Marguerite Koole, Randy Morin, K. Lewis, Kristine Dreaver-Charles, R. Deters, Julita Vassileva, Frank B. W. Lewis
{"title":"Nisotak: An Example of Flexible Design for Indigenous Language Learning Apps and Reconciliation","authors":"Marguerite Koole, Randy Morin, K. Lewis, Kristine Dreaver-Charles, R. Deters, Julita Vassileva, Frank B. W. Lewis","doi":"10.4018/ijmbl.318262","DOIUrl":"https://doi.org/10.4018/ijmbl.318262","url":null,"abstract":"","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"15 1","pages":"1-23"},"PeriodicalIF":1.4,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70460573","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}
Dimitrios Markouzis, Aikaterini Baziakou, Georgios Fesakis, A. Dimitracopoulou
In recent years more and more people use their mobile phones daily for work or entertainment. The increasing use of mobile devices has led researchers to seek new ways of learning with their support, beyond the confines of formal education. The increasing computing power of mobile devices has contributed to the emergence of new, rapidly evolving technologies, with augmented reality (AR) applications being at the forefront of these developments. This article provides a literature review of AR applications for mobile devices related to informal education. It analyses their structural elements to examine if they exploit powerful features such as collaboration and content modification, as well as storytelling potentials. The findings show that most of these applications use those learning affordances only to a very limited extent, as they are mainly designed for individual usage, do not allow user-originated contribution to the digital material, and do not incorporate elements of any storytelling model.
{"title":"A Systematic Review on Augmented Reality Applications in Informal Learning Environments","authors":"Dimitrios Markouzis, Aikaterini Baziakou, Georgios Fesakis, A. Dimitracopoulou","doi":"10.4018/ijmbl.315020","DOIUrl":"https://doi.org/10.4018/ijmbl.315020","url":null,"abstract":"In recent years more and more people use their mobile phones daily for work or entertainment. The increasing use of mobile devices has led researchers to seek new ways of learning with their support, beyond the confines of formal education. The increasing computing power of mobile devices has contributed to the emergence of new, rapidly evolving technologies, with augmented reality (AR) applications being at the forefront of these developments. This article provides a literature review of AR applications for mobile devices related to informal education. It analyses their structural elements to examine if they exploit powerful features such as collaboration and content modification, as well as storytelling potentials. The findings show that most of these applications use those learning affordances only to a very limited extent, as they are mainly designed for individual usage, do not allow user-originated contribution to the digital material, and do not incorporate elements of any storytelling model.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"270 1","pages":"1-16"},"PeriodicalIF":1.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75014285","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}
This paper discusses the possibilities of using and designing mobile technology for learning purposes coupled with learning analytics to support self-regulated learning (SRL). Being able to self-regulate one's own learning is important for academic success but is also challenging. Research has shown that without instructional support, students are often not able to effectively regulate their own learning. This is problematic for effective self-study and stands in the way of academic success. Providing instructional support for both metacognitive processes such as planning, monitoring, and reflection and cognitive processes such as learning strategies can help students to learn in a self-regulated way more optimally. Mobile learning provides opportunities to provide ‘just in time' support for both cognitive and metacognitive processes. To provide insights into how mobile learning can support SRL, this theoretical review discusses selected studies that have used mobile learning to support SRL in different domains.
{"title":"Mobile Learning to Support Self-Regulated Learning: A Theoretical Review","authors":"M. Baars, Olga Viberg","doi":"10.4018/ijmbl.315628","DOIUrl":"https://doi.org/10.4018/ijmbl.315628","url":null,"abstract":"This paper discusses the possibilities of using and designing mobile technology for learning purposes coupled with learning analytics to support self-regulated learning (SRL). Being able to self-regulate one's own learning is important for academic success but is also challenging. Research has shown that without instructional support, students are often not able to effectively regulate their own learning. This is problematic for effective self-study and stands in the way of academic success. Providing instructional support for both metacognitive processes such as planning, monitoring, and reflection and cognitive processes such as learning strategies can help students to learn in a self-regulated way more optimally. Mobile learning provides opportunities to provide ‘just in time' support for both cognitive and metacognitive processes. To provide insights into how mobile learning can support SRL, this theoretical review discusses selected studies that have used mobile learning to support SRL in different domains.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"17 1","pages":"1-12"},"PeriodicalIF":1.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78033411","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}
I. Stefan, A. Gheorghe, A. Stefan, Andriani Piki, Hariklia Tsalapata, O. Heidmann
The goal of this paper is to explore how game-based experiences can be leveraged through mobile technology to activate learner engagement and achieve a seamless connection between formal and informal learning. The paper presents a mobile game authoring tool that enables educators to create gamified lesson paths, drawing on the concept of atomic learning. Preliminary evaluation revealed three main findings. First, mobile games constitute a key driver in seamlessly blending informal, unguided learning that is driven by natural human curiosity with learning experiences which are driven by defined, formal learning objectives. Second, ensuring learning elements are suitable for direct use, and reuse, within game-based tools, requiring learning content with high granularity. Third, the success of gamified learning depends on visual and audio impact, along with an appropriate blend of challenges, rewards, learning content, and assessment units that form the narrative backbone.
