Intelligent Mobile Learning Systems for Learners with Style

2013 ◽  
pp. 131-149 ◽  
Author(s):  
Tracey J. Mehigan ◽  
Ian Pitt
Keyword(s):  
User Interface ◽  
Learning Environments ◽  
Learning Style ◽  
Mobile Learning ◽  
Learning Systems ◽  
Interface Model ◽  
User Models ◽  
Learning Content ◽  
Research Findings

This chapter discusses the development of intelligent personalized user models for mLearning. Previous research findings are reviewed, indicating that it is possible to identify aspects of a user’s learning style though biometric technologies. A user interface model is presented, designed to intelligently detect the learning-style of individual’s using a mobile learning environments and adapt learning content accordingly. The application of the model to a mLearning system is described.

Students' Acceptance of Mobile Learning

2020 ◽  
pp. 354-373
Author(s):  
Xiaoqing Li
Keyword(s):  
Mobile Learning ◽  
Rapid Development ◽  
Learning Systems ◽  
Mobile Users ◽  
Learning Approach ◽  
Key Factors ◽  
Mobile Learn ◽  
Design And Implementation ◽  
Research Findings ◽  
Key Issues

With the rapid development of telecommunications, mobile learning is appearing as a promising learning approach for students to learn anytime anywhere. However, many key issues regarding the design and implementation of mobile learning are still unclear. This research investigates key factors leading to the acceptance of mobile learning based on students' use of Blackboard Mobile Learn. The research findings will help instructors to design courses for mobile users and system developers to design better mobile learning systems.

Students' Acceptance of Mobile Learning

2017 ◽  
Vol 9 (1) ◽  
pp. 52-69
Author(s):  
Xiaoqing Li
Keyword(s):  
Mobile Learning ◽  
Rapid Development ◽  
Learning Systems ◽  
Mobile Users ◽  
Learning Approach ◽  
Key Factors ◽  
Mobile Learn ◽  
Design And Implementation ◽  
Research Findings ◽  
Key Issues

With the rapid development of telecommunications, mobile learning is appearing as a promising learning approach for students to learn anytime anywhere. However, many key issues regarding the design and implementation of mobile learning are still unclear. This research investigates key factors leading to the acceptance of mobile learning based on students' use of Blackboard Mobile Learn. The research findings will help instructors to design courses for mobile users and system developers to design better mobile learning systems.

scholarly journals Mobile Learning: Detrimental or Beneficial?

2020 ◽  
Vol 9 (8) ◽  
pp. 987-989
Keyword(s):  
User Interface ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Smart Phone ◽  
Traditional Learning ◽  
Traditional Methods ◽  
Learning Content ◽  
New Knowledge ◽  
User Friendly ◽  
New Generation

Mobile Learning also known as mLearning, is a new generation of learning where content which users wants to learn is accessible and available on mobile devices like smart phone and tablets. With the evolution of “world in the pocket” learning becomes much easier and one can start learning on the go. This paper illustrates how mLearning could be a better new way to learn and to interact with the learning content provided and how mLearning is proving to be a better alternative to traditional learning. Learning through traditional methods is not helping students to learn and gain new knowledge wherever and whenever they want and also it’s not that effective. It is also researched that not all mLearning applications are helpful for the students or learners to learn whatever they want, only apps with interactive and user-friendly user interface were found helpful. That’s why mobile learning applications are made with user-friendly user interface. Some practical strategies and methods of implementation of mLearning approach despite of its limitations and challenges were recommended in this paper as well.

scholarly journals HTML5 in Development of Assessment Tasks for e-Learning

2014 ◽  
Vol 16 (1) ◽  
pp. 105-110
Author(s):  
Kateryna Synytsya ◽  
Natalya Prokofyeva ◽  
Aleksejs Grocevs ◽  
Vladimirs Tomko
Keyword(s):  
User Interface ◽  
Learning Environments ◽  
Interface Design ◽  
User Interface Design ◽  
Learning Systems ◽  
Interface Elements ◽  
Assessment Tasks ◽  
E Learning

Abstract The paper describes various types of assessment tasks that are used in e-learning environments and studies the use of HTML5 in the development of user interface elements for e-learning systems. Popular existing practices of HTML5 user interface design are examined, and some examples relevant to e-learning environments are provided.

