Pub Date : 2020-04-02DOI: 10.33965/ml2020_202004l011
Paula Asto Machaca, Luis Alfaro Casas
The job interview within the recruitment and selection process is a very important activity for both the candidate and the company that requires staff. In order to improve the preparation of the job applicant, many artificial intelligence techniques together with emerging technologies could be used. This paper presents a mobile learning application with two modules for learning and practice using textual case-based reasoning to improve system performance. The document describes the architecture of the design of the system, implementation, and evaluation of mobile learning system. The results of the evaluation show that the mobile learning system is technically feasible, didactic effective and user-friendly.
{"title":"M-LEARNING FOR THE RECRUITMENT AND SELECTION OF HUMAN TALENT. CASE: INTERVIEW","authors":"Paula Asto Machaca, Luis Alfaro Casas","doi":"10.33965/ml2020_202004l011","DOIUrl":"https://doi.org/10.33965/ml2020_202004l011","url":null,"abstract":"The job interview within the recruitment and selection process is a very important activity for both the candidate and the company that requires staff. In order to improve the preparation of the job applicant, many artificial intelligence techniques together with emerging technologies could be used. This paper presents a mobile learning application with two modules for learning and practice using textual case-based reasoning to improve system performance. The document describes the architecture of the design of the system, implementation, and evaluation of mobile learning system. The results of the evaluation show that the mobile learning system is technically feasible, didactic effective and user-friendly.","PeriodicalId":207780,"journal":{"name":"Proceedings of the 6th International Conference on Mobile Learning 2020","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124410427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.33965/ml2020_202004c017
Omar M. Mahasneh
There have been efforts to investigate the effect of teaching by using mobile learning in university student's achievement. However, studies examining effect of teaching by using mobile learning in university students are, thus far, rare. This study adopted a quasi-experimental design with two types of teaching methods. One research group was assigned to the mobile learning teaching Method (n=25) and the other to the conventional teaching Method (n= 25). A multiple-choice test was developed in Unit introduces technology in course of pre-vocational education technology, Within the Bachelor of pre-vocational education program at Shobak university college . The results showed that the mobile learning teaching method was more effect than the conventional teaching method in the achievement of university students.
{"title":"THE EFFECT OF TEACHING BY (MOBILE LEARNING) IN UNIVERSITY STUDENTS'S ACHIEVEMENT","authors":"Omar M. Mahasneh","doi":"10.33965/ml2020_202004c017","DOIUrl":"https://doi.org/10.33965/ml2020_202004c017","url":null,"abstract":"There have been efforts to investigate the effect of teaching by using mobile learning in university student's achievement. However, studies examining effect of teaching by using mobile learning in university students are, thus far, rare. This study adopted a quasi-experimental design with two types of teaching methods. One research group was assigned to the mobile learning teaching Method (n=25) and the other to the conventional teaching Method (n= 25). A multiple-choice test was developed in Unit introduces technology in course of pre-vocational education technology, Within the Bachelor of pre-vocational education program at Shobak university college . The results showed that the mobile learning teaching method was more effect than the conventional teaching method in the achievement of university students.","PeriodicalId":207780,"journal":{"name":"Proceedings of the 6th International Conference on Mobile Learning 2020","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130168669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.33965/ml2020_202004c014
Hervé B. Olou, E. C. Ezin
Learning anywhere at any time is the goal of Mobile learning (m-learning). With the proliferation of smartphones, some universities adopt m-learning to facilitate accessibility of documents and online courses for students. Teachers can plan for online assessment and students can join session, answer and see their score directly. During an exam, the challenge is to make sure that students don’t cheat. In this paper, we propose a modeling of secure exam management system (SEMS) for m-learning. The system is composed of a mobile app and a server. The mobile app is specially developed for students and will be used during exams. When students start exam, random face recognition and location request will be run automatically to ensure that other students are not in the same place and that it is effectively the learner who is in front of his smartphone.
