃo de memÃria e processamento dos dispositivos mÃveis? Nesta dissertaÃÃo, Ã apresentado um framework para construÃÃo de aplicaÃÃes educacionais em dispositivos mÃveis com recursos de realidade virtual: o VirTraM. Este framework facilita o desenvolvimento de aplicaÃÃes, ao permitir que o programador trabalhe com menos elementos e abstraia-se dos detalhes de implementaÃÃo para concentrar-se nos aspectos relacionados ao treinamento. Para a validaÃÃo do VirTraM, foram desenvolvidos dois estudos de caso que demonstram caracterÃsticas como interatividade, usabilidade e portabilidade, alÃm de possibilitar uma experimentaÃÃo da integraÃÃo das tecnologias de computaÃÃo mÃvel e realidade virtual. Uma aplicaÃÃo, construÃda a partir do VirTraM, fornece ao usuÃrio uma ferramenta inovadora e interativa para auxiliÃ-lo com informaÃÃes complementares no momento e no local em que ele precisar. Dentre os benefÃcios das aplicaÃÃes baseadas no VirTraM destacam-se: apoiar e motivar o aprendizado; melhorar a compreensÃo sobre determinados objetos; permitir a simulaÃÃo e a anÃlise de experiÃncias em campo; possibilitar a demonstraÃÃo do funcionamento de equipamentos; e fornecer meios para o desenvolvimento de mÃtodos inovadores de ensino e de treinamento. / Mobile computing has emerged as an innovative technology for education. For example, a new terminology, called Mobile Learning or m-Learning, has been introduced to designate the use, in a transparent way and with a high mobility degree, of devices with wireless communication, as part of a model of integrated learning, On the other hand, education can be also seen as a process of exploration, discovery and construction of knowledge, using three-dimensional environments. However, different challenges are faced when designing educational applications for mobile devices with three-dimensional resources, such as: How to produce a 3D scenario together with images and information in the reduced screens of cellular phones? How to make possible efficient ways of interaction? How to overcome the limitation of memory and processing of the mobile devices? In this master's thesis, a framework for the development of educational applications with virtual reality resources in mobile devices is introduced, called VirTraM. This framework facilitates the development of such applications, allowing a programmer to work with little elements, abstracting the implementation details and emphasing the aspects concerning the training. For the validation of VirTraM, two case studies have been developed. These case studies demonstrate such characteristics as interaction, usability and portability, besides making possible the integration of mobile computing and virtual reality technologies. An application, constructed from VirTraM, offers to the user an innovative and interactive tool to help with complementary information at the moment and place where his necessary. Amongst the benefits of the applications based on VirTraM, the following are distinguished: to support and to motivate the learning; to improve the understanding on definitive objects; to allow the simulation and analysis of experiences in the field; to make possible the demonstration of the equipment execution; and to provide ways for the development of innovative methods of education and training.

Cross-media games are evolving as a new exciting platform for gaming where different devices are used to create a type of game play were a variant of devices, such as mobile phones and laptops are used. This thesis investigates the possibility of merging cross-media games into the domain of Mobile Learning to create a type of mobile learning game where collaboration becomes a vital part of the game play and style enhances collaboration between the users. By studying cross-media games, key features are captured and converted into requirements that are realised in a prototype that enables cross-media gaming with the intention of creating an environment in which learning could be supported. The development process of the prototype is described and evaluated in the thesis. The result presents a categorization of the key features for cross-media gaming and a prototype of a cross-media game. The thesis investigates which are the key technical features for creating cross-medial games for learning that can be identified for supporting the development process? The results presents a categorization of identified features along with potential future work based on the thesis. It is shown that features related to data sharing are highly prioritized and that certain features are absolutely required to enable cross-media gaming whilst others have less priority.

As most application modes of ubiquitous learning need support of Intranet servers or Internet connections and using handheld devices as movable terminal. However, not all learning environments have sufficient information and communication technology (ICT) infrastructure and the equipments needed might be too expensive. These factors result some learning activities hard to be supported by ICT and also reduce learners¡¦ motivations on using ICT for ubiquitous learning in daily life. This research proposed the concept, architecture, and operational logic of GroupNet to construct a more flexible ubiquitous learning environment. GroupNet is aiming to support small-group face-to-face learning activities anywhere and anytime without sticking in traditional classroom settings and additional infrastructures. The GroupNet architecture consists of four different layers including Network, GroupNet Kernel, GroupNet application and GroupNet application user interface. GroupNet is based on a peer-to-peer wireless ad hoc network and coordinated by GroupNet Kernel which is able to embed in various kinds of mobile devices. GroupNet Kernel consists of connection controller, message manager, online status manager, file sharing manager, and activity controller; these five components serve as the core for supporting upper layer GroupNet applications. We have also implemented the application programming interface (API) for accessing the core functions supported by GroupNet Kernel such that developers can develop GroupNet applications with fewer efforts. A GroupNet application has been developed using the APIs for conducting an experiment on how to reduce groupthink phenomenon using mobile devices in collaborative learning to evaluate the feasibility of GroupNet Kernel and illustrate the effectiveness of GroupNet applications.

<p>The research presented in this thesis investigates the concept of sustainability in relation to mobile learning initiatives. Sustainability is seen as a key concept for mobile learning to gain acceptance. In linking sustainability to scalability, a term used to describe how well something can grow to suit an increasing complexity, a representation of this process is provided. In this thesis, this process is called ``the quest for equilibrium.''</p><p>A study was conducted of an actual mobile learning initiative that involved introducing podcasts as a supplement to traditional lectures in higher education. In following this initiative, thorough data gathering was conducted, utilizing the process of iterative cycles that characterizes the action research approach. In accordance, a literature survey was conducted, whereby leading publications in mobile learning were classified and analyzed according to the following criteria: Reflections, Frameworks, Scalability, and Sustainability.</p><p>As the mobile learning system evolved from idea to an actual empirical study, trying to understand this process became important. The insights gained during this research were used to develop a conceptual model that is based on the notion that the two concepts of Scalability and Sustainability can be linked to each other.</p><p>This conceptual model is presented describing how a mobile learning system evolves, from Idea, to Experiment, to Project, to Release. Further, each of the stages in this evolution is described by using four areas of concern: Technology, Learning, Social, and Organization.</p><p>Using the experience from a specific mobile learning initiative to define a conceptual model that then is used to describe the same initiative, was a way to bring together practice, theory, and research, thus provide reliable evidence for the model itself.</p><p>The conceptual model can serve as a thinking tool for mobile learning practitioners, to help address the complexity involved when undertaking new efforts and initiatives in this field.</p>