Augmented reality (AR) provides additional information to the reality of sportspeople, and might offer supplementary advantages compared to other technologies. The goals of this study were to ...characterize and understand the benefits of AR in sports education and training. We reviewed Pubmed, Scopus, Web of Science, and SportDiscus databases, and discussed the results according to their role in sport (practitioner, spectator, and customer). Our results showed that different AR approaches might be used for learning and providing feedback. New rules could be introduced for reducing the gap between players with different experience levels. Additional information could also be added to improve the audience experience. We also explored the limitations of current AR systems and their efficacy in training, and provided suggestions for designing training scenarios.
•Various visual, auditory, and haptic information and feedback could be implemented in AR.•New rules could be implemented in AR scenarios to reduce the gaps between different players.•Issues related to tracking, display, latency, as well as content, ergonomics, and design issues should be addressed.
With the increase in mobile device affordances, there has been a concomitant rise in the level of interest in investigating the breadth, purpose and extent of mobile learning in education. This ...systematic review provides a current synthesis of mobile learning research across 2010–2015 in PK-12 education. This includes a aggregated quantitative and qualitative analysis of the specific mobile learning activities as they connect to learning theories, specifically behaviorist, constructivist, situated, and collaborative learning. Major findings include that the majority of the studies focused on student learning followed by designing systems. Science was the most common subject researched and elementary schools was the most often studies setting. The findings reveal that 40% of the time researchers designed mobile learning activities aligning with the behaviorist approach to learning. This has the students consuming knowledge and not using the full potential of the mobile devices to have students become producers, collaborators, and creators of knowledge.
•Qualitative coding show 40% of researchers designed mobile activities that fit with the behaviorist approach to learning.•Science was the most common subject researched at 53%.•Elementary schools were the most often studied setting comprising 56% of the studies.•63% of the studies focused on the student learning rather than the device.•The majority of the studies took place in formal educational contexts at 50%.
Innovieren unter Druck Steven Beyer
Herausforderung Lehrer*innenbildung,
12/2022, Letnik:
5, Številka:
1
Journal Article
Recenzirano
Odprti dostop
Der Beitrag beschreibt im Sinne des „Educational Design Research“ (Plomp, 2013) die Ergebnisse einer systematischen Untersuchung von Herausforderungen beim Transfer digital unterstützter ...Lernumgebungen im Kontext schulpraktischer Erprobungen als Teil von Lehrkräftefortbildungen mit dem Ziel der Entwicklung eines Chatbots zur Unterstützung des handlungsbasierten Wissenserwerbs im situierten Lernen. Dazu sind Lernverläufe der Lehrenden als Lernende u.a. mittels Portfolios (n = 19) erfasst und mit einer qualitativen Inhaltsanalyse ausgewertet worden. Zentrale Ergebnisse beziehen sich hierbei auf Praktiken des Planens und Vorbereitens als Voraussetzung professionellen Unterrichtshandelns. Darauf aufbauend haben Praktiker*innen (n = 10) sowie Expert*innen (n = 6) in einem Knowledge-Exchange-Prozess mit einem Prototyping-Ansatz interdisziplinär Unterstützungs- und Lösungsmöglichkeiten erarbeitet. Aus diesen Ideen wurde ein Chatbot-Prototyp basierend auf Prinzipien des „mobile learning“ gestaltet. Der Beitrag schließt mit der Vorstellung der Chatbot-Kernelemente sowie der Einordnung der Ergebnisse und gibt einen Ausblick auf den anschließenden Entwicklungszyklus.
This study is aimed at investigating lecturers’ experience in using mobile phone in English teaching practice. Employing qualitative method using Creswell (2014), the study collected data through ...in-depth-interview and analyzed data through several steps including data preparation and organization, data reading, data coding, data description, data interpretation, and data presentation. The result of the study indicated that the lecturers mostly implemented MALL and utilized mobile phone for three main purposes, namely instructional need, content understanding development, and communication. However, it was found that problem of internet connection became a barrier to fully implement MALL in ELT.
