Evaluating the Effectiveness and Motivational Impact of Replacing a Human Instructor by Mobile Devices for Teaching Network Services Configuration to Telecommunication Engineering Students

Proceedings of: 10th IEEE International Conference on Advanced Learning Technologies (ICALT 2010). Sousse, Tunisia, 5-7 July 2010.The introduction of mobile technologies in class provide instructors with tools for contextualized, active, situated, any-time any-where learning. In fact, the role of the instructor can be partially delegated to the student by the use of a mobile device. This paper assesses if this delegation can be brought to the limit of eliminating the need of the physical presence of the instructor in the particular context of a situated learning environment consisting of a server room where third year Telecommunication Engineering students learn how to configure network services such as DNS, SMTP and HTTP. The paper presents the results of two experiments inside the "advanced telematic applications" course at the Carlos III University of Madrid. Two groups of students participated in the experiments, one following traditional instructor based classes and the other using NFC enabled mobile phones. The paper analyzes both learning increments and motivational aspects.The work presented in this paper has been partially funded by the project Learn3 TIN2008-05163/TSI within the Spanish “Plan Nacional de I+D+I”, the SOLITE CYTED Program 508AC0341 and the e-Madrid project S2009/TIC-1650 funded by the Madrid regional Government. Thanks to INNOVISION for providing the NFC tags for this experiment. Gustavo Ramirez-Gonzalez is funded by the EU Programme Alban, scholarship number E06D101768CO and by the Universidad del Cauca.Publicad

Framework for contextualized learning ecosystems

Proceedings of: 6th European Conference of Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011Using mobile personal devices to interact with pervasive smart learning objects and services that create contextualized learning ecosystems can enhance both the learning outcomes and the motivational states of students. This paper defines and analyzes several pervasive learning ecosystems in which students at the Carlos III University of Madrid interact with contextualized learning objects and services. The technology defining the contextualized learning environments is first introduced and later used in two user experiments. These experiments provide data both about the learning outcomes for students after interacting with smart learning objects and services and about the motivational impact that the use of these technologies have on themThe research leading to these results has been partially funded by the ARTEMISA project TIN2009-14378-C02-02 within the Spanish "Plan Nacional de I+D+I", the Madrid regional community projects S2009/TIC-1650 and CCG10-UC3M/TIC-4992 and the SOLITE CYTED Program 508AC0341. Thanks to INNOVISION for providing the NFC tags for this experiment. Gustavo Ramirez- Gonzalez is funded by the EU Programme Alban, scholarship number E06D101768CO and by the Universidad del Cauca

Context interaction systems for learning support

The interaction with context has undergone major transformations over time, all thanks to advances in nanotechnology that have facilitated the creation of much more robust hardware in terms of processing capacity, storage and high-speed telecommunications systems. Allowing a migration from explicit interactions that were only limited to navigation interfaces between the user and the devices to other types of interactions (implicit and peripheral)

A Smartphone APP for Health and Tourism Promotion

The main purpose of this study is to develop an APP by integrating GPS to provide the digitized information of local cultural spots to guide tourists for tourism promotion and the digitized information of mountaineering trails to monitor energy expenditure (EE) for health promotion. The provided cultural information is also adopted for educational purpose. Extended Technology Acceptance Model (TAM) was used to evaluate the usefulness and behavior intention of the provided information and functions in the developed system. Most users agreed that the system is useful for health promotion, tourism promotion, and folk-culture education. They also showed strong intention and positive attitude toward continuous use of the APP

The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis

AbstractMobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993–2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed

Developing students learning motivation in science experiments using mobile augmented reality

With the advent of Mobile Augmented Reality (MAR) technology, it has the potential to be widely used in learning because of its ability to deliver the learning materials from multiple perspectives. This paper aims to propose a combination of concepts derived from the theory of animate vision, multimedia learning principles, constructivism learning theory and Attention, Relevant, Confidence, and Satisfaction (ARCS)motivation theory. This paper recommends the combination of these concepts for an exclusive mobile learning experience through the use of three-dimensional (3D) animated visualization. The literature review method is exploited to construct a state of the art theories and models. The combination of these concepts into the Mobile Augmented Reality (MAR) learning environment is expected to improve students’ learning motivation in science experiment. The results of this study are valuable for students, teachers, instructors and researchers interested in applying Mobile Augmented Reality in learning