{"title":"Constructing Seamless Learning Through Game-Based Learning Experiences","authors":"I. Stefan, A. Gheorghe, A. Stefan, Andriani Piki, Hariklia Tsalapata, O. Heidmann","doi":"10.4018/ijmbl.315625","DOIUrl":"https://doi.org/10.4018/ijmbl.315625","url":null,"abstract":"The goal of this paper is to explore how game-based experiences can be leveraged through mobile technology to activate learner engagement and achieve a seamless connection between formal and informal learning. The paper presents a mobile game authoring tool that enables educators to create gamified lesson paths, drawing on the concept of atomic learning. Preliminary evaluation revealed three main findings. First, mobile games constitute a key driver in seamlessly blending informal, unguided learning that is driven by natural human curiosity with learning experiences which are driven by defined, formal learning objectives. Second, ensuring learning elements are suitable for direct use, and reuse, within game-based tools, requiring learning content with high granularity. Third, the success of gamified learning depends on visual and audio impact, along with an appropriate blend of challenges, rewards, learning content, and assessment units that form the narrative backbone.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"4 1","pages":"1-12"},"PeriodicalIF":1.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87965913","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}
The aim of this study was to investigate how mobile outdoor learning supports the development of students' conceptual understanding about local socio-environmental problems and students' attitudes towards the learning activity. To explore these aspects, a study following a design-based research model was designed and conducted with 68 eighth-ninth grade students. The learning design of the activity incorporated a number of mobile learning tools: environmental data collecting devices, tablets and students' smartphones with outdoor learning apps to facilitate the learning activity, which was mainly conducted outdoors. Research data was collected with semi structured pre- and post-questionnaires. The results showed that the students' conceptual understanding about the study topic developed significantly, and they were positively minded about their experience in working on a socio-environmental issue. Based on the results, it can be concluded that mobile outdoor learning activities focusing on timely socio-environmental problems have the potential to increase students' conceptual understanding.
{"title":"Investigating Students' Conceptual Understanding of Socio-Environmental Problems","authors":"Kadri Mettis, Terje Väljataga","doi":"10.4018/ijmbl.315626","DOIUrl":"https://doi.org/10.4018/ijmbl.315626","url":null,"abstract":"The aim of this study was to investigate how mobile outdoor learning supports the development of students' conceptual understanding about local socio-environmental problems and students' attitudes towards the learning activity. To explore these aspects, a study following a design-based research model was designed and conducted with 68 eighth-ninth grade students. The learning design of the activity incorporated a number of mobile learning tools: environmental data collecting devices, tablets and students' smartphones with outdoor learning apps to facilitate the learning activity, which was mainly conducted outdoors. Research data was collected with semi structured pre- and post-questionnaires. The results showed that the students' conceptual understanding about the study topic developed significantly, and they were positively minded about their experience in working on a socio-environmental issue. Based on the results, it can be concluded that mobile outdoor learning activities focusing on timely socio-environmental problems have the potential to increase students' conceptual understanding.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"35 1","pages":"1-15"},"PeriodicalIF":1.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85409510","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}
Cecilia Maria Vallorani, I. Gibert, Christopher Tuffnell
This study examines the use of gamification as an innovative assessment approach to foreign language learning with 12–14-year-old students. A mixed methodology has been applied. Quantitative data have been collected from formative non-gamified and gamified assessments. Qualitative data was collected from a student questionnaire. The results were obtained from an international middle school where four groups of students, two in Grade 7 and two in Grade 8, engaged with gamified formative assessment. Findings show that gamification can provide a useful support mechanism in assessment success, and also on an emotional level as it lowers the affective filter, allowing the students to reduce potential anxiety and face the assessment with greater confidence. However, gamification had a small negative impact on otherwise high-performing students in the study, suggesting that gamification may not be appropriate in all contexts.
