297,876 research outputs found

    QUALITY METRICS FOR EVALUATION PROCESS IN MLEARNING ENVIRONMENT

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    Mobile devices are used every day more and more and in the educational environment. The M-Learning term has become a term also known as e-learning. Also knowledge evaluation is done through mobile devices. But it is necessary to determine the quality of the evaluation process and the influence of some factors on the results obtained by students in the evaluation process through mobile applications. In this paper a quality metric is built. The metric will be used to determine the quality level of the evaluation process performed through mobile devices

    A UX evaluation model of hearing-impaired children’s mobile learning applications

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    Several studies on User Experience (UX) evaluation of the mobile application for hearingimpaired had been conducted in the past, however, they do not concentrate on measurements related to hearing-impaired children (HIC), especially for mobile learning applications. This study aims to develop a UX evaluation model for HIC’s mobile learning applications. In developing the model, paper review and requirement gathering methods were used to generate a set of UX dimensions, criteria, and metrics. The model was constructed based on the structure of the Quality in Use Integrated Measurement model where the identified UX dimensions, criteria, and metrics have been arranged orderly according to their rankings. The model was verified by experts consisting of academicians, mobile application developers, and teachers of HIC. The obtained data were analysed using the Fuzzy Delphi Method. Moreover, UX practitioners have validated the model to measure model presentation, content arrangement, and task performance. In addition, 38 HIC from Sekolah Kebangsaan Pendidikan Khas (SKPK) Johor Bharu, SKPK Perlis, and Program Pendidikan Khas Integrasi Segamat participated in a series of UX evaluations to validate the model’s reliability. Descriptive analysis and correlation between overall UX and UX dimensions were performed through a statistical tool. This study has proposed five dimensions: satisfaction, hearing-impaired accessibility, efficiency, effectiveness, and emotion; with nine criteria, and 24 metrics. Criteria and metrics for the dimensions are needed to make the evaluation more specific and focused on mobile learning applications for HIC. Thus, a UX evaluation model of HIC’s mobile learning applications has been presented in this study. Mobile application developers or UX researchers can use this model as one of the references for developing positive experiences and suitable functionalities for HIC’s mobile learning applications. Their learning foundation could be strengthened by having usable and enjoyable mobile learning applications

    Estabelecimento de critérios de qualidade para aplicativos educacionais no contexto dos dispositivos móveis (M-Learning)

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    Este artigo aborda os principais conceitos e abordagens aplicados no contexto da aprendizagem móvel:M-Learning. Descreve as necessidades para o estabelecimento de critérios de qualidade específicos para esta modalidade de aplicativos. Demonstra, com base em revisão de literatura, os principais atributos de qualidade que podem compor uma metodologia específica para avaliação da qualidade dos aplicativos educacionais. Propõe uma categorização dos critérios de qualidade de um aplicativo bem como estabelece um instrumento para avaliação de aplicativos para dispositivos móveis. Os critérios identificados e mapeados podem auxiliar docentes e outros profissionais na seleção de aplicativos para aprendizagem móvel de forma mais eficaz. Enfatiza as potencialidades do M-Learning para os processos de ensino e aprendizagem.Palavras-chave: Aprendizagem móvel, Aplicativos educacionais, Critérios de qualidade, M-Learning, Educação aberta.Quality criteria for educational applications in the context of mobile devices (M- Learning)Abstract This paper presents the main concepts and approaches applied in the context of mobile learning. It describes the need to establish specific quality criteria for this application mode. Shows from literature review key quality attributes that can make a specific methodology for assessing the quality of educational applications. It proposes a categorization of quality criteria for an application and establishes a tool for the evaluation of applications for mobile devices. Identified and mapped criteria can help teachers and other professionals to select applications for mobile learning moreeffectively. Emphasizes the M-Learning capabilities for teaching and learning processes.Keywords: Mobile learning, Collaborative learning, Educational Apps, Quality criteria, Open Education

    AdaEvo: Edge-Assisted Continuous and Timely DNN Model Evolution for Mobile Devices

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    Mobile video applications today have attracted significant attention. Deep learning model (e.g. deep neural network, DNN) compression is widely used to enable on-device inference for facilitating robust and private mobile video applications. The compressed DNN, however, is vulnerable to the agnostic data drift of the live video captured from the dynamically changing mobile scenarios. To combat the data drift, mobile ends rely on edge servers to continuously evolve and re-compress the DNN with freshly collected data. We design a framework, AdaEvo, that efficiently supports the resource-limited edge server handling mobile DNN evolution tasks from multiple mobile ends. The key goal of AdaEvo is to maximize the average quality of experience (QoE), e.g. the proportion of high-quality DNN service time to the entire life cycle, for all mobile ends. Specifically, it estimates the DNN accuracy drops at the mobile end without labels and performs a dedicated video frame sampling strategy to control the size of retraining data. In addition, it balances the limited computing and memory resources on the edge server and the competition between asynchronous tasks initiated by different mobile users. With an extensive evaluation of real-world videos from mobile scenarios and across four diverse mobile tasks, experimental results show that AdaEvo enables up to 34% accuracy improvement and 32% average QoE improvement.Comment: Accepted by IEEE Transactions on Mobile Computing 202

