Intention to Use Mobile Learning in Higher Education Institutions: Review Paper

Mobile learning is presently taking part in associate degree more and more important role within the instructional method, additionally as within the development of teaching and learning ways for higher education. The power to find out ‘on the go– anytime, anywhere, is changing into more and more fashionable. The advantages offered by mobile learning are important. On the opposite hand, the implementation of mobile learning in educational activity relies on users’ acceptance of technology. Acceptance and intention to use mobile learning may be a topic of growing interest within the field of education. The model of the unified theory of acceptance and use of technology (UTAUT) is planned and developed by researchers via a mixture of eight major theories in activity prediction. UTAUT is among the foremost fashionable and up to date model in information technology acceptance. This is review paper aiming to review UTAUT’s previous studies of intention to use mobile learning. In conclusion, this research provides insight regarding the necessary factors for planning and designing an intention to use mobile learning model in higher education institutions

Educational practitioners as designers of seamless learning:Lessons from a seamless learning scenarios design experience

In theory, seamless learning design and research with its focus on bridging gaps in learning across contexts can help formulate answers to educational challenges. The recent mass lockdown due to the Covid-19 pandemic causing education to urgently switch from school-based to online teaching is just one of the many examples in support of design for continuity of learning. In over twenty years of its history, seamless learning has accumulated a substantial body of knowledge of what learning across contexts entails and how bridges across boundaries can be designed. However, seamless learning principles and guidelines to design for continuity of learning with the help of e.g., ubiquitous mobile technologies still need to find their way into educational practice. The study focuses on the outcomes of a hands-on activity in designing seamless learning scenarios. This activity included getting acquainted with the basics of seamless learning and designing a seamless learning scenario. It was part of an event organized for educational practitioners interested in the topic of seamless learning. Analysis of the seamless learning scenarios collaboratively designed during this activity demonstrated that teachers build on inquiry-based learning and problem-based learning paradigms to design learning that combines in-school, out-of-school and online contexts. They were able to include location-based content in school and teacher-led scenarios, however, ideas on the use of mobile technology were still described rather vaguely. Crossing boundaries and removing seams between contexts, did not yet become apparent in these initial teachers’ designs

Towards a Holistic Approach to Designing Theory-based Mobile Health Interventions

Increasing evidence has shown that theory-based health behavior change interventions are more effective than non-theory-based ones. However, only a few segments of relevant studies were theory-based, especially the studies conducted by non-psychology researchers. On the other hand, many mobile health interventions, even those based on the behavioral theories, may still fail in the absence of a user-centered design process. The gap between behavioral theories and user-centered design increases the difficulty of designing and implementing mobile health interventions. To bridge this gap, we propose a holistic approach to designing theory-based mobile health interventions built on the existing theories and frameworks of three categories: (1) behavioral theories (e.g., the Social Cognitive Theory, the Theory of Planned Behavior, and the Health Action Process Approach), (2) the technological models and frameworks (e.g., the Behavior Change Techniques, the Persuasive System Design and Behavior Change Support System, and the Just-in-Time Adaptive Interventions), and (3) the user-centered systematic approaches (e.g., the CeHRes Roadmap, the Wendel's Approach, and the IDEAS Model). This holistic approach provides researchers a lens to see the whole picture for developing mobile health interventions

Innovation in Mobile Learning: A European Perspective

In the evolving landscape of mobile learning, European researchers have conducted significant mobile learning projects, representing a distinct perspective on mobile learning research and development. Our paper aims to explore how these projects have arisen, showing the driving forces of European innovation in mobile learning. We propose context as a central construct in mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. We also examine the impacts of mobile learning research on educational practices and the implications for policy. Throughout, we identify lessons learnt from European experiences to date

The genesis and development of mobile learning in Europe

In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchers’ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning

Digital communities: context for leading learning into the future?

