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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 analyses different definitions of mobile learning which have been proposed by various researchers. The most distinctive features of mobile learning are extracted to propose a new definition for Mobile Educational Mixed Reality Games (MEMRG). A questionnaire and a quantifying scale are designed to assist the game developers in designing MEMRG. A new psycho-pedagogical approach to teaching is proposed for MEMRG. This methodology is based on the theme of "conversation" between different actors of the learning community with the objective of building the architectural framework for MEMRG.

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 purpose of this research was to examine ESL (English as a second language) students' current use of their mobile phones for English skill building activities outside of class in a U.S. school setting. In addition, this research reported on students' perceptions of the potential benefits of using smartphones in class for English learning. Also learners' current English related activities using mobile devices and time duration of using different phone features were studied. The literature review included smartphones, computer education, mobile learning, mobile assisted language learning (MALL), computer assisted language learning (CALL), theories of second language learning, second language learner attributes and the use of smartphones outside the classroom. An electronic survey was used to collect the quantitative data which were analyzed by descriptive and inferential statistics. The results concluded that students used mobile applications on a daily basis to read and write email, read books and news, check a dictionary, talk, text and video chat. Students used mobile phones outside of class to improve the English skills listed in the survey and the same participants perceived the potential benefits of using smartphones in class for the same English skills. Among the English skills, vocabulary exercises, finding example sentences of English words and English grammar exercises had a significant difference between out of class and in class variable. The results indicated a direction for future research on using mobile phones for ESL learning. This study also revealed a focus of practice for utilizing mobile technologies in the teaching and learning of ESL.

