Literaturnachweis - Detailanzeige
| Autor/inn/en | Yau, Jane Y.-K.; Joy, Mike; Dickert, Stephan |
|---|---|
| Titel | A Mobile Context-Aware Framework for Managing Learning Schedules--Data Analysis from a Diary Study |
| Quelle | In: Educational Technology & Society, 13 (2010) 3, S.22-32 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1436-4522 |
| Schlagwörter | Foreign Countries; Educational Technology; Data Analysis; Student Characteristics; College Students; Worksheets; Student Motivation; Interviews; Use Studies; Questionnaires; Computer Assisted Instruction; Computer Mediated Communication; Handheld Devices; Mobility; Computer Software; Computer System Design; Scheduling; Time Factors (Learning); Time Management; Feasibility Studies; Geographic Location; Cyprus |
| Abstract | We report the results of a diary study to determine whether a diary approach could be used as a successful way of retrieving a) the user's learning contexts, b) which learning contexts are significant for consideration within an m-learning application, and c) which learning materials are appropriate for which learning situation. Analyses of data provided by 32 participants have helped us to establish the applicability of using a learning schedule for retrieving a learner's location and available time contexts. This understanding was required in order to determine the realistic usability and potential deployment of our mobile context-aware learning schedule (mCALS) framework, which uses a learner's schedule (i.e. electronic organizer) to retrieve their location and available time contexts. The purpose of this framework is to suggest appropriate learning materials to students based on the values of the proposed contexts (including learning styles, knowledge level, concentration level and frequency of interruption, at the point of usage). The study suggests that the framework should include verification methods to counter against the possibility of students not adhering precisely to their planned learning schedules. Motivation was established as a crucial learning context which should be incorporated into adaptive mobile learning applications. (Contains 1 table and 3 figures.) (As Provided). |
| Anmerkungen | International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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