In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model

Designing citizen science tools for learning: lessons learnt from the iterative development of nQuire

This paper reports on a 4-year research and development case study about the design of citizen science tools for inquiry learning. It details the process of iterative pedagogy-led design and evaluation of the nQuire toolkit, a set of web-based and mobile tools scaffolding the creation of online citizen science investigations. The design involved an expert review of inquiry learning and citizen science, combined with user experience studies involving more than 200 users. These have informed a concept that we have termed ‘citizen inquiry’, which engages members of the public alongside scientists in setting up, running, managing or contributing to citizen science projects with a main aim of learning about the scientific method through doing science by interaction with others. A design-based research (DBR) methodology was adopted for the iterative design and evaluation of citizen science tools. DBR was focused on the refinement of a central concept, ‘citizen inquiry’, by exploring how it can be instantiated in educational technologies and interventions. The empirical evaluation and iteration of technologies involved three design experiments with end users, user interviews, and insights from pedagogy and user experience experts. Evidence from the iterative development of nQuire led to the production of a set of interaction design principles that aim to guide the development of online, learning-centred, citizen science projects. Eight design guidelines are proposed: users as producers of knowledge, topics before tools, mobile affordances, scaffolds to the process of scientific inquiry, learning by doing as key message, being part of a community as key message, every visit brings a reward, and value users and their time

Designed and user-generated activity in the mobile age

The paper addresses the question of how to design for learning taking place on mobile and wireless devices. The authors argue that learning activity designers need to consider the characteristics of mobile learning; at the same time, it is vital to realise that learners are already creating mobile learning experiences for themselves. Profound changes in computer usage brought about by social networking and user-generated content are challenging the idea that educators are in charge of designing learning. The authors make a distinction between designed activity, carefully crafted in advance, and user-generated activity arising from learners’ own spontaneous requirements. The paper illustrates what each approach has to offer and it draws out what they have in common, the opportunities and constraints they represent. The paper concludes that user-generated mobile activity will not replace designed activity but it will influence the ways in which designed activity develops

Integrating Taxonomies into Theory-Based Digital Health Interventions for Behavior Change: A Holistic Framework

Digital health interventions have been emerging in the last decade. Due to their interdisciplinary nature, digital health interventions are guided and influenced by theories (e.g., behavioral theories, behavior change technologies, persuasive technology) from different research communities. However, digital health interventions are always coded using various taxonomies and reported in insufficient perspectives. The inconsistency and incomprehensiveness will bring difficulty for conducting systematic reviews and sharing contributions among communities. Based on existing related work, therefore, we propose a holistic framework that embeds behavioral theories, behavior change technique (BCT) taxonomy, and persuasive system design (PSD) principles. Including four development steps, two toolboxes, and one workflow, our framework aims to guide digital health intervention developers to design, evaluate, and report their work in a formative and comprehensive way

MatriksMovie: Building The Nation Character Through Movie-Based Realistic Mathematics Education

The root of RME is Hans Freudenthal’s interpretations, mathematics as human activity and mathematics must be connected to reality. This study developed a mathematics teaching and learning model that includes the characteristics of RME packaged in production and utilization of educational films in the learning process, it is called MATRiKSMovie Activity. Activity theory is based on Vygotsky's cultural-historical psychology and it focuses on understanding human activity and work practices. Practice of problem solving in real life can lead students to reflect, and build nation character. This research question are how to develop and implement a valid, practical and effective model of teaching and learning with movie based RME approach in Senior High Schools and its effect on students character and learning outcomes. Conclusion of this research are model of teaching and learning with movie based RME approach met the criteria of the content and construct validity, practicality, and effectiveness as it resulted in some positive impacts on the pupils at Grade 10 in Senior High Schools, mathematics learning with movie-based RME approach can serve to build student character as well as the civilization of the nation's dignity in order to educate the nation life, activities and process skills of students in mathematics learning with movie based RME approach has provided a positive impacts on the student learning outcomes (cognitive, affective, and psychomotor). Model of teaching and learning with Movie-based RME approach can be applied in learning mathematics and should be developed further by taking into account students' environment, conditions and facilities available. Humanistic mathematics learning should be developed to build the nation character. Keywords: MATRiKSMovie, Realistic Mathematics Education, Movie, the Nation Characte