Made available in DSpace on 2014-06-12T16:01:19Z (GMT). No. of bitstreams: 2 arquivo7606_1.pdf: 2563063 bytes, checksum: 2ee37a679e242b8742869391f22a0fa9 (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2011 / As primeiras formas de ensino foram aos poucos in°uenciadas com o aparecimento da internet. Através da internet, se desenvolveu a educação à distância on-line que ofereceu novas possibilidades para a dissemina»c~ao do ensino, dentre elas o móbile learning (m-learning). A flexibilidade e mobilidade advinda do m-learning enseja a utilização de ferramentas dinâmicas e motivadoras para o aprendizado, nesse contexto os objetos de aprendizagem encaixam-se perfeitamente. Esta dissertação apresenta a utilização de objeto de aprendizagem em áudio digital, como estilo de interação no móbile learning da plataforma Amadeus. O método utilizado para se alcançar a meta proposta foi baseada em pesquisa qualitativa e quantitativa, obtidas por meio dos questionários COLLES e ATTLS, além de um texto colaborativo, aplicados em duas turmas de teste através de um curso na Plataforma Amadeus Mobile. Se concluiu com o estudo, a satisfação dos alunos e a ciência da utilização de áudio digital em ambiente mobile para o ensino-aprendizagem

A substantial amount of time and efforts in the initial stages of creating a software system is spent capturing requirements, deciding what software to use and creating technical prototypes to gain confidence in the decisions that have been made are correct. This thesis targets the domain of Mobile Learning with the aim of optimizing these initial stages of a new project by identifying commonalities and architectural patterns found in six existing software systems related to research projects in the domain. The results present a set of requirements, guidelines and/or an initial conceptual architecture that can be extended or adapted to a broad range of software systems.

Dans ce travail de recherche, nous nous sommes intéressés à la conception et au développement d'un système iNformatIque COmmunautaire mobiLe et AdapTatif, appelé NICOLAT. Ce dernier vise à supporter une CoP dans laquelle l'apprentissage s'effectue via la résolution communautaire de problèmes en offrant des solutions qui permettent de limiter les facteurs qui peuvent aboutir à la démotivation des membres de la CoP.Pour expérimenter et valider les solutions que nous proposons à travers ce système, nous ciblons la CoP des enseignants usagers de la méthode pédagogique MAETIC, qui peuvent rencontrer, en classe, des problèmes dans l'usage de celle-ci.Ainsi, nos principales contributions se résument dans les points suivants : 1) La mise en place du noyau communautaire du système NICOLAT. Ce dernier est sous forme d'un réseau social supportant la résolution communautaire de problèmes, 2) La mise en place d'une couche de résolution de problèmes ayant pour objectif d'aider le membre à résoudre son problème par exploitation de l'historique des problèmes résolus dans le passé. Ceci pour minimiser le nombre de demandes d'aide répétitives. Le cycle du raisonnement RàPC (Raisonnement à Partir de Cas) a été utilisé pour guider ce processus, 3) La mise en place de deux couches d'adaptation permettant de supporter les interactions des membres dans les outils d'interaction qu'ils préfèrent ou avec lesquels ils sont familiarisés le plus. L'objectif visé par cette adaptation est, d'une part, de dépasser les problèmes de prise en main de nouveaux outils d'interaction. D'autre part, de permettre l'accès au système en cas de mobilité et minimiser ainsi le temps de réponse, 4) La mise en place d'une approche de sélection des membres qui peuvent contribuer positivement à résoudre un problème à qui faire aboutir la demande d'aide. L'objectif est de permettre à un membre cherchant à résoudre son problème de recevoir une réponse pertinente / In this research work, we focused on design and development of an adaptive and mobile community system, called NICOLAT (iNformatIque COmmunautaire mobiLe et AdapTatif). The latter aims to support a Community of Practice (CoP) in which learning is done through community problem solving by providing solutions that limit the factors that can lead to the demotivation of the CoP members.To experiment and validate the solutions we provide through this system, we target the CoP of teachers users of the MAETIC pedagogical method, who can meet, in classroom, problems in the use of it.Thus, our main contributions are summarized in the following points: 1) Establishment of community kernel of the NICOLAT system. The latter is as a social network supporting the community solving of problems, 2) Implementation of problems resolution layer that aims to help the member solve his problem through the exploitation of the history of problems solved in the past. This is to minimize the number of repetitive help requests. The cycle of the CBR (Case-Based Reasoning) was used to guide this process, 3) Establishment of an interactions adaptation layer to support the members' interactions in the interaction tools they prefer or with which they are most familiar. The purpose of this adaptation is, firstly, to exceed the problems of interaction tools manipulation. On the other hand, to enable access to the system in case of mobility and thereby minimize response time, 4) Establishment of a dynamic approach of selection of members who can contribute positively to solve a problem, to whom bring the help requests. The objective is to enable a member seeking to solve his problem to receive a relevant answer

