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This thesis describes the process of identifying design and imple- mentation guidelines for tablet based learning games focusing on the Japanese writing system which consists of multiple complex logo- graphic characters called kanji. The kanji system covers over 2000 different characters where each character has multiple readings. The characters can also be joined to form new words these are called kanji compounds. Through an iterative process of prototype design and creation, we developed and evaluated three game concepts and a dig- ital game artifact for tablet computers. The results of this research presents five design and implementation guidelines for tablet based learning games focusing on compound kanji which were identified through the results from three evaluations which were performed to- gether with participants that had a background in both interaction design and Japanese.

No / This paper will provide an overview of the specific issues related to involving service users and carers in work-based practice assessment of health and social care students. The outcomes of a shared workshop that involved service users and carers, practice assessors and students in the development of an interprofessional assessment tool, will be discussed. Key areas of concern, across all participants, were related to ethical, reliability and validity issues. These will be explored against the of current literature, and recommendations will be made for involving service users and carers in assessment of practice. The original work for this paper was part of the Assessment and Learning in Practice Settings (ALPS) Centre for Excellence in Teaching and Learning (CETL), which is working towards a framework of interprofessional assessment of common competences in the health and social care professions.

The article considers three main aspects of developing mobile learning for serious learning scenarios at universities and further educational training sectors. The first is about getting in touch with mobile learning in general and analysing actual e-learning-systems at the Technische Universität Dresden. The second aspect focuses on micro learning as a potential didactical approach. Having a look on prototyping pitfalls and problems will complete the introduction. For discussing the presented issues concerning technical, didactical, learning and teaching problems there will be a workshop session with three round tables using the worldcafé method.

[pt] O presente trabalho teve como objetivo analisar a percepção dos alunos dos cursos de Administração, de cinco Universidades particulares de ensino superior do estado do Rio de Janeiro, acerca do investimento destas universidades nas tendências acadêmicas apontadas para os próximos anos, de acordo com o relatório anual de 2017, da New Media Consortium em parceria com a EDUCAUSE Learning Initiative, a saber: i) tecnologias de aprendizagem adaptativa; ii) Mobile Learning; iii) Internet das Coisas e iv) ambiente de aprendizagem virtual. Na análise dos dados, cada tendência foi dividida em duas sub-tendências. Este trabalho teve como objetivo secundário, avaliar o quanto estas tendências são consideradas importantes para seu principal público-alvo. Sendo assim, pudemos concluir que na percepção de tal público, as IES pesquisadas (PUC, UFRJ, UVA, UCAM e UNESA) têm investido pouco nestas novas tendências acadêmicas, sendo a PUC a que mais investe nas quatro tendências citadas acima. Apenas uma sub-tendência dentro de tecnologias de aprendizagem adaptativa e outra dentro de ambiente de aprendizagem virtual ficaram com percepção média acima de razoável, no quesito investimento, ambas associadas à PUC. No entanto, os alunos da PUC foram os que avaliaram a grande maioria das tendências como de menor importância quando comparados aos alunos das outras IES. Apesar disto, a média de avaliação de importância das tendências foi de razoável a muito importante. Enfatiza-se que novas pesquisas sejam feitas constantemente, visto que novas tecnologias de aprendizagem, que substituem as anteriores, estão surgindo com frequência. / [en] The present study had as a primary objective analyze the perception of students from business courses of 5 private universities of higher education in the state of Rio de Janeiro, about the investment of these universities in the academic trends pointed out for the next years, based on the annual report of the New Media Consortium in partnership with the EDUCAUSE Learning Initiative. These trends are: i) adaptive learning technologies; ii) mobile learning; iii) internet of things and iv) virtual learning environment. In the data analysis, each trend was divided into two sub-trends. As a secondary objective, this study aims to evaluate how much these trends are considered important for its main target audience. Thus, we could conclude that in the perception of such public, the universities surveyed (PUC, UFRJ, UVA, UCAM and UNESA) have invested little in these new academic trends, with PUC being the one investing most in the four trends mentioned above. Only one sub-trend within adaptive learning technologies and another within virtual learning environment were perceived to be above average as reasonable in terms of investment, both associated with PUC. However, PUC students were those who evaluated the great majority of trends as less important when compared to the students of other universities. Despite this, the average valuation of trends importance was from reasonable to very important. It is emphasized that new research needs constantly being done, as new learning technologies, which replace the previous ones, are emerging frequently.