Participatory mobile- and web-based tools for eliciting landscape knowledge and perspectives: introducing and evaluating the Wisconsin geotools project

Despite synergistic goals across a wide breadth of fields and modalities, coastal landscape conservation projects that engage the lay public and integrate narratives of place remain elusive. This paper addresses these needs by introducing and evaluating the Wisconsin Geotools, an integrated pair of mobile-and web-based applications that allow users to generate and share spatially defined multimedia observations — including photos, short textual descriptions (or journals), and audio and video clips — of their surrounding bioregional landscapes. We followed a participatory, user-centered design process to develop a mobile application that uses GPS capabilities to geolocate multimedia observations of landscapes and feed them into a web-based application, which displays content through the structure of an interactive story map. The applications were piloted with coastal community user groups in Green Bay (Lake Michigan), Wisconsin, USA. Over 800 observations were recorded by participants in our study area. Results from a user evaluation survey indicate the geotools effectively engaged participants in learning about and exploring their surrounding coastal landscapes. A spatial analysis revealed participants’ affinity for water-related features in landscapes. We close by suggesting a variety of ways in which these tools can support future projects and existing methodologies that are advancing transdisciplinary approaches to engaging the public in coastal conservation

A review of the types of mobile activities in mobile inquiry-based learning

Inquiry-based Learning is increasingly suggested as an efficient approach for fostering learners’ curiosity and motivation. It helps learners to develop their ability to work in complex and unpredictable environments making them more critical thinkers and agentic learners. Although mobile technology is a suitable support for this learning process, there is a lack of practical strategies for educational practitioners to enact the right balance between enabling the agency and supporting the students through the mobile technology. Thus, we conducted a literature review that analyzed 62 studies on mobile inquiry- based learning. The analysis focused on the level of agency supported by mobile technology. This review study provided two main results. The first result is a two-layer classification –with five types and twelve subtypes– of the most common mobile activities used in inquiry-based learning. The types and subtypes are: 1) Direct instruction formed by 1a) location guidance, 1b) procedural guidance and 1c) metacognitive guidance, 2) Access to content formed by 2a) fixed and 2b) dynamic content, 3) Data collection that consists of 3a) cooperative and 3b) collaborative data collection, 4) Peer-to-peer communication formed by 4a) asynchronous and 4b) synchronous social communications and 5) Contextual support that includes 5a) augmented experience, 5b) immersive experience and 5c) adaptive feedback. The second result consists of an analytical framework –based on six dimensions– to assess the level of agency supported by the different types of mobile activities. The learners’ agency dimensions are: 1) Goals, 2) Content, 3) Actions, 4) Strategies, 5) Reflection and 6) Monitoring. Finally, the review presents insights on how this analytical framework can be used by educational practitioners to identify mobile activities that effectively balance learners’ agency with mobile technology. http://www.sciencedirect.com/science/article/pii/S0360131517302397?via%3Dihu

Internet of Things (IoT) implementation in learning institutions: a systematic literature review

Internet of Things (IoT) is a computing concept facilitating the management of collaborative activities from one central area. Millennial learners, growth in enrolment numbers in universities, and the need for equity and quality learning necessitate the use of IoT technologies in education. The focus of this paper is to examine IoT implementations in learning institutes, their application areas, the themes presented, the models and methodologies used, and the benefits. This study concentrated on publications from 2008 to 2017. The outcomes revealed that the utilization of IoT for tracking and tracing a learner’s attendance had been one of the application areas of IoT in education. This study further categorized the papers and presents novel research opportunities based on concentrated themes and areas that had not been fully exhausted. Most research studies employed qualitative methods, with a few utilizing a quantitative approach with surveys. Research themes exhibited a shortcoming in other important themes, such as the models and methodologies used for implementing IoT. Finally, the results of this study agree that IoT implementation could help solve some issues in learning institutions like equity and quality learning. The results from this research also provide a base for future research works on the successful implementation of IoT in learning institutions