Universities should strive to educate students by applying new learning environments where students are given the opportunity to explore the world of education by the use of mobile devices. These technologies and mobile devices are already second nature to them and applying these devices in a learning environment will improve the students’ learning experience. It is sensible to make use of these new technologies to get students attention, since students will find learning interesting and more enjoyable. Students’ attitude towards a mobile learning environment and learning with mobile devices has already received much attention in existing literature. This study aimed to determine whether South African, University students will welcome the use of mobile devices during their studies, especially in the field of Taxation. The study also focussed on students’ attitudes towards using e-books instead of the hardcopy textbooks during their studies and during open-book assessments. This longitudinal study made use of two questionnaires to obtain the feedback on students’ perception on what they believe mobile learning to be, their acceptance and willingness to engage with a mobile learning environment and to determine whether their attitudes towards mobile learning have change over two academic years. Furthermore, statistical analysis of the data was done to determine whether a significant difference exists between the responses between male and female students. The results indicated that more males are interested in using mobile technologies for educational purposes, however, it is not significant. It was concluded that students, when given the opportunity, are interested to engage with a mobile learning environment. It was lastly concluded that no significant change in acceptance and willingness of engaging with a mobile learning environment exists over two academic years. / Dissertation (MCom)--University of Pretoria, 2014. / lmchunu2014 / Taxation / unrestricted

The growing field of mobile learning (m-learning) research concerning the use and effectiveness of mobile assisted language learning (MALL) in second and foreign language (L2) education reflects the possibilities of smart mobile technological devices to facilitate students’ control over their own learning. This research aims to find the pedagogical affordances of mobile learning in combination with Web 2.0 tools with a particular focus on the use of smartphone and Facebook as tools to enhance teaching and learning of English for English as a Second Language learners. Using Design Based Research (DBR) as an approach to conduct this study, the initial design framework was developed from the literature and the exploratory phase. It was tested and developed through a series of iterations and the impacts of each iteration were evaluated using interviews and qualitative data analysis. 37 participants were involved in this study; 12 in the Exploratory Study, 17 in Iteration 1 and 8 in Iteration 2. One of the most important findings reported in the first iteration is the impact of a sense of social obligation whereby participants felt under pressure from their peers to post and to participate. This social obligation effect can have both positive and negative consequences for learning and was further explored in the second iteration. Based on the findings from both iterations, this study suggested a design framework to be used by future research that explored ways in which pedagogical designs for m-learning with social networking can take this social obligation effect into account in order to avoid its negative consequences and make best use of its positive consequences.

Current advances in mobile technology have enabled the formation of mobile technology enriched learning environments. This study documents a specific experimental research project in which secondary school learners used mobile cellular phones as a form of mobile technology to create, support and enhance a learning event in physical science studies. Although students used their own mobile phones for the duration of the research, they could connect to the MobilED platform used in this study to access information that they had previously created online. Mobile phones therefore served to extend the physical boundaries of the classroom by creating an ubiquitous and personal learning experience for each student. The experimental learning event was central to the design of the research. The iterative component of the design made it possible for the facilitator to operate as a “reflective practitioner” (Reeves, 2005) who could manipulate the components of the lesson in a quest for optimal success. The data and conclusions of the study confirm that that the texting function of mobile phones may be effective in furthering communication, cooperative learning and access to content. / Dissertation (MEd)--University of Pretoria, 2007. / Curriculum Studies / unrestricted

While there has been a strong history of using personal electronic devices in education, more recent endeavors have worked to establish the place of contemporary mobile devices (smartphones and tablets) in post-secondary education. However, these devices do not seem fully realized and leveraged as a useful tool in many curricula, particularly in the field of composition. This work seeks to explore the potential for integrating mobile technologies in writing courses and writing centers in ways that value contemporary composition pedagogy and in ways people actually use smartphones. Such an approach consists primarily of unpacking the usage patterns, user experiences, and attendant attitudes of those who would be primary users of this technology, thereby better understanding how to more effectively craft meaningful, mobile learning applications for composition students. Towards those ends, a mobile web application was developed and tested in two scenes: first-year composition classrooms and an intensive summer bridge program for incoming freshmen.

