Integration of Motion Sensing intoMobile Learning Applications

The use of mobile devices in education has greatly increased during the last decade. At the same time, technology advances have opened new spaces and possibilities for the field of mobile-based education in the form of entertainment—where learners can achieve their learning goals whilst having fun. Games on mobile phones have also become an important part of education experienced by young people. With the advancement in technology, utilizing motion-sensors in mobile learning systems have started to evolve. Research indicates that the potential of using motion-sensors in game-based learning could achieve maximum benefits from mobile technology in game-based learning activities, as well as improving this form of e-learning entertainment technology. This paper discusses our ongoing research that aims to improve current learning mobile technologies by integrating a new innovative motion-sensing feature. These advancements are reviewed and evaluated for integration and use in a motion-sensing edutainment mobile application

Boosting the Opportunities of Open Learning (MOOCs) through Learning T heories

The recent evolution of computing technology has led to dramatic developments and changes in online learning. Open learning is a new form of online learning that allows learning materials to be freely available on the Internet and accessible to anyone who is interested. Different initiatives, which are based on the open learning concept, have been initiated by various prestigious institutions. Although all of these initiatives provide courses with free access to content, each has its own approach in terms of teaching, assessment and even their own goals of defining an open learning environment. Massive Open Online Courses is the term for courses provided in these open environments. These courses attract a large number of learners, however their success and efficacy in terms of the learning process has yet to be determined. The authors found that there is no clear model for open learning environments and therein lies our research objective. Many aspects still need to be considered and addressed in order to achieve a reliable and sustainable model. These aspects can be addressed with consideration to the principles of cognitive science so that better learning models can be obtained. This paper presents some learning theories that can be considered and applied to enhance open learning environments. The use of knowledge maps, as an approach to implement schema theory, was selected to present and organize the learning concepts. In addition, the Felder-Silverman learning styles theory was selected to personalize the learning environment and provide learning materials based on every learner’s needs and preferences

Rationale and study protocol for the \u27Active Teen Leaders Avoiding Screen-time\u27 (ATLAS) group randomized controlled trial: An obesity prevention intervention for adolescent boys from schools in low-income communities

Introduction The negative consequences of unhealthy weight gain and the high likelihood of pediatric obesity tracking into adulthood highlight the importance of targeting youth who are \u27at risk\u27 of obesity. The aim of this paper is to report the rationale and study protocol for the \u27Active Teen Leaders Avoiding Screen-time\u27 (ATLAS) obesity prevention intervention for adolescent boys living in low-income communities. Methods/design The ATLAS intervention will be evaluated using a cluster randomized controlled trial in 14 secondary schools in the state of New South Wales (NSW), Australia (2012 to 2014). ATLAS is an 8-month multi-component, school-based program informed by self-determination theory and social cognitive theory. The intervention consists of teacher professional development, enhanced school-sport sessions, researcher-led seminars, lunch-time physical activity mentoring sessions, pedometers for self-monitoring, provision of equipment to schools, parental newsletters, and a smartphone application and website. Assessments were conducted at baseline and will be completed again at 9- and 18-months from baseline. Primary outcomes are body mass index (BMI) and waist circumference. Secondary outcomes include BMI z-scores, body fat (bioelectrical impedance analysis), physical activity (accelerometers), muscular fitness (grip strength and push-ups), screen-time, sugar-sweetened beverage consumption, resistance training skill competency, daytime sleepiness, subjective well-being, physical self-perception, pathological video gaming, and aggression. Hypothesized mediators of behavior change will also be explored. Discussion ATLAS is an innovative school-based intervention designed to improve the health behaviors and related outcomes of adolescent males in low-income communities

A study into fostering entrepreneurship in information communication technology (ICT)

The paper details the findings of a recent research project in the realms of Information and Communication Technologies (ICT) and Innovation Management. The major issues considered by the project included: investigation of the possible inherent entrepreneurial nature of ICT; how to foster ICT innovation; and examination of the inherent difficulties currently found within the ICT industry of Australia in regards to supporting the development of innovative and creative ideas. The study was completed over a twelve month period with a focus on Internet technologies and their related innovators. The results of the research, included herein, have provided a number of unique contributions to the field in addition to a set of successful industry perspectives on ICT innovation. In particular how to manage and increase the opportunities for an entrepreneur in Australia to continue economic growth in the ICT sector

Enhanced knowledge based authentication using iterative session parameters

Current Knowledge Based Authentication (KBA) schemes have been subjected to increasing criticism of late due to the realization that many of the secret questions being used are easily compromised. That is, normally a user’s secret questions are based on personal details and personally related facts (which we term personal factoids). Often these facts are easily deduced by other entities that are able to gather information about the target user in question. Therefore, our research has been focused on enhancing the KBA process by using factoids not based on personal details. This paper provides the details of a novel scheme we have designed and tested that uses past session parameters in an iterative fashion as the basis for future KBA questions. To date the scheme has proved effective when used in conjunction with an initial registration process that verifies a user’s trusted email address and mobile/cell phone number