{"title":"MODELING A SECURE EXAM MANAGEMENT SYSTEM (SEMS) FOR MOBILE ENVIRONMENT BASED ON FACE RECOGNITION AND GPS TECHNIQUES","authors":"Hervé B. Olou, E. C. Ezin","doi":"10.33965/ml2020_202004c014","DOIUrl":"https://doi.org/10.33965/ml2020_202004c014","url":null,"abstract":"Learning anywhere at any time is the goal of Mobile learning (m-learning). With the proliferation of smartphones, some universities adopt m-learning to facilitate accessibility of documents and online courses for students. Teachers can plan for online assessment and students can join session, answer and see their score directly. During an exam, the challenge is to make sure that students don’t cheat. In this paper, we propose a modeling of secure exam management system (SEMS) for m-learning. The system is composed of a mobile app and a server. The mobile app is specially developed for students and will be used during exams. When students start exam, random face recognition and location request will be run automatically to ensure that other students are not in the same place and that it is effectively the learner who is in front of his smartphone.","PeriodicalId":207780,"journal":{"name":"Proceedings of the 6th International Conference on Mobile Learning 2020","volume":"157 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121177089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.33965/ml2020_202004c013
F. Delgado-Cepeda, Marco Enríquez-Flores
Research-Based Learning seeks a new valued perception of scientific research through its inclusion in educative spaces. Mobile Learning promotes the inclusion of different terrains of university education. Research is not an exception. This work presents an initiative to include undergraduate and graduate students in Quantum Information research assisted by a mobile site to learn and collaborate. We analyse the performance in terms of participants, impact factor and scientific collaborations based on analytics included in the site, tracking the participants in their different inclusion spaces.
{"title":"USING MOBILE LEARNING AND RESEARCH BASED LEARNING TO ATTRACT STUDENTS INTO QUANTUM INFORMATION RESEARCH","authors":"F. Delgado-Cepeda, Marco Enríquez-Flores","doi":"10.33965/ml2020_202004c013","DOIUrl":"https://doi.org/10.33965/ml2020_202004c013","url":null,"abstract":"Research-Based Learning seeks a new valued perception of scientific research through its inclusion in educative spaces. Mobile Learning promotes the inclusion of different terrains of university education. Research is not an exception. This work presents an initiative to include undergraduate and graduate students in Quantum Information research assisted by a mobile site to learn and collaborate. We analyse the performance in terms of participants, impact factor and scientific collaborations based on analytics included in the site, tracking the participants in their different inclusion spaces.","PeriodicalId":207780,"journal":{"name":"Proceedings of the 6th International Conference on Mobile Learning 2020","volume":"260 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131519673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.33965/ML2020_202004L010
Thomas Keller, Elke Brucker-Kley, Christian Wyder
For elementary schools, the question arises as to whether the use of Virtual Reality (VR) can lead to better learning success for pupils. A field experiment was chosen as the methodology for investigating this question. A total of 82 pupils from four first and third secondary school classes were available for this field experiment. They were randomly assigned to a group per class, taking gender into account. Both groups attended a pre-test one week before the respective course unit in order to identify any previous knowledge. One week after the course unit, both groups again completed the post-test. The tests were designed in such a way that equal weight was attached to each learning objective of the learning units. During the evaluation, the individual learning success, i.e. the difference between the post-test and the pre-test, was calculated for each pupil. No significant differences in learning success between the traditional and the VR based units could be found. However, the VR learning unit showed a positive effect on the learning success and was widely accepted by the pupils. From an methodological point of view it is very difficult to design equivalent learning units and to compare them fairly.
{"title":"VIRTUAL REALITY AND ITS IMPACT ON LEARNING SUCCESS","authors":"Thomas Keller, Elke Brucker-Kley, Christian Wyder","doi":"10.33965/ML2020_202004L010","DOIUrl":"https://doi.org/10.33965/ML2020_202004L010","url":null,"abstract":"For elementary schools, the question arises as to whether the use of Virtual Reality (VR) can lead to better learning success for pupils. A field experiment was chosen as the methodology for investigating this question. A total of 82 pupils from four first and third secondary school classes were available for this field experiment. They were randomly assigned to a group per class, taking gender into account. Both groups attended a pre-test one week before the respective course unit in order to identify any previous knowledge. One week after the course unit, both groups again completed the post-test. The tests were designed in such a way that equal weight was attached to each learning objective of the learning units. During the evaluation, the individual learning success, i.e. the difference between the post-test and the pre-test, was calculated for each pupil. No significant differences in learning success between the traditional and the VR based units could be found. However, the VR learning unit showed a positive effect on the learning success and was widely accepted by the pupils. From an methodological point of view it is very difficult to design equivalent learning units and to compare them fairly.","PeriodicalId":207780,"journal":{"name":"Proceedings of the 6th International Conference on Mobile Learning 2020","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116216222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.33965/ml2020_202004l008
Johan Stymne
Learning with mobile technology, or mobile learning, is gaining more and more interest in education. One example is mobile learning in outdoor settings, where mobile technology can support students’ interaction with the physical environment. To understand how mobile technology has been used in learning activities in outdoor settings, a systematic review was carried out. A number of reviews on mobile learning and on specific sub-areas such as language learning or computer education have been published in scientific journals and conferences. So far, however, no systematic review has focused on mobile learning in outdoor settings. To address this problem and to guide the review the following research questions were posed: “Which are the educational subjects and educational levels in mobile learning in outdoor settings?” and “What types of technologies and methods for data collection and annotation are used in mobile learning in outdoor settings?”. In total 87 articles were included in this review. The conclusions include that biology was the most common subject, primary or elementary school the most common educational levels, GPS was the major technology used for positioning and navigation, AR was the most common technology used for augmenting the outdoor learning environment, and taking photos and taking notes was the most common methods for data collection in outdoor settings. Building on the conclusions of this review and on previous reviews, suggestions are made for future research.
