Embodied experiences of place: a study of history learning with mobile technologies

This paper reports an empirical study that takes a multimodal analytical approach to examine how mobile technologies shape students' exploration and experience of place during a history learning activity in situ. In history education, mobile technologies provide opportunities for authentic experiential learning activities that have the potential to re‐mediate students' understanding of space and place through enacted interaction, and to make the learning more memorable. A key question is how learners work with the physical and digital information in the context of that learning experience, and how this supports new experiences and understanding of space and place. Findings suggest that embodied mobile experiences foster the creation of both physical and digital markers, which were instrumental in concretizing the history experience and developing new narratives. The findings also show how different representational forms of digital information mediated interaction in specific ways and how digital augmentation can lead to conflation in student understanding of space and time. These findings inform our understanding of the value of mobile applications in supporting embodied learning experiences and provide key implications for pedagogical design, both in situ and back in the classroom

Promoting a Pedagogical Shift from Didactic Teacher-Centered to Participatory Student-Centered Learning by Harnessing the Portability and Versatility of Mobile Technology

Mobile learning promotes a pedagogical shift from didactic teacher-centered to participatory student-centered learning. The aim of this study was to examine how physical settings and human behaviour within an environment affect user productivity in a designed environment. A case study that emphasized social interactions and comprised a design interaction module was developed. Students evaluated a designed place using mobile technology alongside traditional teaching resources through lectures and design studio sessions. The research methodology comprised a case study that emphasized social interaction using five intended learning outcomes. The case was assessed using tools that measured its congruency with overall as well as specific learning outcomes. The design interaction module was developed and implemented through mobile and face-to-face deliveries. Over a one-week block, five mobile lectures, the minimum required for impacting students’ learning experience, were delivered. Mobile learning was the most suitable approach for teaching the design interaction module. By combining the experiential and instructional learning modes that provided students with more opportunities for understanding the impact of design on the users of an environment, the goal of encouraging students to develop a critical understanding of industrial design was achieved

Mobile Augmented Reality and Language-Related Episodes

Applications of locative media (e.g., place‐based mobile augmented reality [AR]) are used in various educational content areas and have been shown to provide learners with valuable opportunities for investigation‐based learning, location‐situated social and collaborative interaction, and embodied experience of place (Squire, 2009; Thorne & Hellermann, 2017; Zheng et al., 2018). Mobile locative media applications’ value for language learning, however, remains underinvestigated. To address this lacuna, this study employed the widely used construct of language‐related episodes (LREs; Swain & Lapkin, 1998) as a unit of analysis to investigate language learning through participation in a mobile AR game. Analysis of videorecorded interactions of four mixed‐proficiency groups of game players (two English language learners [ELLs] and one expert speaker of English [ESE] per group) indicates that LREs in this environment were focused on lexical items relevant to the AR tasks and physical locations. Informed by sociocultural theory and conversation analysis, the microgenesis of learners’ understanding and subsequent use of certain lexical items are indicated in the findings. This understanding of new lexical items was frequently facilitated by ESEs’ assistance and the surrounding physical environment. A strong goal orientation by both ESEs and ELLs was visible, providing implications for task‐based language teaching approaches