A Position Paper on Managing Youth Screen Time versus Physical Activity

Childhood obesity is becoming increasingly prolific and problematic. Contributors to childhood obesity include decreased levels of physical activity and increased sedentary behavior. Screen-based entertainment may be an important factor in the development of childhood obesity as children and adolescents prefer to spend time using electronic devices than exercising. While it is difficult to encourage children to cease playing video games, it is possible to change these passive screens to active ones. Information and Communication Technologies (ICTs) have been utilized by academics and researchers to promote levels of physical activity among young people. This paper is part of our continuous research into the use of technology in the facilitation and motivation of children to be more physically active. This paper presents the “MySteps” framework that has been developed to manage youth screen time and exercise performance statistics. By developing technology-based solutions, we intend to increase children and adolescents awareness of their levels of physical activity and screen time. Consequently, self-monitoring and management of screen time and physical activity levels may lead to more active living beginning at an early age and continuing throughout life

Personalizing open learning environments through the adaptation to learning styles

Open learning represents a new form of online learning. It is based on providing Massive Open Online Courses (MOOCs) for free to be taken by any interested learner. It has been found that the current model of open learning suffers from some limitations, and one of these limitations is the lack of personalization. It has also been found that the consideration of learning principles and cognitive science is able to enhance the learning experience in open learning environments. Therefore, this paper aims to introduce an approach to enhance open learning environments and provide personalization based on the consideration of cognitive science. The learning style theory is considered and, specifically, the Felder and Silverman model is selected to identify the learning styles and provide the required adaptation. The paper presents the patterns that can be monitored in the open learning environment to identify the learning styles, and also a description of how the adaptation support can be provided based on the identified patterns

Pitfalls and promises of exergaming and activity monitoring technologies

Childhood obesity is a phenomenon that is of great concern in many communities. Decreased levels of physical activity and increased levels of sedentary behavior are two of the major contributors to the increasing rates of obesity among children and adolescents. Nowadays a majority of children's leisure time is spent engaged in screen-based activities. This is likely due to the advent of new technologies such as video games, smartphones and digital tablets that engage children and adolescents. However, converting these passive screen activities to active activities has been achieved through the development of exergames, video games that integrate physical activity into the game play. Exergames provide some potential for promoting increased level of physical activity. New wearable activity monitoring technologies, such as pedometers, that track everyday activity provide another technology solution for promoting active lifestyles. This paper provides a contemporary review on the pitfalls and promises of using these two technology approaches to increase physical activity in children and adolescents

Intervention to reduce recreational screen-time in adolescents: outcomes and mediators from the 'Switch-off 4 healthy minds' (S4HM) cluster randomized controlled trial

Introduction: Excessive recreational screen-time in adolescents is a public health problem in westernised countries, with little research conducted among adolescents. The primary objective of this study was to evaluate the impact of the ‘Switch-off 4 Healthy Minds’ (S4HM) intervention designed to reduce recreational screen-time in adolescents. Methods: A cluster randomized controlled trial with 6-month follow-up was conducted. Eight secondary schools in the Hunter region of New South Wales, Australia, were recruited. The S4HM intervention was guided by self-determination theory and included: an interactive seminar, eHealth messaging using social media, behavioral contract and parental newsletters. Participants (treatment n = 167, control n = 155) were adolescent males (34.5%) and females (65.5%) in grade 7 (Mean age = 14.4 ± 0.6 years), who reported exceeding recreational screen-time recommendations (i.e., > 2 h/day). The primary outcome was self-reported recreational screen-time measured at baseline and post-test (6-months). Secondary outcomes were mental health outcomes, objectively measured physical activity, and body mass index (BMI). Mediation analyses were conducted to determine if changes in motivation mediated the intervention effect. Results: Significant reductions in screen-time were observed in both groups from baseline to post-test (−51.2 min/day, p < 0.001 in the intervention group, −34.5 min/day, p = 0.021 in the control group, however the between group difference of −16.7 min/day was not statistically significant, p = 0.422). There were no significant intervention effects for any of the mental health outcomes, objectively measured physical activity or BMI. In both single and multiple mediator models, the intervention effect was partially mediated by increases in autonomous motivation to limit screen-time. Discussion: There was no intervention effect, as both the intervention and control groups reduced their screen-time over the study period. However, findings highlight the challenges of working to reduce screen-time among adolescents and highlight an urgent need to identify strategies to reduce screen-time based on the (83%) of 1107 students screened and exceeded screen-time guidelines. The non-significant intervention effects on screen-time were mediated by increases in autonomous motivation to limit recreational screen-time. As autonomous but not controlled motivation mediated such an effect, findings suggest a need to deal with intrinsic motivation which people integrate a value of an activity into their sense of self. This is a notable finding and highlights the potential for using SDT as a theoretical framework for screen-time reduction in adolescent populations

Intervention to reduce recreational screen-time in adolescents: Outcomes and mediators from the 'Switch-Off 4 Healthy Minds' (S4HM) cluster randomized controlled trial

The primary objective was to evaluate the impact of the ‘Switch-off 4 Healthy Minds’ (S4HM) intervention on recreational screen-time in adolescents