The widespread use of mobile devices and the wider coverage of wireless networks offer the educational sectors various alternatives in enhancing learning and teaching. Mobile assisted language ...learning (MALL) emerges from this trend and draws traction from relevant stakeholders. While much research has been done on the application of mobile technologies in promoting language learning, and the educational practices that foster that learning approach, relatively little empirical evidence has been given to understand the acceptance and use of MALL by higher education learners, particularly in the context of a developing country. This study sought to fill this gap by applying the modified version of the Unified Theory of Acceptance and Use of Technology (UTAUT). Survey data from 293 higher education learners from Vietnam were analyzed by the Rasch-based path model. Results indicated the important roles of attitude and performance expectancy in predicting learners' behavior intention and their usage of MALL. Facilitating condition was found to have no direct effect on learners' usage of MALL, representing a departure from the literature. The findings offered implications regarding the use of the UTAUT as an appropriate model for examining MALL acceptance, the improvement of technical and organizational supports, as well as the need for more empirical studies on the instructional approaches that foster the use of MALL, particularly in the context of a developing country like Vietnam.
•Examining mobile assisted language learning acceptance by higher education learners.•Applying the Unified Theory of Acceptance and Use of Technology in the Vietnamese context.•Performing Rasch-based path analysis.•Cementing the roles of performance expectancy, social influence, and attitude.•Highlighting the need for facilitating condition.
The convergence of Artificial Intelligence (AI) and mobile learning (mLearning) has revolutionized digital education, heralding a transformative paradigm shift in learning methodologies. AI-powered ...mLearning holds promise but requires deep understanding of pedagogical principles. Concerns over smartphone overuse have heightened discussions about mLearning integration. In this context, with the rising penetration of AI in various educational settings, it is crucial that research delves into the pedagogically sound integration of AI into mLearning environments. A systematic literature review of forty-two articles has yielded a framework summarizing mLearning attributes, functionalities, and their impact on transversal learning principles highlighting the profound impact of AI.
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•MLearning has evolved from a technology-focused to a pedagogically driven approach that highlights its social dimensions.•Mobile learning encompasses three core attributes: immediate accessibility, ubiquity, and connectivity interactivity.•MLearning's attributes enable versatile functionalities aligned with effective learning principles.•AI integration can amplify and enhance these principles, leading to improved learning experiences and outcomes.
Sakai: A Mobile Learning Platform Abdul Talib, Corrienna; Aliyu, Hassan; Abdul Malik, Adi Maimun ...
International journal of interactive mobile technologies,
11/2019, Letnik:
13, Številka:
11
Journal Article
Recenzirano
These days, humans have been witnessing related technological and social development, by means of which mobile technologies and Internet yield global access to information with mobility of knowledge. ...Mobile learning platforms are designed based on electronic learning (e-learning) and mobility. It is regarded as a useful way to enhance the learning process. Sakai as a mobile learning platform, design intentions are to be adaptable to any educational purposes, within or outside the institution, dependent on the provision of effectiveness in classroom instruction based on the learning style of the students, extensible in the cultivation of thinking skills in the learner, and efficient in communicating and exchanging data among its enrolled classroom members and other online platforms. This study employed a systematic review of related literature to investigate the predominant research methodology adopted by various scholars to assess necessary factors concerning mobile learning platform. Fifteen articles are selected based on established criteria. The findings indicated that most of the researchers used quantitative research methodology in investigating the effectiveness and concern variable of mobile learning. Also find out is that most of the outcome of the studies include, achievement, perception, pedagogy, motivation and mobile learning platform as a form of educational technology.