{"title":"Levelling Up Language Learning: A Study on the Impact of Gamification","authors":"Cecilia Maria Vallorani, I. Gibert, Christopher Tuffnell","doi":"10.4018/ijmbl.315624","DOIUrl":"https://doi.org/10.4018/ijmbl.315624","url":null,"abstract":"This study examines the use of gamification as an innovative assessment approach to foreign language learning with 12–14-year-old students. A mixed methodology has been applied. Quantitative data have been collected from formative non-gamified and gamified assessments. Qualitative data was collected from a student questionnaire. The results were obtained from an international middle school where four groups of students, two in Grade 7 and two in Grade 8, engaged with gamified formative assessment. Findings show that gamification can provide a useful support mechanism in assessment success, and also on an emotional level as it lowers the affective filter, allowing the students to reduce potential anxiety and face the assessment with greater confidence. However, gamification had a small negative impact on otherwise high-performing students in the study, suggesting that gamification may not be appropriate in all contexts.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"60 1","pages":"1-17"},"PeriodicalIF":1.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84874318","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}
To integrate digital technologies into the curriculum, teachers must support learners to use digital tools in authentic contexts. Physical computing, which involves the use of small portable electronic devices, provides an opportunity to achieve these goals. This article reports on the initial stages of a design-based research (DBR) project that will enable students to monitor and investigate their own learning spaces, with a focus on the impacts on their own well-being, and to propose solutions to any issues that they identify. The study focuses on a series of workshops, run with staff from an educational organisation, designed to explore environmental monitoring in the classroom and identify opportunities to apply the theory of situated cognition to authentic learning in context. The article reports on the first two phases of the DBR approach, defining the project focus and understanding the problem, to propose and refine a set of five design principles. The insights gained will be used in the subsequent phases of the DBR process.
{"title":"Investigating the Classroom Environment With Physical Computing","authors":"David Parsons, K. MacCallum","doi":"10.4018/ijmbl.315627","DOIUrl":"https://doi.org/10.4018/ijmbl.315627","url":null,"abstract":"To integrate digital technologies into the curriculum, teachers must support learners to use digital tools in authentic contexts. Physical computing, which involves the use of small portable electronic devices, provides an opportunity to achieve these goals. This article reports on the initial stages of a design-based research (DBR) project that will enable students to monitor and investigate their own learning spaces, with a focus on the impacts on their own well-being, and to propose solutions to any issues that they identify. The study focuses on a series of workshops, run with staff from an educational organisation, designed to explore environmental monitoring in the classroom and identify opportunities to apply the theory of situated cognition to authentic learning in context. The article reports on the first two phases of the DBR approach, defining the project focus and understanding the problem, to propose and refine a set of five design principles. The insights gained will be used in the subsequent phases of the DBR process.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"18 1","pages":"1-14"},"PeriodicalIF":1.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85150449","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}
The South African Higher Education sector has undergone major transformation since the end of Apartheid more than 25 years ago. Critical digital literacies and critical (digital) citizenship, aligns with the most important aspects of the transformation agenda, ‘the production of socially conscious graduates that will become the thinkers and leaders of tomorrow' (Soudien et al 2008). The ability to link the past and the present, the personal and the political is an important element of critical digital literacies. This paper reflects on projects introduced in a first year Extended Curriculum Programme course for Architectural Technology and Interior Design students at a University of Technology, in which students created a digital story after visiting historical sites in the Western Cape. Framed by Critical Race Theory concepts of master narratives and counter-storytelling, using multimodal analysis of the digital stories, this paper will highlight examples of students' attempts to disrupt common narratives through their creative yet personal engagement with the past and the present.
