Mobile Learning Support with Statistical Inference-Based Cache Management

A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students

The purpose of the present study was to design a mobile learning environment that enables the use of a teleconference application used in simultaneous e-learning with mobile devices and to evaluate this mobile learning environment based on students‘ views. With the mobile learning environment developed in the study, the students are able to follow a teleconference application realized by using appropriate mobile devices. The study was carried out with 8 post-graduate students enrolled in Karadeniz Technical University (KTU), Department of Computer Education and Instructional Technologies (CEIT), Graduate School of Natural and Applied Science. The students utilized this teleconference application using mobile devices supporting internet access and Adobe Flash technology. Of the 8 students, 4 accessed the system using EDGE technology and 4 used wireless internet technology. At the end of the application, the audio and display were delayed by 4-5 seconds with EDGE technology, and were delayed by 7-8 seconds with wireless internet technology. Based on the students‘ views, it was concluded that the environment had some deficiencies in terms of quality, especially in terms of the screen resolution. Despite this, the students reported that this environment could provide more flexibility in terms of space and time when compared to other simultaneous distance education applications. Although the environment enables interaction, in particular, the problem of resolution caused by screen size is a disadvantage for the system. When this mobile learning application is compared to conventional education environments, it was found that mobile learning does have a role in helping the students overcome the problems of participating in learning activities caused by time and space constraints.

Mobile learning is gaining popularity as it modifies the conventional definition of teaching and learning by using portable devices. In order to cope with identified limitations of mobile learning, while maintaining its transformational potential of using mobile technology in higher education, we proposed a blended mobile learning environment. In this study, we described the mobile blended learning environment and examined its applicability in theatre arts classrooms by presenting and discussing how mobile devices were used in three blended theatre arts classes at a comprehensive university in Macau. Survey and interview data showed that though challenges exist, the fusion of the multichannel teaching approach (m-learning, blended learning, in class/online lectures) has greatly enhanced teaching and learning experiences.

Learners consume video-based learning content on various mobile devices due to their mobility and accessibility. However, most video-based learning content is originally designed for desktop without consideration of constraints in mobile learning environments. We focus on readability and visibility problems caused by visual design elements such as text and images on varying screen sizes. To reveal design issues of current content, we examined mobile learning adequacy of content with 681 video frames from 108 video lectures. The content analysis revealed a distribution and guideline compliance rate of visual design elements. We also conducted semi-structured interviews with six video production engineers to investigate current practices and challenges in content design for mobile devices. Based on the interview results, we present a prototype that supports a guideline-based design of video learning content. Our findings can inform engineers and design tool makers on the challenges of editing mobile video-based learning content for accessible and adaptive design across devices.

Whether online or in a classroom, learners have long suffered from a lack of interactivity, several mobile learning system provide recorded lectures, which only enhance passive learning. Thus and in order to improve interactivity and motivation into the learning process, we propose in this paper a conceptual framework to be efficiently integrated into the learning process. This framework describes the design requirements of a mobile learning environment that can deliver live broadcast of real-time classroom teaching to online student with mobile devices. It suggests five perspectives: generic mobile environment, mobile learning context, learning experience, social learning strategy and learning objectives. It also clarifies how to apply these last perspectives and build a mobile learning application efficiently.

In successful mobile learning (ML) integration, factors associated with live-ware, software, and infrastructure are important. The main objective of this study is to investigate and model the influencing factors for learners and teachers at once to adopt ML in higher education. The proposed model consists of five impact factors: teacher, learner, mobile devices, ML tools, ML contents, communication technologies, and higher education institutes. Then the proposed model was implemented using a modified Moodle mobile application and evaluated using 60 teachers and 60 learners attached to the University of Kelaniya, Sri Lanka in 2021. According to the experimental research design approach, the proposed impact model was assessed as pre-test and post-test surveys using seven questionnaires. According to the Pearson correlation coefficient test, the most significant factor for learners and teachers to adopt ML is the mobile device. Learning content and communication technology were elected as the second most significant adoption factors for teachers and learners consecutively. However, higher correlation values were obtained for all factors denoting that they are greatly influenced the participant to adopt ML. The significant influencing factor of each impact factor was also investigated. In conclusion, it was recommended that featured smart devices, quality learning content, user-satisfied communication technology, academic enriched ML tools and higher education institutes with sound educational facilities are crucial for the university community to adopt ML in higher education. These findings help design academic community acceptable ML environments for higher education context.