In the ever-evolving landscape of education, the integration of mobile technology has ushered in a transformative era, redefining how knowledge is acquired and disseminated. Mobile learning represents a dynamic paradigm shift in how individuals engage with educational content, offering unprecedented flexibility, accessibility, and interactivity. The main focus of this research was to design a mobile learning framework for ICT education in the Ghanaian context. Mobile learning is taking center stage in the education sector in this digital age coupled with the recent global pandemic, and playing a key role in adaptive, ubiquitous learning and intelligent tutoring system designs. The importance of mobile learning in ICT education should therefore not be overemphasized. Different researchers have provided a variety of definitions of mobile learning, per this research, the term mobile learning refers to a teaching and learning strategy that is implemented through wireless technologies and mobile devices to support access to learning resources and enhance student engagement and interaction regardless of time, place, and context. Mobile devices are significantly impacting teaching and learning in an era dubbed M-learning. Despite all the benefits associated with mobile devices developing countries such as Ghana have not been able to optimize the full potential therein. This study explored factors that could serve as a benchmark for effective mobile learning design and its implementation in colleges of education, based on the findings, a mobile learning framework for developing student-teacher knowledge about ICT and its applications in the classroom to maximize the full potential of mobile devices was proposed. The research employed a mixed-method design. Among the major factors that could influence the design and implementation of mobile learning in Ghana as revealed by this study are classified under three major headings: Tutor factors, Technological Infrastructure, and the Learner. It was revealed that tutor characteristics such as teaching philosophy, pedagogical knowledge, Technological knowledge, Attitude/Perception towards technology, assessment strategies, Technological infrastructure such as internet connectivity, availability of smart mobile devices, virtual platforms, and Learner factors such as knowledge about technology, learning preferences, content, learning objectives, and special needs coupled with contextual factors such as national technology integration policies, curriculum, sociocultural/religious beliefs, and data/privacy policies are the major factors that could influence the design and implementation of mobile learning in the Ghanaian Colleges of Education. These factors were therefore considered the building blocks for the mobile learning framework designed in this research:FACULTY OF EDUCATION i ABSTRACT iii DEDICATION iv ACKNOWLEDGEMENT v TABLE OF CONTENTS vi LIST OF TABLES ix LIST OF FIGURES x CHAPTER ONE: INTRODUCTION 1 1.1 Background of study 1 1.2 Statement of the problem 11 1.3 Objectives 13 1.4 Justification 13 1.5 Scope of the study 14 1.6 Organization of the Study 15 CHAPTER TWO: LITERATURE REVIEW ON LEARNING, MOBILE LEARNING AND ICT EDUCATION IN GHANA 16 2.1 ICT for Teaching and Learning 16 2.3 Learning Theories Underpinning Mobile Learning 19 2.4 Foundational Theories for Knowledge Development 22 2.5 Learning Activity 24 2.6 Concept of Informal Learning 25 2.7 Formal Learning 26 2.8 Learning Media and Technology 27 2.8.1 Role of Learning Media in Teaching and Learning 28 2.9 Competence 30 2.10 Digital Competency Framework for Teachers 31 2.11 The Concept of E-Learning 43 2.11.1 Types of E-Learning 44 2.11.2 The Advantages of E-Learning 45 2.11.3 Challenges of E-Learning 48 2.12 Distance Learning 49 2.12.1 Advantages of Distance Learning 50 2.13 Mobile Learning 52 2.13.1 Basic Elements of Mobile Learning 53 2.13.2 Features of Mobile Learning 56 2.13.3 Effective Integration of M-Learning in Education 57 CHAPTER THREE: EMPIRICAL STUDIES ON MOBILE LEARNING FRAMEWORKS 64 3.1 Mobile Learning Frameworks 66 3.2 M-Learning in Ghana 73 3.3 Mobile Learning Activity Design 77 4.1 Study Location 96 4.2 Target Population 97 4.3 Sample Size 98 4.4 Sampling Procedure 99 4.5 Types of Data 100 4.6 Data Collection Instruments 100 4.6.1 Interview guide 100 4.6.2 Questionnaires 101 4.7 Pilot Study 101 4.8 Data Collection Procedure 102 4.9 Data Cleansing 103 4.10 Data Processing and Analysis 103 4.11 Ethical Consideration 105 4.11.1 Informed Consent 106 4.11.2 Respect Privacy 106 4.11.3 Protection 106 4.11.4 Acknowledgement 106 5.1 Demographic Distribution of Participants 108 5.2 Factors Affecting the Adoption and Deployment of M-learning System in Colleges of Education in Ghana. 113 5.3 Conducting the Survey 114 6.1 Results 116 6.1.1 Learner Differences as a Factor Affecting Adoption and Development of M-Learning 116 6.1.2 Attitude of Tutors toward New Media 117 6.1.3 Digital Infrastructure in Colleges of Education 118 6.1.4 Perception of the Effectiveness of ICT Solutions 119 6.1.5 Tutors Pedagogical Knowledge 120 6.1.6 The Use of Internet and Mobile Devices by Tutors 121 6.1.7 Internet for Other Activities 122 6.1.8 Internet for Learning 122 6.1.9 Use of Mobile Devices by Tutors 123 6.1.10 ICT Skills and Proficiency of Tutors of Colleges of Education 124 6.2 Mobile Learning Didactics (Teaching ICT through WhatsApp) 125 6.3 Summary of Findings 135 6.4 Discussion 137 6.5 Conclusion 139 Conceptual Framework for Mobile Learning. 145 7.1 Learners 146 7.2 Content 148 7.3 Tutor 149 7.4 Pedagogy 149 7.5 Assessment and Feedback 150 7.6 Tutors' Perception and Attitude 150 7.6.2 Usefulness of Use 151 7.6.3 Tutors’ M-learning skills 151 7.6.4 Tutors’ Reflective Practices 152 7.7 Mobile devices 153 7.7.1 Virtual Platform 154 7.7.2 Inclusivity 155 7.7.3 Connectivity 156 7.8 Context 157 7.9 Framework Evaluation 159 7.10 Conclusion 161 CHAPTER EIGHT: CONCLUSION AND RECOMMENDATIONS 162 8.1 Significant Findings 162 8.2 Contributions of the Research 163 8.3 Limitations of the Research 165 8.4 Recommendations and Future Work 165 8.5 Conclusion 167 REFERENCES 168 APPENDIX 196 Appendix 1 197 Appendix 2 197 Appendix 3 199 Appendix 4 199 Appendix 5 200 Appendix 6 201 Appendix 7 202 Statements 202 Appendix 8 203 Appendix 9 203 Appendix 10 204 Appendix 11 204 List of Abbreviations……………………………………………..……………………………….…………..221

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.