Piloting Multimodal Learning Analytics using Mobile Mixed Reality in Health Education

© 2019 IEEE. Mobile mixed reality has been shown to increase higher achievement and lower cognitive load within spatial disciplines. However, traditional methods of assessment restrict examiners ability to holistically assess spatial understanding. Multimodal learning analytics seeks to investigate how combinations of data types such as spatial data and traditional assessment can be combined to better understand both the learner and learning environment. This paper explores the pedagogical possibilities of a smartphone enabled mixed reality multimodal learning analytics case study for health education, focused on learning the anatomy of the heart. The context for this study is the first loop of a design based research study exploring the acquisition and retention of knowledge by piloting the proposed system with practicing health experts. Outcomes from the pilot study showed engagement and enthusiasm of the method among the experts, but also demonstrated problems to overcome in the pedagogical method before deployment with learners

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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

PDAS as workplace tools for science teachers

This paper reports on work in progress on a project investigating the use of personal digital assistants (PDAs) to help students make use of knowledge gained during the study of a Masters course in science education in their professional practice. We report on a review of the literature on mobile technologies as learning tools in workplace settings. We analyse this literature to suggest possible hypotheses for our study. We also describe the selection and design of activities for use on the PDAs, the evaluation strategy based on an activity theory augmented approach for the project and the issues arising during the project

Applicability of the user engagement scale to mobile health : a survey-based quantitative study

Background: There has recently been exponential growth in the development and use of health apps on mobile phones. As with most mobile apps, however, the majority of users abandon them quickly and after minimal use. One of the most critical factors for the success of a health app is how to support users’ commitment to their health. Despite increased interest from researchers in mobile health, few studies have examined the measurement of user engagement with health apps. Objective: User engagement is a multidimensional, complex phenomenon. The aim of this study was to understand the concept of user engagement and, in particular, to demonstrate the applicability of a user engagement scale (UES) to mobile health apps. Methods: To determine the measurability of user engagement in a mobile health context, a UES was employed, which is a psychometric tool to measure user engagement with a digital system. This was adapted to Ada, developed by Ada Health, an artificial intelligence–powered personalized health guide that helps people understand their health. A principal component analysis (PCA) with varimax rotation was conducted on 30 items. In addition, sum scores as means of each subscale were calculated. Results: Survey data from 73 Ada users were analyzed. PCA was determined to be suitable, as verified by the sampling adequacy of Kaiser-Meyer-Olkin=0.858, a significant Bartlett test of sphericity (χ2300=1127.1; P<.001), and communalities mostly within the 0.7 range. Although 5 items had to be removed because of low factor loadings, the results of the remaining 25 items revealed 4 attributes: perceived usability, aesthetic appeal, reward, and focused attention. Ada users showed the highest engagement level with perceived usability, with a value of 294, followed by aesthetic appeal, reward, and focused attention. Conclusions: Although the UES was deployed in German and adapted to another digital domain, PCA yielded consistent subscales and a 4-factor structure. This indicates that user engagement with health apps can be assessed with the German version of the UES. These results can benefit related mobile health app engagement research and may be of importance to marketers and app developers

Evaluation of mobile health education applications for health professionals and patients

Paper presented at 8th International conference on e-Health (EH 2016), 1-3 July 2016, Funchal, Madeira, Portugal. ABSTRACT Mobile applications for health education are commonly utilized to support patients and health professionals. A critical evaluation framework is required to ensure the usability and reliability of mobile health education applications in order to facilitate the saving of time and effort for the various user groups; thus, the aim of this paper is to describe a framework for evaluating mobile applications for health education. The intended outcome of this framework is to meet the needs and requirements of the different user categories and to improve the development of mobile health education applications with software engineering approaches, by creating new and more effective techniques to evaluate such software. This paper first highlights the importance of mobile health education apps, then explains the need to establish an evaluation framework for these apps. The paper provides a description of the evaluation framework, along with some specific evaluation metrics: an efficient hybrid of selected heuristic evaluation (HE) and usability evaluation (UE) factors to enable the determination of the usefulness and usability of health education mobile apps. Finally, an explanation of the initial results for the framework was obtained using a Medscape mobile app. The proposed framework - An Evaluation Framework for Mobile Health Education Apps – is a hybrid of five metrics selected from a larger set in heuristic and usability evaluation, filtered based on interviews from patients and health professionals. These five metrics correspond to specific facets of usability identified through a requirements analysis of typical users of mobile health apps. These metrics were decomposed into 21 specific questionnaire questions, which are available on request from first author