Two different focus groups in primary schools in Uganda participated in this study to investigate critical aspects of usability comparing two different educational mobile applications. The first group was already familiar with both applications, while the second group had no previous experiences of the applications. Furthermore, interviews were performed with a head teacher as well as two CEOs and founders of two start ups developing educational mobile applications for children, in order to investigate challenges with implementation of mobile learning in schools in Uganda. The results showed that one of the applications was not fully compatible with the devices used by the target group and that swiping was perceived less natural than clicking. Regarding organizational factors of implementation in schools, financial limitations and insufficient computer literacy among employees were revealed as critical obstacles. Moreover, improvements of the method used during the user tests with children in foreign contexts are discussed. / I denna studie deltog två fokusgrupper med barn från två olika grundskolor i Uganda för att undersöka kritiska aspekter gällande användarvänlighet genom att jämföra två mobilapplikationer som används i utbildningssammanhang. Den första gruppen var redan bekant med båda applikationerna, medan den andra gruppen var obekant med applikationerna. Vidare undersöktes utmaningar med implementation av mobile learning i grundskolor i Uganda genom intervjuer med en rektor från en ugandiansk grundskola samt två VDs tillika grundare från två ugandianska edTech-start-ups. Resultaten visade att en av applikationerna inte var fullständigt kompatibel med de enheter som användes av målgruppen i Uganda samt att "swipea" uppfattades mindre naturligt än att klicka. Gällande organisatoriska faktorer av implementering i skolorna visades finansiella begränsningar och anställdas otillräckliga datakunskap vara kritiska hinder. Utöver resultaten som ämnar svara på de definierade frågeställningarna diskuteras förbättringar av metoden som användes för användartesterna, i syfte att ge riktlinjer till framtida projekt i liknande sammanhang.

Mobile learning has significant potential to be very influential in further and higher education. In this research a new definition for Mobile Educational Mixed Reality Games (MEMRG) is proposed based on a mobile learning environment. A questionnaire and a quantifying scale are utilised to assist the game developers in designing a MEMRG. A 'Conversational Framework' is proposed as an appropriate psycho-pedagogical approach to teaching and learning for MEMRG. This methodology is based on the theme of a 'conversation' between different actors of the learning community with the objective of building the architectural framework for MEMRG. Various elements responsible for instructing and motivating learners in educational games are utilised in an instructional-motivational model. User interface design for the games incorporates an efficient navigation system that uses contextual information, and allows the players to move seamlessly between real and virtual worlds. The implementation of MEMRG using the Java 2 Micro Edition (J2ME) platform iii is presented. The hardware and software specification for the MEMRG implementation and deployment are also discussed. MEMRG has produced improvements in the different cognitive processes of the learner, and also produced a deeper level of learning through enculturation, externalising ideas, and socialising. Learners' enjoyment, involvement, motivation, autonomy and metacognition skills have improved. This research will assist developers and teachers to gain an insight into learning paradigms which utilise mobile game environments that are formed by mixing real and virtual spaces, and provide them with a vision for effectively incorporating these games into formal and informal classroom sessions.

Made available in DSpace on 2016-03-22T17:27:16Z (GMT). No. of bitstreams: 1 lucia.pdf: 1600911 bytes, checksum: 61417462d701fdc4b9cf387dfc860a57 (MD5) Previous issue date: 2013-10-31 / This research aims to investigate the use of mobile phones in language learning attempting to identify which are the potencialities of this tool. To this end, it was critically analyzed a set of studies published in the proceedings of the International Conference on Mobile Learning of IADIS, from 2008 until 2012, which addresses the issue of foreign language learning mediated by mobile phones. The theoretical review of this study is based on the Vygotskian assumptions about tools and mediated learning and the concepts of mobile learning, CALL and MALL. In addition, the diffusion rates of the mobile phone and especially its potential are considered. Through systematic review and meta-analysis, this research intended to identify similarities and differences between the identified characteristics in the studies on the subject of language learning and mobile phone. From the analysis of the results, this study verifies that the mobile phone stands out for its mobility and portability. Furthermore, this device presented positive aspects towards student motivation in language learning. The studies were favorable to mobile phone use for learning. It was also found that the challenges in using this tool are not technical, but didactic and methodological, including the need to reflect on practical proposals. The findings of this study may direct further research in the area of language learning mediated by mobile phones / Esta pesquisa objetiva investigar o uso do telefone celular na aprendizagem de línguas procurando identificar quais são as potencialidades dessa ferramenta. Para isso, foi criticamente analisado um conjunto de estudos publicados nos anais da Conferência Internacional em Aprendizagem Móvel do IADIS, no período de 2008 até 2012, que aborda o tema da aprendizagem de língua estrangeira mediada por telefone celular. A fundamentação teórica deste estudo está baseada nos pressupostos vygotskyanos sobre aprendizagem mediada por instrumento e os conceitos de aprendizagem móvel, CALL e MALL. Além disso, são consideradas as taxas de difusão do telefone celular e principalmente, suas potencialidades. Por meio de revisão sistemática e meta-análise, buscou-se identificar semelhanças e diferenças entre as características apontadas nos estudos sobre a temática aprendizagem de línguas e telefone celular. A partir da análise dos resultados, verifica-se que o telefone celular destaca-se por sua mobilidade e portabilidade. Além disso, esse dispositivo apresentou aspectos positivos em relação à motivação dos alunos na aprendizagem de línguas. Os estudos mostraram-se favoráveis ao uso do telefone celular para aprendizagem. Verificou-se também que os desafios no uso desta ferramenta não são técnicos, mas didáticos e metodológicos, incluindo a necessidade de refletir sobre propostas práticas. As conclusões deste trabalho poderão direcionar novas investigações na área de aprendizagem de línguas mediada por telefone celular