自25年前种族隔离制度结束以来，南非高等教育部门经历了重大变革。关键的数字素养和关键的(数字)公民身份与转型议程的最重要方面保持一致，“培养具有社会意识的毕业生，成为未来的思想家和领导者”(Soudien et al 2008)。连接过去与现在、个人与政治的能力是批判性数字素养的重要组成部分。本文反映了一所科技大学建筑技术和室内设计专业第一年扩展课程课程中引入的项目，在该课程中，学生们在参观了西开普省的历史遗迹后创作了一个数字故事。在批判种族理论的主叙事和反叙事概念的框架下，通过对数字故事的多模态分析，本文将重点介绍学生试图通过他们创造性的个人参与过去和现在来破坏共同叙事的例子。
{"title":"Developing Critical Digital Literacies Through Digital Storytelling: Student Attempts at Re-Telling the District Six Story","authors":"A. Noble, D. Gachago","doi":"10.4018/ijmbl.312184","DOIUrl":"https://doi.org/10.4018/ijmbl.312184","url":null,"abstract":"The South African Higher Education sector has undergone major transformation since the end of Apartheid more than 25 years ago. Critical digital literacies and critical (digital) citizenship, aligns with the most important aspects of the transformation agenda, ‘the production of socially conscious graduates that will become the thinkers and leaders of tomorrow' (Soudien et al 2008). The ability to link the past and the present, the personal and the political is an important element of critical digital literacies. This paper reflects on projects introduced in a first year Extended Curriculum Programme course for Architectural Technology and Interior Design students at a University of Technology, in which students created a digital story after visiting historical sites in the Western Cape. Framed by Critical Race Theory concepts of master narratives and counter-storytelling, using multimodal analysis of the digital stories, this paper will highlight examples of students' attempts to disrupt common narratives through their creative yet personal engagement with the past and the present.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"34 10 1","pages":"1-19"},"PeriodicalIF":1.4,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78108983","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}
The term as below Emergency Remote Teaching (ERT) has been adopted worldwide. In practice, approaches to ERT have been contextual with diverse lecturer and student experiences owing to complex assemblages of sociomaterial practices. Approaches to ERT as mobile learning by necessity are understudied. The ‘pivot' to ERT was particularly challenging for those in resource-constrained environments. Lecturers not only had to redesign face-to-face courses for ERT but were designing for mobile learning based on their own resource constraints and that of their students. For many, this highlighted broader concerns for equity and social justice. The authors share case studies of two lecturers at Rhodes University, arguing that a sociomaterial perspective can assist researchers and practitioners to better understand contextual approaches to ERT. The article demonstrates concerns when designing mobile learning experiences and how lecturers' design journeys are entangled with the material, social and political.
{"title":"ERT as Mobile Learning by Necessity: A Sociomaterial Perspective of Lecturers' Design Journeys - Lecturers' Approaches to ERT in Resource-Constrained Settings as Shifting Digital Practices","authors":"N. Pallitt, Neil Kramm","doi":"10.4018/ijmbl.313975","DOIUrl":"https://doi.org/10.4018/ijmbl.313975","url":null,"abstract":"The term as below Emergency Remote Teaching (ERT) has been adopted worldwide. In practice, approaches to ERT have been contextual with diverse lecturer and student experiences owing to complex assemblages of sociomaterial practices. Approaches to ERT as mobile learning by necessity are understudied. The ‘pivot' to ERT was particularly challenging for those in resource-constrained environments. Lecturers not only had to redesign face-to-face courses for ERT but were designing for mobile learning based on their own resource constraints and that of their students. For many, this highlighted broader concerns for equity and social justice. The authors share case studies of two lecturers at Rhodes University, arguing that a sociomaterial perspective can assist researchers and practitioners to better understand contextual approaches to ERT. The article demonstrates concerns when designing mobile learning experiences and how lecturers' design journeys are entangled with the material, social and political.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":"2 1","pages":"1-15"},"PeriodicalIF":1.4,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82829824","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}
This paper contributes to the conceptualisation of digital literacy as a social practice. While previous studies have focused on student digital skills and digital practices in well-resourced environments, there is a research gap concerning digital literacy as a social practice in resource constrained environments, such as South African universities. A qualitative approach is used to explore the acquisition of discipline-specific digital literacy practices by a purposive sample of three first-year students from two extended degree programme courses. The findings reveal that the discipline-specific learning and assessment activities instantiated students' digital literacy practices in the technical, cognitive, and social-emotional dimensions. Furthermore, the participants acquired digital literacies in the technical and cognitive dimension. The research findings provide insight to how other higher education educators in developing contexts could integrate digital literacies into course curricula as a means of building students' capacity on discipline-specific digital literacies.
{"title":"A Practice-Based Approach to Developing First-Year Higher Education Students' Digital Literacy","authors":"Tabisa Mayisela","doi":"10.4018/ijmbl.314582","DOIUrl":"https://doi.org/10.4018/ijmbl.314582","url":null,"abstract":"This paper contributes to the conceptualisation of digital literacy as a social practice. While previous studies have focused on student digital skills and digital practices in well-resourced environments, there is a research gap concerning digital literacy as a social practice in resource constrained environments, such as South African universities. A qualitative approach is used to explore the acquisition of discipline-specific digital literacy practices by a purposive sample of three first-year students from two extended degree programme courses. The findings reveal that the discipline-specific learning and assessment activities instantiated students' digital literacy practices in the technical, cognitive, and social-emotional dimensions. Furthermore, the participants acquired digital literacies in the technical and cognitive dimension. The research findings provide insight to how other higher education educators in developing contexts could integrate digital literacies into course curricula as a means of building students' capacity on discipline-specific digital literacies.","PeriodicalId":44375,"journal":{"name":"International Journal of Mobile and Blended Learning","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42364157","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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