Mobile and other internet-connected devices infiltrate society, including K-12 classrooms. A large body of research indicated that these devices might distract students; however, other studies have revealed many benefits when the devices are used for educational purposes. This study aimed to examine the relationships between the use of mobile devices and student performance in mathematics (MA) and English Language Arts (ELA). The study compared two districts, one that had implemented a 1:1 technology infrastructure for learning and one that had not. Archival data on the Mississippi Academic Assessment Program (MAAP) standardized test were accessed from the two districts, containing fourth-grade students' MA and ELA scores from the assessment. Additional data included students' gender and i-Ready diagnostic test scores in the 1:1 technology district. One-way analysis of variance (ANOVA) tests revealed that MAAP MA scores were significantly higher for students in the 1:1 technology district than for students in the non-technology district. However, no difference was found in students' ELA scores. A Pearson's rho correlation analysis indicated a significant association between i-Ready and MAAP MA and ELA scores for students in the 1:1 technology district. Linear regression analysis revealed that gender explained a small but significant variance in MAAP ELA scores across the two districts. The study provided mixed results for using mobile devices for student learning. Students may benefit more from mobile technology in mathematics than in ELA, possibly because specific mathematics skills can be isolated, taught, and practiced using technology. Additionally, because this study took place during the COVID-19 pandemic, future research should attempt to focus on mobile technology and its presence post-COVID-19. Finally, more research should explore making the most effective use of technology solutions to support student learning.

No / A mobile language learning system is implemented using an adventure game. The primary emphasis is upon graphical design and rich interaction with the user. A wide range of functionalities are described, and an efficient navigation system is proposed that uses contextual information, allowing the players to move seamlessly between mobile real and virtual worlds. The game environment is designed to have consistent graphics, dialogue, screens, and sequences of actions. Quick Response (QR) codes provide the necessary shortcuts for the players and Bluetooth connections automatically send and receive scores between teams. A response for every action is produced depending on the screen type, while keeping the file size manageable. Similar user tasks were kept spatially close together with a clearly designated beginning, middle and end. The main sources of error such as entering and extracting contextual data are predicted and simple error handling is provided. Unexpected events in mobile environments are tolerated and allowed. Internal locus of control is provided by ‘automatic pause’, ‘manual pause’ and ‘save’ commands to help players preserve their data and cognitive progress. The game environment is configurable for novice or expert players. This game is also suitable for students with auditory problems and female students are also specifically addressed.

In the past decades, teaching and learning has undergone rapid transformation partly because of advances in technology and access to such technology (Sung, Chang, and Liu, 2016). Mobile technologies (i.e. tablets, smartphones, and access to Internet) have become widespread, and is visible, even in the developing world (Aguayo, Cochrane, and Narayan , 2017). Mobile technologies allow for online learners to access learning resources on the go (McQuiggan, McQuiggan, Sabourin, and Kosturko, 2015). Instructional message design principles advance empirical tools aimed at producing lessons that allow for effective learning (Bishop, 2014). The purpose of this study was to develop a set of considerations for designing messages for mobile learning primarily through literature review and expert reviewers' feedback. The research methodology employed in the study is based on design and development research methodology (Richey and Klein, 2007). The study utilized Clark and Mayer's (2016) multimedia principles, Center for Universal Design's (1997) universal design for instruction (UDI) and mobile interface design best practices. Five expert reviewers with varied expertise in human computer interaction, special education, mobile learning, and instructional design were sought to review the considerations and provide feedback on its effectiveness for instructional message design. Overall the expert reviewers agreed that the considerations were effective and will be helpful to instructional designers, instructors of instructional design and content developers. They provided several helpful recommendations which were used to revise the considerations for designing content for mobile phones. / Ph. D. / In the past decades, teaching and learning has undergone rapid transformation partly because of advances in technology and access to such technology (Sung, Chang, & Liu, 2016). Mobile technologies (i.e. tablets, smartphones, and access to Internet) have become widespread, and is visible, even in the developing world (Aguayo, Cochrane, & Narayan, 2017). The Mobile technologies allow for online learners to access learning resources on the go (McQuiggan, McQuiggan, Sabourin, & Kosturko, 2015). Instructional message design principles advance empirical tools aimed at producing lessons that allow for effective learning (Bishop, 2014). The purpose of this study was to develop a set of considerations for designing messages for mobile learning primarily through literature review and expert reviewers’ feedback. The research methodology employed in the study is based on design and development research methodology (Richey & Klein, 2007). The study utilized Clark and Mayer’s (2016) multimedia principles, Center for Universal Design’s (1997) universal design for instruction (UDI) and mobile interface design best practices Five expert reviewers with varied expertise in human computer interaction, special education, mobile learning, and instructional design were sought to review the considerations and provide feedback on its effectiveness for instructional message design. Overall, the expert reviewers agreed that the considerations were effective and will be helpful to instructional designers, instructors of instructional design and content developers. They provided several helpful recommendations which were used to revise the considerations for designing content for mobile phones