{"title":"MOBILE LEARNING IN OUTDOOR SETTINGS: A SYSTEMATIC REVIEW","authors":"Johan Stymne","doi":"10.33965/ml2020_202004l008","DOIUrl":"https://doi.org/10.33965/ml2020_202004l008","url":null,"abstract":"Learning with mobile technology, or mobile learning, is gaining more and more interest in education. One example is mobile learning in outdoor settings, where mobile technology can support students’ interaction with the physical environment. To understand how mobile technology has been used in learning activities in outdoor settings, a systematic review was carried out. A number of reviews on mobile learning and on specific sub-areas such as language learning or computer education have been published in scientific journals and conferences. So far, however, no systematic review has focused on mobile learning in outdoor settings. To address this problem and to guide the review the following research questions were posed: “Which are the educational subjects and educational levels in mobile learning in outdoor settings?” and “What types of technologies and methods for data collection and annotation are used in mobile learning in outdoor settings?”. In total 87 articles were included in this review. The conclusions include that biology was the most common subject, primary or elementary school the most common educational levels, GPS was the major technology used for positioning and navigation, AR was the most common technology used for augmenting the outdoor learning environment, and taking photos and taking notes was the most common methods for data collection in outdoor settings. Building on the conclusions of this review and on previous reviews, suggestions are made for future research.","PeriodicalId":207780,"journal":{"name":"Proceedings of the 6th International Conference on Mobile Learning 2020","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127668252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.33965/ml2020_202004l006
R. Araya
Teaching to read is a very complex task. There are two rival strategies, and while one of them is effective according to an extensive empirical evidence, many teachers and parents use the wrong strategy or an inefficient mix of them. In this paper we use an app that supports teachers in measuring students’ progress and in communicating learning strategies with parents. It also supports parents to share their strategies to teach their children at home, and supports educational administrators to track students learning, in each one of the curriculum units, at each school, district and geographical region. In a semester the app was voluntarily adopted by 1,235 schools that tracked the progress of 30,158 students. We found a very rapid adoption of the app, a surprisingly big imbalance between the intended and implemented curriculum, a much lower student performance in writing than in reading and oral communication, and a strikingly great participation and enthusiasm of parents in creating videos to share them with other parents where they show playful strategies to teach reading to their kids.
{"title":"MOBILE PERFORMANCE SUPPORT SYSTEM FOR TEACHERS AND PARENTS TEACHING FIRST GRADERS TO READ","authors":"R. Araya","doi":"10.33965/ml2020_202004l006","DOIUrl":"https://doi.org/10.33965/ml2020_202004l006","url":null,"abstract":"Teaching to read is a very complex task. There are two rival strategies, and while one of them is effective according to an extensive empirical evidence, many teachers and parents use the wrong strategy or an inefficient mix of them. In this paper we use an app that supports teachers in measuring students’ progress and in communicating learning strategies with parents. It also supports parents to share their strategies to teach their children at home, and supports educational administrators to track students learning, in each one of the curriculum units, at each school, district and geographical region. In a semester the app was voluntarily adopted by 1,235 schools that tracked the progress of 30,158 students. We found a very rapid adoption of the app, a surprisingly big imbalance between the intended and implemented curriculum, a much lower student performance in writing than in reading and oral communication, and a strikingly great participation and enthusiasm of parents in creating videos to share them with other parents where they show playful strategies to teach reading to their kids.","PeriodicalId":207780,"journal":{"name":"Proceedings of the 6th International Conference on Mobile Learning 2020","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131855051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.33965/ml2020_202004p019
Su-Chang Chen, H. Hsiao, Jen-Chia Chang, Dyi-Cheng Chen
The purpose of this study is to develop a concept model of integrating off-campus internships and capstone courses through mLearning technologies. There are five steps of this concept model. The first step is to develop the teaching objectives and digital teaching material for the integration of off-campus internships and capstone course in the technological universities. The second one is to introduce the business mentors to join the teaching plan for integrating of off-campus internships and capstone course. The third one is to design a pretest-posttest control group experimental design. The experiment group uses our course design and based the mlearning technologies to achieve the teaching strategy. Then, the study will compare the result of two groups in pretest and posttest. It will take the pretest scores of employability skills for experiment group as covariates. Finally, it will use ANCOVA analysis to understand whether students can effectively enhance the employability skills through mLearning teaching strategies during off-campus internship and capstone courses.
