The researcher addressed the need for understanding student perceptions and habits of academic cell phone use within a high school environment in regards to student characteristics. Data were gathered and analyzed in order to answer research questions regarding student perceptions of: (a) the usefulness of cell phones as an academic tool, (b) the use of cell phones within school and outside of school for academic purposes, (c) the encouragement of cell phone use to complete assignments, (d) the potential for distractions within the classroom occurring from cell phone use, and (e) the functionality of cell phones for completion of school work. A quantitative research design was used in this study. Data were collected through the employment of a researcher-designed cross-sectional survey to gather data from one point in time from 175 respondents. Quantitative data were analyzed by frequency distributions and cross tabulations of responses to closed-end survey questions. It was found that students favored the use of cell phones for academic purposes. The implications of this study show the potential for expanded cell phone use as academic tools in high schools as a medium to promote mobile learning.

Abstract is available to download.

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.

This research aims to construct a brand-new teaching and learning environment called Transportable Digital Learning Center (TDLC) which contains three important features: mobility, ready-made and self-contained features. TDLC is constructed for providing learning opportunities to (a) people in disaster areas with a temporary teaching and learning environment before their reconstructions finished; (b) people in undeveloped countries who do not have learning opportunities due to the lack of financial resources; (c) people in geographically isolated places like deserts or high mountain areas who do not have learning opportunities due to the isolation of their geographic locations. The mobility feature means that it can be transported to different geographic locations easily; The ready-made feature means that all the components of a TDLC such as access point, TDLC Server, power supply, Tablet PCs and charging devices used to provide a teaching and learning environment are all equipped inside the TDLC in advance; Self-contained feature means that it is unnecessary to provide it with any other resources like network connections and electricity to sustain its operation. Therefore, once a TDLC has been transported to its destination, it can be used to conduct teaching and learning activities immediately. In this paper, we describe the overall concepts, main components, system design and implementation, and teaching & learning activity design of TDLC. We also conducted an experimental English Situated Learning activity to evaluate the effects of using TDLC in the teaching and learning activity. Finally, some future research topics of TDLC are proposed.

<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>

<p>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.</p><p>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.</p>

Research paper / The use of Mobile technologies in organisation including institution of higher education has increased significantly in recent years. In institution of higher education, the focuses have been on its use for teaching and learning. Due to the flexibility and easy accessibility, learners and educators are increasingly depending mobile technologies for their academic activities. The development of mobile technology has resulted in shifting the academic environment from traditional to mobile learning settings. This paper focused on the possible implications of mobile devices on teaching and learning. The qualitative case study approach was employed in the study. Based on the finding from the analysis of the empirical data, a Framework was developed. The Framework could be employed to address the implications in the drive to enhance the services of academic library. Mobile learning has a lot of potential for quick and wide reaching out to the geographically wide spread of learners. The paper helps to gain a deeper understanding of the impact of mobile technology in providing services in the library of academic institutions.

As mobile access and massive open online courses (MOOCs) become a global reality, the realm of potential distance learners is expanding rapidly. Mobile learning (mLearning) as well as MOOCs are based on similar characteristics as shown in the literature review of this study. They both enhance a community feeling, increasing networking and collaboration; they strengthen lifelong and informal learning, they use social media to a large extend and they are ideal for setting up communicative dialogues. The focus on learner interactions is of interest, as research has shown that dialogue is an important element for learning and knowledge enhancement, and mobile access increases the opportunities to enter into such interactions. This thesis study used a sequential explanatory mixed methods approach to investigate the impact of mobile accessibility on learner interaction in a MOOC. The study showed that opening up a MOOC for mobile access has immediate impact on learner interactions, as participants with mobile devices tend to interact more with their fellow learners in comparison to their non-mobile colleagues. This was deduced from the mixed methods approach looking at web-based statistics, an online survey, an analysis using the Community of Inquiry framework and one-on-one interviews with volunteers. The study formulated a set of 20 strategies and possible consequences deriving from the analysis of the impact of mobile accessibility in a MOOC and more specifically how this affects learner interactions. These strategies might optimize the impact of mobile access on learner interactions in an informal, open, online course. Future research needs to support the findings, embracing a larger learner population from a more varied background. Overall, this research hopes to add to the body of knowledge strengthening the field of distance education. / 2013-02

abstract: As students gain access to personally-owned Mobile Communication Devices (MCDs), schools have begun to embrace MCDs as mobile-learning (m-learning) teaching and learning tools. A research gap currently exists for the innovation of m-learning with student-owned devices, which this study attempts to fill by answering the following Research Question: What are the Bring Your Own Device (BYOD) Levels of Use of teachers at a high-performing, high SES suburban high school? To answer this question, I answered 5 sub questions: (1) What instructional decisions did BYOD user-level teachers make with regards to m-learning? (2) How did teachers collaborate on BYOD with colleagues during implementation? (3) How did teachers participate in voluntary professional development for BYOD and m-learning? (4) Was there a difference in Levels of Use between early career and veteran teachers? (5) What barriers to successful implementation did teachers at this school report? To answer these questions, I conducted a Levels of Use interview with 2-3 teachers from each academic department (n=28), at a school that was in its third year of BYOD implementation, as well as observed 18 of the teachers during instruction. I triangulated data from a first and second interview with observation data, and analyzed these data sets to profile the different Levels of Use among the teachers, and present recommendations for research and practice. I rated all participants between Level 0: non-use and Level IVB: refinement; no teachers in this study were above Level IVB. The findings indicate that teachers made instructional decisions based on their Level of Use, and although they did not participate in ongoing professional development specific to BYOD, they did work with others based on their Level of Use. Few teachers participated in voluntary professional development, and cited time as a factor. This study also finds that personal experience with technology and lesson planning for student-centered learning is a greater indicator of successful BYOD implementation than age or teaching experience. Finally, the most commonly reported barriers to successful implementation of BYOD were time, equity/access, and student behavior. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2013