    Facilitating the creation of interactive multi-device Learning Objects using an online authoring tool

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    Learning Objects facilitate reuse leading to cost and time savings as well as to the enhancement of the quality of educational resources. However, teachers find it difficult to create or to find high quality Learning Objects, and the ones they find need to be customized. Teachers can overcome this problem using suitable authoring systems that enable them to create high quality Learning Objects with little effort. This paper presents an open source online e-Learning authoring tool called ViSH Editor together with four novel interactive Learning Objects that can be created with it: Flashcards, Virtual Tours, Enriched Videos and Interactive Presentations. All these Learning Objects are created as web applications, which can be accessed via mobile devices. Besides, they can be exported to SCORM including their metadata in IEEE LOM format. All of them are described in the paper including an example of each. This approach for creating Learning Objects was validated through two evaluations: a survey among authors and a formal quality evaluation of 209 Learning Objects created with the tool. The results show that ViSH Editor facilitates educators the creation of high quality Learning Objects

    Mobile application dictionary for hearing impaired students

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    Mobile applications have been acknowledged by societies as a support tool that can be accessed everywhere via smartphone or any handheld device. The use of technology nowadays is not only limited to normal people; it can also be used by the disable community. Hearing-impaired people usually receive education via sign language and the dictionary is one tool used in schools to teach hearing-impaired students. There are several issues related to sign language dictionary such as the thickness of dictionary which makes it difficult to bring anywhere. Besides, teachers and students need to take longer time to access the targeted information. This research is conducted based on two main aspects: development of mobile application for the dictionary for the hearing-impaired and evaluation involving experts in the related research. This mobile application has been developed based on the Software Development Model of Mobile Application Dictionary. This model consists of five phases, which are analysis, design, development, prototyping and evaluation. The evaluation on mobile application for the dictionary involved four experts who have evaluated the interface design and learning design. The human computer interaction for mobile principles, dual coding theory, cognitive load theory, and multimedia theory have been used in the development of the dictionary. Based on the experts’ review, it is found that the value of content validity index is 0.91 for the features of interface design and 0.83 for learning design. Hence, this shows the value of content validity index is acceptable. The research aim is to improve the quality of sign language learning for hearing-impaired students and community related to them

    Framework for evaluating and selecting mobile-learning applications using multi criteria decision making techniques

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    The use of mobile learning (m-learning) applications in education has increased dramatically in recent years. M-learning applications are installed by users through a variety of mobile device distribution platforms. For a wide audience to accept them, these applications must be stable and of high quality. The decision to purchase m-learning applications needs systematic guidelines so that the appropriate one can be selected to provide a viable and effective solution to educational organizations. Usability in m-learning applications has been studied as a non-functional problem in several previous studies. In reality, Saudi tertiary institutions still lack a systematic, efficient, and well-defined framework for evaluating and selecting m-learning applications due to the lack of reliable m-learning application selection methods. Therefore, this study addresses this gap by proposing a framework to support and improve m-learning applications evaluation and selection process named as Mobile-Learning Application Evaluation and Selection Framework (MLA-ESF). MLA-ESF supports evaluation and selection of m-learning applications and integration of functional and non-functional requirements as well as addresses mismatch problems. In addition, the MLA-ESF is developed to assist and guide developers and educational organizations in selecting the required m-learning application in a more systematic and repeatable manner. Moreover, the MLA-ESF framework provides a guideline for future theoretical research, as well as being a practical and usable tool in real contexts. The study is conducted in four main phases: a survey and interview of decision-makers and users to identify the evaluation criteria, development of the framework based on the Evaluation Theory, development of a new decision-making technique by integrating Fuzzy Analytical Hierarchy Process (FAHP), Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS), and GAP Analysis (GA) to handle user requirements mismatches, and validation of the applicability and reliability of MLAESF using experts review, case study and yardstick validation. The study shows that the evaluated aspects of MLA-ESF namely, inputs, actions, outcomes, are feasible and demonstrate their potential and applicability to be applied in the real environment as 75% of the experts found it as useful, 66.7% find it easy to implement, and 75% find the techniques are adequate and sufficient

    Psychomotor learning theory informing the design and evaluation of an interactive augmented reality hand hygiene training app for healthcare workers

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    Hand hygiene is critical for infection control, but studies report poor transfer from training to practice. Hand hygiene training in hospitals typically involves one classroom session per year, but psychomotor skills require repetition and feedback for retention. We describe the design and independent evaluation of a mobile interactive augmented reality training tool for the World Health Organisation (WHO) hand hygiene technique. The design was based on a detailed analysis of the underlying educational theory relating to psychomotor skills learning. During the evaluation forty-seven subjects used AR hand hygiene training over 4 weeks. Hand hygiene proficiency was assessed at weekly intervals, both electronically and via human inspection. Thirty eight participants (81%) reached proficiency after 24.3 (SD=17.8) two-minute practice sessions. The study demonstrated that interactive mobile applications could empower learners to develop hand hygiene skills independently. Healthcare organizations could improve hand hygiene quality by using self-directed skills-based training combined with regular ward-based assessments
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