The influence of affordances on user preferences for multimedia language learning applications.

This study investigates the influence of sensory and cognitive affordances on the user experience of mobile devices for multimedia language learning applications. A primarily audio-based language learning application – ‘Vowel Trainer’, was chosen against a comparison, text and picture-based language learning application – ‘Learn English for Taxi Drivers’. Impressions of the two applications were assessed on two different devices that have virtually the same interface and identical sound output (when headphones are used), but differ in physical size: the iPhone and the iPad. A mixed design was chosen, with native language as a group factor and device type (iPad vs. iPhone) and language application type (audio vs. video) as within groups factors. Assessments of sensory and cognitive affordances were made, along with measurement of learner preferences of each application. Data from 41 participants (21 native English speakers, 20 non-native English speakers) were analysed, revealing device differences in both audio and visual subjective quality ratings, despite only visual quality being affected by the device's physical limitations. We suggest that sensory affordances (indexed by subjective quality) are not simply a function of physical limitations, but are heavily influenced by context. The implications for developing design guidelines for language learning and other multimedia applications are discussed

Location-based and contextual mobile learning. A STELLAR Small-Scale Study

This study starts from several inputs that the partners have collected from previous and current running research projects and a workshop organised at the STELLAR Alpine Rendevous 2010. In the study, several steps have been taken, firstly a literature review and analysis of existing systems; secondly, mobile learning experts have been involved in a concept mapping study to identify the main challenges that can be solved via mobile learning; and thirdly, an identification of educational patterns based on these examples has been done. Out of this study the partners aim to develop an educational framework for contextual learning as a unifying approach in the field. Therefore one of our central research questions is: how can we investigate, theorise, model and support contextual learning

User perceptions of sound quality: implications for the design and use of audio-based mobile applications

This study sought to investigate the effect that contextual cues (in particular, device type and content type) have on the perception of sound quality. A sample of 49 participants were tested on different mobile devices sizes (small – iPhone, medium – iPad Mini, and large – iPad) which had identical sound output characteristics within in different usage contexts (generic content vs. musical training app contexts). Results showed that the users’ perception of generic sound types was affected by device type, with iPhones appearing to have better sound quality compared to larger devices. On the other hand, within application contexts, the application type seemed to affect user perceptions more, with the rhythm training application rating poorer on sound quality, picture quality, and likelihood of future use as compared to the pitch training application (although this may be due to the perceived increased difficulty). Together, these findings demonstrate the influence of device and content cues (when actual physical qualities are controlled) on user sound perception. Interestingly, differences in perceived sound quality was not accompanied by an overriding preference for that device as compared to other devices. Instead, considerations such as ease of use seemed to drive considerations for uptake of applications

Introduction to location-based mobile learning

[About the book] The report follows on from a 2-day workshop funded by the STELLAR Network of Excellence as part of their 2009 Alpine Rendez-Vous workshop series and is edited by Elizabeth Brown with a foreword from Mike Sharples. Contributors have provided examples of innovative and exciting research projects and practical applications for mobile learning in a location-sensitive setting, including the sharing of good practice and the key findings that have resulted from this work. There is also a debate about whether location-based and contextual learning results in shallower learning strategies and a section detailing the future challenges for location-based learning

Augmenting the field experience: a student-led comparison of techniques and technologies

In this study we report on our experiences of creating and running a student fieldtrip exercise which allowed students to compare a range of approaches to the design of technologies for augmenting landscape scenes. The main study site is around Keswick in the English Lake District, Cumbria, UK, an attractive upland environment popular with tourists and walkers. The aim of the exercise for the students was to assess the effectiveness of various forms of geographic information in augmenting real landscape scenes, as mediated through a range of techniques and technologies. These techniques were: computer-generated acetate overlays showing annotated wireframe views from certain key points; a custom-designed application running on a PDA; a mediascape running on the mScape software on a GPS-enabled mobile phone; Google Earth on a tablet PC; and a head-mounted in-field Virtual Reality system. Each group of students had all five techniques available to them, and were tasked with comparing them in the context of creating a visitor guide to the area centred on the field centre. Here we summarise their findings and reflect upon some of the broader research questions emerging from the project

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

The Role of Subjective Quality Judgements in User Preferences for Mobile Learning Apps

This study investigated whether subjective quality judgements on sound and picture quality across three devices (iPhone, iPad, and iPad mini) affected user preferences for learning applications. We tested 20 native Finnish-speaking users trialing generic audio clips, video clips, and two kinds of learning apps that were heavily reliant on sound. It was found that there was a main effect of the device on perceived sound quality, replicating earlier findings. However, these judgements did not impact on the users' preferences for different devices nor on their preferences for different applications. The results are interpreted as indicating that perceived quality and affordances are less important for users in these contexts than other considerations (e.g., convenience, mobility, etc.).Peer reviewe

Rethinking distance education in China: Mobile-assisted language learning designs in a blended foreign language curriculum

In recent years, China’s distance education has largely adopted a blended learning approach. However the online aspects of learning are characterized by a lack of interactivity and individualization. This could change with the advent of mobile learning. Many web 2.0 tools that allow for collaborative interactions are compatible with mobile devices, and mobile learning can engage learners by offering a rich, informal, contextualized, situated and ubiquitous learning environment. Mobile learning can also be personalized as smartphones and other devices can be customized and learning resources can be tailor-made. This is very important for Chinese distance learners who have a wide age distribution and diverse learning experiences and therefore have individual learning needs and desires. It seems an opportune moment to integrate mobile-assisted language learning (MALL) into a blended foreign language curriculum. A collaborative project between The Open University UK and the Open University of China (Nanhai) enabled exploration of how MALL could be integrated in a blended foreign language curriculum for distance learners, from a learning/instructional design perspective. Based on a literature review, knowledge of the requirements and habits of Chinese distance learners gathered via a survey, and tutor feedback from a mobile learning pilot course, we present our findings and put forward a number of design principles that can guide mobile learning designs to support transformation of distance education in China