Mobile Users and Service Experience Developers

Customer Experiences have become increasingly important as well as challenging to differentiate and add value to products and services. Experiences play a particularly important role in the emerging field of service development and design, as value is cocreated by customers through their interactions with service providers resulting in a unique contextual outcome (Stuart and Tax 2004; Mager 2009). Services are relational and require shared knowledge and background between a company and its costumers (Verhoef, Lemon et al. 2009). Therefore it is considered more difficult to create valuable service experiences when the company is not present (Sandstrom, Magnusson et al. 2009; Verhoef, Lemon et al. 2009), and some authors advocate further research to create memorable service experiences through the design of new interactive applications, its interfaces and its specific mobility (R.S. Subramanya 2007). This research contributes to a better understanding of user’ experience requirements in mobile services and to improve its incorporation into New Service Development. This article reports the results of two qualitative studies that explored experiential factors in mobile services covering regular users of mobile services and designers/developers’perspectives. The first study involved in-depth interviews and focus groups with 25 users of mobile phone services, focusing on the experiential factors of a mobile loyalty service and analyzing existing services. The second study involved a sample of 82 individuals (mainly designers - 52, 6%), during a creative training course on innovation. Mental modelling supported the design of an imaginary mobile service interface through a codiscovery method. Following qualitative methods (Charmaz 2006), both studies were transcribed and analyzed to identify categories of service experience requirements. The analysis accomplishes a comparative assessment of the experiential factors identified by regular users as well as endorsed the identification of requirements influencing mobile service experiences from the designers’ perspective describing it with their own language code. The results of the study with mobile service users allowed for an in-depth understanding of the user experience, which are not strictly related to the design of the interaction device. According to study results, one of the most important factors influencing the mobile service experience is the interaction with service merchants, and the service environment in which the mobile service is used. This subject is relevant when people prefer some mobile systems due to factors such as emotional experiences that might play an important role in addition to functional aspects(Thüring 2007). Other factors such as ease use and its trade-off relationship with privacy, ease of learning, data usage, visualization, were also deemed important. The designers’ group also pointed out some of the experience factors already identified by users, such as ease of use and efficiency, but they paid much more attention to the functional and technological aspects surrounding mobile phones in comparison to the service characteristics. This fact may be a result of their professional backgrounds. This two-way analysis places two unlike approaches and as a result similarities and differences can be identified on how the service processes, and the way interface is used. Although the usability and performance factors are mentioned by both groups, designers do not address the contextual elements that have a strong influence in the overall customer experience, such as the service environment, the service process. This perspective has eased the understanding of the differences and priorities of experience in a mobile loyalty service according to developers and regular user’s perception. Furthermore it has helped to identify the service design elements that affect users and developers’ experiences, such as the interface and the service context of use, and to find their specific responsiveness to the interaction process. This points out to the need of a more collaborative approach from both stances. We believe that this work can contribute to increase this collaboration and therefore add value to service innovation. The New Service Development demands a good understanding of the user’s service experiences, as well as developers that must be aware of this complete service scope

ENGANGING STUDENTS ATTENTION BY USING DISCOURSE MAKERS: STUDY OF LECTURER-STUDENTS INTERACTION IN ENGLISH CLASS DISCUSSION

 Discourse markers were important part within the scope of the study of classroom interaction. The theme of this research was the use of discourse markers. Research on discourse markers was a small component in the basic research discusses about the various habits of a teacher's question, the function of teachers talk, and teacher’s talk structure. This study took a sample of English learning activities at the University of Indonesia. Learning was attended by 29 students from various departments at the Science Faculty and one lecturer with experience more than three years. This study would browse the variety and functions of discourse markers that appear in the lecturer-students interaction conducted by discussion activities. The collection of information was done through observation of the lecturer-students interaction during the learning process. Observations carried out electronically by using an audio recorder via laptops and mobile phones. Then, I did the coding and transcription of the data. The analysis described that there were several types and classifications of discourse markers with diverse pragmatic functions. Discourse markers that had a high frequency in use by lecturers was "okay" that often has different pragmatic function. The variety of discourse markers used by lecturers in this discussion activity observation were often used to show understanding, to confirm understanding and ask students to do turn argued.Keywords: clasroom interaction, discourse makers, english language learnin

Foundations of dynamic learning analytics: Using university student data to increase retention