In this paper, the authors present their proposal for adaptation of educational contents of learning objects to a particular mobile device and a specific learner. Content adaptation in mobile learning objects implies user adaptation and device adaptation, and requires additional metadata categories in comparison with SCORM 2004. This learning object content model, ALMA (A Learning content Model Adaptation), inherits from the SCORM standard a subset of metadata categories, and extends it with three top level metadata categories for content adaptation, i.e., Knowledge, Use, and Mobile Device Requirements (Castillo & Ayala, 2008). For user adaptation, the authors developed NORIKO (NOn-monotonic Reasoning for Intelligent Knowledge awareness and recommendations On the move), a belief system based on DLV, a programming system based on Answer Set Programming paradigm. For device adaptation the authors designed CARIME (Content Adapter of Resources In Mobile learning Environments), which uses transcoding and transrating to adapt media content to suit the device characteristics.

With the rapid development of the Internet, mobile learning environment is rapidly and profoundly affecting the learning behavior of college students in the new era. This paper investigates the current situation and problems of college students' learning behaviors under the mobile learning environment by using a combination of questionnaire survey and interview with undergraduates in a certain university in a certain region as the research object. The survey results show that from the learning behavior of mobile learning environment, it can be seen that college students have a great demand for online learning, but most of them have not found a reasonable way of learning, resulting in low learning efficiency. In view of the existing problems, the author proposes corresponding online learning strategies, so that college students can exert greater learning potential in the mobile learning environment.

This paper presents the analysis of emerging data exchange technologies used for integration of mobile devices to image-based learning process of second language. Particularly, the design of portable personal spaces providing mobile access to multimedia documents based on XML technologies and creation of generic interfaces for learning environments have been carried out. For image-based languages learning that implies the image processing, recognition, and retrieval Two Segment Turning function has been proposed and analyzed for possible adoption in applications assisted by mobile devices. The evaluation of designed prototype of image-based language learning system for interpretation of Japanese kanji and Mayan glyphs on mobile devices is discussed in this paper. Additionally the performance of proposed approaches used in content-based image retrieval is evaluated for their possible integration within mobile learning environments.

In order to narrow the learning divide, mobile learning should be provided to handicapped learners, especially to learners with visual impairment. However, in spite of development of the resolution and screen size of mobile devices, there are still many inconvenient factors. Among recent studies, there is a Proposal of Ahmed Rana and Four Startup Screen operates in mobile devices with touch screen. Although Proposal of Ahmed Rana gives magnified virtual key-board and startup screen, and Four Startup Screen reduce complexity of menu structure, it is not good enough for learners with visual impairment in mobile learning environment. In this paper, we have proposed universal design of a cursor for mobile learners with visual impairment. First of all, our cursor has been designed to separate objects under a magnifying glass on the rim of the cursor. Secondly, the cursor has four kinds of startup screens in order to reduce repetitive moving. Thirdly, by dragging the cursor to the border of the screen, entire screen perform the magnifier. Universal design of a cursor can help mobile learners with visual impairment to more easily read documents consisting of text and to look video. For performance evaluation, our cursor is easy to select a character and easy to reduce of repetitive moving and depth of the hierarchical menu structure than the Four Startup Screen and the proposed method of Ahmed Rana. Consequently, universal design of cursor improves the performance of the input tool for learners with visual impairment in e-learning environment using small size mobile devices screen.

