A Design Requirements Framework for Mobile Learning Environments

Journal of Computers 06/2007; 2(4):1-8.. DOI: 10.4304/jcp.2.4.1-8
Source: DOAJ

ABSTRACT This paper proposes a conceptual framework for mobile learning applications that provides systematic support for mobile learning experience design. It is based on a combination of a game metaphor and several studies of mobile learning contexts. Accounts of four mobile learning projects are used to explore the relationship between the framework and mobile learning design requirements in practice. By applying the framework to previous successful mobile learning implementations, we are better able to understand their key qualities. Similarly, the framework provides forward engineering support for the successful design of future mobile learning systems.

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Available from: David Parsons, Feb 26, 2014
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    • "Similarly with research on LMS users, prior research on users of mobile learning has also depended on the TAM (e.g., Chong et al., 2011; Ho et al., 2010). A few studies have suggested a design requirements framework (Parsons et al., 2007), usability guidelines (Seong, 2006), or an evaluation framework for mobile learning environments (Parsons and Ryu, 2006). Although these studies have provided conceptual frameworks for mobile learning development, few studies have included an empirical analysis. "
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    ABSTRACT: The objective of this study is twofold: 1 to investigate an impact of software quality attributes of a learning management system LMS on students' satisfaction in both the personal computer and the smartphone settings; 2 to examine whether LMS quality factors have different impacts in the smartphone context and the PC context. We explore five quality attributes of LMS capability, usability, performance, reliability and documentation. Data from a survey of 193 students were analysed using ordered logit regression. Findings showed that while only usability and reliability significantly affected user satisfaction in the PC context; all the quality attributes except documentation had a significant influence on user satisfaction in the smartphone setting. We also found that reliability was twice as important to user satisfaction in the smartphone context as in the PC context. The results imply that LMS quality attributes have different impacts on students' satisfaction in the smartphone context from the PC context.
    International Journal of Mobile Communications 03/2014; 12(2):142-159. DOI:10.1504/IJMC.2014.059735
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    • "Nevertheless, the low cost and ease of use of mobile devices makes their integration into everyday classroom routines an attractive option (Borcea and Iamnitchi, 2008). According to (Parsons et al., 2007) the most promising feature of mobile learning contexts is that one can collaboratively perform activities. In point of fact, research in learning technologies for the classroom, and in particular , developments in the field of Mobile Computer-Supported Collaborative Learning (MCSCL) have provided evidence of collaborative learning activities supported by mobile devices being effective in classrooms (Roschelle et al., 2010; Yin et al., 2007; Zurita and Nussbaum, 2007). "
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    ABSTRACT: Mobile devices such as PDAs, smartphones and tablet computers are becoming increasingly popular, setting out opportunities for new ways of communicating and collaborating. Research initiatives have ascertained the potential of mobile devices in education, and particularly, the benefits of incorporating them in the classroom for eliciting collaborative learning and active student participation. However, the development of technology-supported learning environments poses challenges to education researchers, practitioners, and software technologists in creating educational tools that respond to real needs of instructors and learners, meet clearly defined didactic purposes, and are practical for the intended audience. This article reports on a technology for facilitating the implementation of collaborative learning environments in the classroom supported by one-to-one mobile computing. The approach encompasses a framework supporting the design and implementation of the mobile software, and a design-based process that guides interdisciplinary efforts utilizing the framework, towards creating effective pedagogical models based on collaborative learning. The proposed design-based process allowed us to develop pedagogical models that respond to real needs of learners and instructors, where development is grounded on rigorous scientific research, allowing to reuse both knowledge and software, and showing an improvement of the mobile software built based on continuous experimentation and evaluation. A case study illustrating the application of the technology is presented and plans for future research are discussed.
    Journal of Systems and Software 11/2011; 84(11):1961-1976. DOI:10.1016/j.jss.2011.07.011 · 1.35 Impact Factor
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    • "If one organises the content in a narrative form, i.e. in a story form, learners will be able to explore an issue on a personal basis as they will be directly involved in the learning. As such the narrative mode also allows students to reflect on what they have learnt, illuminating the process of learning, and gradually provides an organised structure of knowledge (Parsons et al., 2007). Another factor that could engage learners in dealing with the designed materials is challenge. "
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    ABSTRACT: This paper proposes a conceptual framework for mobile learning applications that provides systematic support for mobile lifelong learning experience design. It concerns four perspectives: generic mobile environment issues, learning contexts, learning experiences and learning objectives. The paper also explores crucial factors and design requirements for the mobile learning environment. It also suggests how mobile learning applications can be designed with an understanding of these factors and requirements and further applied to lifelong learning. The proposed framework provides forward engineering support for the successful design of the future mobile lifelong learning systems.
    Procedia - Social and Behavioral Sciences 12/2010; 7:130-138. DOI:10.1016/j.sbspro.2010.10.019
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