Virtual Co Learner

2010 ◽  
pp. 41-54 ◽  
Author(s):  
Dimitrios Georgiou ◽  
Sotirios Botsios ◽  
Georgios Tsoulouhas
Keyword(s):  
Collaborative Learning ◽  
Learning Environments ◽  
Learning Style ◽  
Learning Systems ◽  
Learning System ◽  
Cognitive Characteristics ◽  
Learning Procedure ◽  
E Learning ◽  
On Line ◽  
And Behavior

Adaptation and personalization of the information and instruction offered to the users in on-line e-learning environments are considered to be the turning point of recent research efforts. Collaborative learning may contribute to adaptive and personalized asynchronous e-learning. In this chapter authors intend to introduce the Virtual co Learner (VcL) that is a system designed on a basis of distributed architecture able to imitate the behavior of a learning companion who has suitable to the user’s cognitive and learning style and behavior. To this purpose an asynchronous adaptive collaborating e-learning system is proposed in the sense of reusing digitized material which deployed before by the users of computer supported collaborating learning systems. Matching real and simulated learners who have cognitive characteristics of the same type, one can find that learning procedure becomes more efficient and productive. Aiming to establish such VcL, one faces a number of questions. An important question is related to the user’s cognitive or learning characteristics diagnosis. Other questions are examined too.

Designing an Architecture to Provide Ubiquity in Mobile Learning

2010 ◽  
pp. 35-51 ◽  
Author(s):  
Javier Carmona-Murillo ◽  
David Cortés-Polo ◽  
José Luis González-Sánchez
Keyword(s):  
User Interface ◽  
Mobile Learning ◽  
Learning Systems ◽  
Solid Base ◽  
Communication Model ◽  
Mobile Terminals ◽  
Wireless Technologies ◽  
Limited Access ◽  
City Councils ◽  
Specific Learning

Nowadays, mobility offers potential opportunities for student’s learning. The well-known paradigm “learning anywhere anytime” is possible thanks to mobile terminals and wireless technologies that solve the limited access of wired technologies for usage due to lack of mobility. In this scenario, many projects are dealing with the use of mobility to solve specific learning activities in different environments. This chapter presents a project called Campus Ubicuo and its architecture. The novelty of this system is the integration of several wireless technologies in an only mobility learning environment. The development of the project has been divided in four parts, isolating the user interface from the communication model and from the data management. This means that the system is available in different contexts and could be easily adaptable to several organizations such as hospitals, schools, or city councils. We explain how this architecture has been designed and developed to become a solid base of mobility learning systems.

Game-Based Promotion of Motivation and Attention for Socio-Emotional Training in Autism

i-com ◽  
2020 ◽  
Vol 19 (1) ◽  
pp. 17-30
Author(s):  
Sven Strickroth ◽  
Dietmar Zoerner ◽  
Tobias Moebert ◽  
Anna Morgiel ◽  
Ulrike Lucke
Keyword(s):  
Reward System ◽  
Learning Systems ◽  
Attention Deficits ◽  
Formal Learning ◽  
Game Based Learning ◽  
Learning Content ◽  
Autistic People

AbstractCaused by a deviance of their reward system, autistic people show attention deficits for learning content outside their special fields of interest. This can lead to significant problems, especially in formal learning situations. A promising approach to increase attention is the use of game-based learning concepts. The effect of individual playful aspects could be shown in existing learning systems. However, these do not provide consistent game experiences, which may result in a decreasing motivation for training. Therefore, this paper presents requirements as well as a related game concept to integrate the learning content with a playful narrative in order to promote motivation and attention for socio-emotional training.

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