With digitisation and the rise of e-learning have come a range of computational tools and approaches that have allowed educators to better support the learners' experience in schools, colleges and universities. The move away from traditional paper-based course materials, registration, admissions and support services to the mobile, always-on and always accessible data has driven demand for information and generated new forms of data observable through consumption behaviours. These changes have led to a plethora of data sets that store learning content and track user behaviours. Most recently, new data analytics approaches are creating new ways of understanding trends and behaviours in students that can be used to improve learning design, strengthen student retention, provide early warning signals concerning individual students and help to personalise the learner's experience. This paper proposes a foundational learning analytics model (LAM) for higher education that focuses on the dynamic interaction of stakeholders with their data supported by visual analytics, such as self-organising maps, to generate conversations, shared inquiry and solution-seeking. The model can be applied for other educational institutions interested in using learning analytics processes to support personalised learning and support services. Further work is testing its efficacy in increasing student retention rates

Mobile learning and teacher quality: Assessing the impact of a mobile application on the positive psychology and professional practice of Panamanian teachers

In recent years, Latin America has experienced unprecedented growth in education coverage resulting in an acute strain on an already challenged infrastructure. Given the raft of research illustrating the strong relationship between teacher quality and student achievement the need to develop a proficient workforce to sustain the rapid change and improvement is critical. This study focuses on the improvement of teacher quality as a conduit to improving students' educational experiences. The study incorporates a mixed-methods design in two phases focusing on three key issues: (a) understanding teacher perception of self-efficacy and self-permission; (b) examining whether teacher performance can be improved by addressing teacher confidence; and (c) exploring whether teacher self-efficacy and professional practice can be improved using mobile learning. Phase One investigates the relationship between teacher quality, positive psychology, and the importance of cultural norms in individuals' perceptions of their professional abilities. A small-scale pilot study (n=75) was used to test the validity of a five-level, Likert-style survey generated to explore teacher attitudes regarding perceptions of self-efficacy and self-permission. The resulting survey was then administered to more than 500 Panamanian teachers and a comprehensive quantitative statistical analysis of data collected was used to gain an understanding of the relationships between teacher experience and qualification and levels of self-efficacy and self-permission. These findings ultimately informed the content, and structure of a mobile learning application designed to positively impact teachers’ positive psychology. Using this newly created learning application, Phase Two of the main study determines whether professional development delivered using mobile technology can have a positive impact upon professional efficacy, and performance. Ultimately, the study utilizes the mobile application to deliver research-informed practical tips for professional practice. As with Phase One, a small-scale (n=20) pilot study was carried out to inform the design of the mobile application and the way it might be delivered. Data collected over a three-month timeframe using Likert-style surveys and semi-structured interviews were then used to determine participants' interaction, perceived usefulness, and professional impact of the application. The study finds that Panamanian teachers' perceptions of self-efficacy are closely aligned with their classroom experience, while their perceptions of self-permission tend to be associated with a professional qualification. It also finds that when professional development is effectively delivered using a mobile learning application it shows potential to have a useful impact on teacher positive psychology, self-efficacy, and professional practice

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

A student-led comparison of techniques for augmenting the field experience

We report a study in which 30 university geography students compared five techniques to enhance the experience of visiting outdoor locations. The techniques were: a pre-prepared acetate overlay of the visual scene; a custom-designed visitor guide running on a PDA; the mScape location-based software running on a GPS-enabled mobile phone; Google Earth on a tablet PC; and a head-mounted virtual reality display. The students were given the assignment as part of their assessed coursework for a field trip to the UK Lake District, where they had to evaluate the techniques and propose improvements or future designs to enable tourists or students on field trips to gain an enhanced understanding of their surroundings. The paper describes these techniques, reports the process and results of the student assignment, and concludes with a discussion of some broader issues emerging from the project

Mobile learning: benefits of augmented reality in geometry teaching

As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils’ learning experiences. This paper presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex and face in 3D solids.This research was supported by the Arts and Humanities Research Council Design Star CDT (AH/L503770/1), the Portuguese Foundation for Science and Technology (FCT) projects LARSyS (UID/EEA/50009/2013) and CIAC-Research Centre for Arts and Communication.info:eu-repo/semantics/publishedVersio