With the continuous optimization of mobile technology and network environment in recent years, the new learning platform will become an effective support for future mobile learning. We combine the Moodle platform and WeChat applet to build a mobile teaching platform based on the Moodle and WeChat applet. This article takes the Moodle users and the Moodle WeChat applet users as research objects, use a combination of questionnaire survey, statistics and content analysis, compare and analyze the survey subjects’ learning tendency, activity level, and learning period from various aspects. The results of the study indicate that the learner’s activity level is affected by different learning platforms, compared with the Moodle platform, the users’activity of the Moodle WeChat applet is significantly higher than the former, moreover, the duration of a single online connection of users on the applet is generally lower than that of the PC, the reasons include the influence of user learning time, place and learning habits. The research conclusion shows that WeChat applet has an important role in enhancing the learning of the Moodle users, WeChat platform takes full advantage of the convenience of mobile learning.

Applications and research efforts in Learning constitute a growing field in the area of Technology Enhanced Learning. However, despite a permanent increase of mobile internet accessibility and availability of mobile devices over the past years, a mobile learning environment that is easy to use, widely accepted by teachers and learners, uses widespread off-the-shelf software, and that covers various application scenarios and mobile devices, is not yet available. In this paper, we address this issue by presenting an approach and technical framework called Mobile Contributions (MoCo). MoCo supports learners to create and send contributions through various channels (including third-party solutions like Twitter, SMS and Facebook), which are collected and stored in a central repository for processing, filtering and visualization on a shared display. A set of different learning and teaching scenarios that can be realized with MoCo are described along with first experiences and insights gained from qualitative and quantitative evaluation.

With the popularity of mobile devices, learning through mobile device proliferated in the education sector. Now a day's mobile devices and mobile technologies are advancing rapidly. Therefore, mobile learning surpassing all other educational servicing methods. On the other hand, human life style averts stagnated education and demanding synchronous mode education such as learning while working. In this study we set out to look-over influencing factors on mobile devices for applicable and sustainable mobile learning environment. In this study we propose an impact model consists six influencing factors i.e. screen size, supportive software, screen zooming, video playback control, touch screen keyboard, and language predictive tools. 120 university teachers and learners with equal portion in each category participated on the model evaluation through pre and post survey questionnaires. Initially they faced pre survey questionnaire with their prior mobile learning experience and finally took the post survey questionnaire after successfully working on the Moodle mobile app modified by first author. The results revealed that the most significant impact factor in the proposed model was `screen zooming'. Hence, when designing applicable and sustainable mobile learning environment it should be considered that, the screen zooming as the most significant mobile device feature for learner and teacher to adopt in mobile learning.

Mobile learning environments have the benefit of facilitating real time student learning and assessment. However, most of such learning environments only support static or traditional learning activities. In STEM disciplines, we need more active and engaging activities and mobile learning environments should be able to support such dynamic activities. By designing such learning environments to run completely on the cloud will limit its extensibility and will not accommodate interactive activities developed by anyone other than the developer of such learning environment. Instead, we argue that by incorporating cloud services in a traditional software architecture will allow the flexibility to develop and deploy interactive problem solving activities along with versatility that cloud computing brings. This paper presents Mobile Response System (MRS) that facilitates in-class interactive problem solving using mobile devices. MRS uses cloud services in the infrastructure to minimize instructor's workload, gives students transparent access, and makes the system failsafe alongside providing extensibility to any discipline.

As the mobile learning becomes a viable learning method, it is a sub-category of E-learning. Mobile learning focuses on the use of wireless Internet access in the classroom and other learning spaces. So students can learn anytime, anywhere in mobile learning environments. And language learning is a cumulative process, it needs repeated practice to enhance memory. There for, mobile learning is very suitable for learning foreign language. The paper analyzes the features of mobile learning and foreign language learning, then discusses the application of mobile learning in foreign language learning.