Acceptance and intention to use mobile learning is a topic of growing interest in the field of education. Although there is a considerable amount of studies investigating mobile learning acceptance, ...little research exists that investigates the driving factors that influence students' intention to use mobile technologies for assessment purposes. The aim of this study is to provide empirical evidence on the acceptance of Mobile-Based Assessment (MBA), the assessment delivered through mobile devices and technologies. The proposed model, Mobile-Based Assessment Acceptance Model (MBAAM) is based on the Technology Acceptance Model (TAM). MBAAM extends TAM in the context of MBA by adding to the Perceived Ease of Use and Perceived Usefulness, the constructs of Facilitating Conditions, Social Influence, Mobile Device Anxiety, Personal Innovativeness, Mobile-Self-Efficacy, Perceived Trust, Content, Cognitive Feedback, User Interface and Perceived Ubiquity Value and investigates their impact on the Behavioral Intention to Use MBA. 145 students from a European senior-level secondary school experienced a series of mobile-based assessments for a three-week period. Structured equation modeling was used to analyze quantitative survey data. According to the results, MBAAM explains and predicts approximately 47% of the variance of Behavioral Intention to Use Mobile-Based Assessment. The study provides a better understanding towards developing mobile-based assessments that support learners, enhance learning experience and promote learning, taking advantage of the distinguished features that mobile devices may offer. Implications are discussed within the wider context of mobile learning acceptance research.
•The study investigates factors influencing students' adoption of mobile-based assessment.•The study introduces Mobile-Based Assessment Acceptance Model (MBAAM).•MBAAM explains about 47% of the total variance in Behavioral Intention to Use.
Resumen: Introducción: las aplicaciones móviles para el aprendizaje de la anatomía humana son un formato de mobile learning que puede contribuir a la formación de los estudiantes de Ciencias de la ...Salud. El objetivo de este estudio es analizar el mercado de aplicaciones para el aprendizaje de la anatomía humana, con el fin de caracterizarlo y facilitar su difusión en el ámbito académico. Métodos: se ha llevado a cabo una revisión de alcance en la plataforma de distribución digital Google Play siguiendo las directrices PRISMA y buscando todas las aplicaciones existentes destinadas al aprendizaje académico de la anatomía humana macroscópica. Resultados: se encontraron 325 aplicaciones de 231 desarrolladores que se clasificaron en 8 categorías, siendo Atlas en 3D la más frecuente. El 76,6% de las aplicaciones abordaba la anatomía en general y el 23,4% alguna de sus partes. El 91,1% eran gratuitas, el 24,9% tenía compras en la aplicación, el 70,2% anuncios y la mitad llevaba más de un año sin ser actualizada. Las 15 aplicaciones más populares fueron gratuitas y de la categoría Atlas en 3D, liderando el ranking Anatomy Learning-Atlas de anatomía 3D y Órganos 3D (anatomía). Conclusión: existe un mercado de aplicaciones de anatomía humana amplio, variado y económico que puede servir para complementar la formación de los estudiantes, aunque las compras en la aplicación, los anuncios y la desactualización pueden entorpecer la experiencia de aprendizaje. Creemos necesaria una evaluación rigurosa de las aplicaciones y la figura de un docente que previamente las haya testeado y asesore a sus estudiantes en la selección. Abstract: Introduction: Mobile applications for human anatomy learning are a mobile learning format that can contribute to the training of Health Sciences students. The aim of this study is to analyze the human anatomy learning applications market in order to characterize it and facilitate its dissemination in the academic field. Methods: A scoping review has been carried out on the Google Play marketplace following the PRISMA guidelines and looking for all existing applications aimed at academic learning of gross human anatomy. Results: 325 applications from 231 developers were found and classified into 8 categories, the most frequent being 3D Atlas. 76.6% of the applications addressed anatomy in general and 23.4% some of its parts. 91.1% were free, 24.9% had in-app purchases, 70.2% had advertisements, and half had not been updated for over a year. The 15 most popular applications were free and from 3D Atlas category. Leading the ranking was “Anatomy Learning-Atlas” and “Órganos 3D (anatomía)”. Conclusion: There is a wide, varied and inexpensive market for human anatomy apps that can serve to supplement student education. However, in-app purchases, advertisements, and outdated applications can hinder the learning experience. We believe that a rigorous evaluation of the applications and the figure of a teacher who has previously tested them and advises his students in the selection are necessary.
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