{"title":"ENABLING MLEARNING TECHNOLOGIES INTO INTEGRATING OFF-CAMPUS INTERNSHIP AND CAPSTONE COURSES FOR TECHNOLOGICAL UNIVERSITY IN TAIWAN","authors":"Su-Chang Chen, H. Hsiao, Jen-Chia Chang, Dyi-Cheng Chen","doi":"10.33965/ml2020_202004p019","DOIUrl":"https://doi.org/10.33965/ml2020_202004p019","url":null,"abstract":"The purpose of this study is to develop a concept model of integrating off-campus internships and capstone courses through mLearning technologies. There are five steps of this concept model. The first step is to develop the teaching objectives and digital teaching material for the integration of off-campus internships and capstone course in the technological universities. The second one is to introduce the business mentors to join the teaching plan for integrating of off-campus internships and capstone course. The third one is to design a pretest-posttest control group experimental design. The experiment group uses our course design and based the mlearning technologies to achieve the teaching strategy. Then, the study will compare the result of two groups in pretest and posttest. It will take the pretest scores of employability skills for experiment group as covariates. Finally, it will use ANCOVA analysis to understand whether students can effectively enhance the employability skills through mLearning teaching strategies during off-campus internship and capstone courses.","PeriodicalId":207780,"journal":{"name":"Proceedings of the 6th International Conference on Mobile Learning 2020","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124610737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-01DOI: 10.33965/ml2020_202004l005
Ruel Welch, T. Alade, Lynn Nichol
Mobile learning (mLearning) at the Science Museum Group (SMG) in the United Kingdom (UK) could reduce ICT support calls, increase productivity and develop technical knowledge SMG staff. However, challenges are pervasive in any technological adoption. This paper uses the unified theory of acceptance and use of technology (UTAUT) model to explain the determinants of mLearning adoption at the Science Museum Group (SMG). Results indicate that the UTAUT constructs, performance expectancy, effort expectancy, social influence and facilitating conditions are all significant determinants of behavioral intention to use mLearning. A newly proposed construct, self-directed learning was not a significant determinant of behaviour intentions. Further examination found age and gender moderate the relationship between the UTAUT constructs. These findings present several useful implications for mLearning research and practice for ICT service desk at SMG. The research contributes to mLearning technology adoption and strategy.
{"title":"MOBILE LEARNING ADOPTION AT THE SCIENCE MUSEUM GROUP","authors":"Ruel Welch, T. Alade, Lynn Nichol","doi":"10.33965/ml2020_202004l005","DOIUrl":"https://doi.org/10.33965/ml2020_202004l005","url":null,"abstract":"Mobile learning (mLearning) at the Science Museum Group (SMG) in the United Kingdom (UK) could reduce ICT support calls, increase productivity and develop technical knowledge SMG staff. However, challenges are pervasive in any technological adoption. This paper uses the unified theory of acceptance and use of technology (UTAUT) model to explain the determinants of mLearning adoption at the Science Museum Group (SMG). Results indicate that the UTAUT constructs, performance expectancy, effort expectancy, social influence and facilitating conditions are all significant determinants of behavioral intention to use mLearning. A newly proposed construct, self-directed learning was not a significant determinant of behaviour intentions. Further examination found age and gender moderate the relationship between the UTAUT constructs. These findings present several useful implications for mLearning research and practice for ICT service desk at SMG. The research contributes to mLearning technology adoption and strategy.","PeriodicalId":207780,"journal":{"name":"Proceedings of the 6th International Conference on Mobile Learning 2020","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133885013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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