Reflection on-line or off-line: the role of learning technologies in encouraging students to reflect
Computers & Education - VIRTUALITY IN EDUCATION selected contributions from the CAL 99 symposium
Log on education: Handheld devices are ready-at-hand
Communications of the ACM
Students' experiences with PDAs for reading course materials
Personal and Ubiquitous Computing
Designing mobile technologies to support co-present collaboration
Personal and Ubiquitous Computing
Ubi-learning integrates indoor and outdoor experiences
Communications of the ACM - Interaction design and children
Student Attributes in PDA-Utilized Classes
ICALT '05 Proceedings of the Fifth IEEE International Conference on Advanced Learning Technologies
Computer-assisted learning for mathematical problem solving
Computers & Education
Designing collaborative, constructionist and contextual applications for handheld devices
Computers & Education - Virtual learning? Selected contributions from the CAL 05 symposium
Activity theory for designing mobile learning
International Journal of Mobile Learning and Organisation
Development of a mobile spreadsheet-based PID control simulation system
IEEE Transactions on Education
Facilitating adult mobile technology-based learning through problem solving
International Journal of Mobile Learning and Organisation
Mobile devices for collaborative learning in practicum courses
International Journal of Mobile Learning and Organisation
International Journal of Mobile Learning and Organisation
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This study explored the effects of prior web-based learning experience, perceived-initiative, and perceived-performance on learners' attitudes toward a mobile learning system designed to enhance novices' reflective thinking and problem-solving through reflection-in-action. Instructional simulations for Linux Fedora system installation were provided via mobile devices to facilitate novices' learning of Fedora system. A learner's reflective thinking was enhanced by responding to the reflection prompts and summarising what one had learnt from the encountered erroneous actions during instructional simulations. The results revealed that the learners showed positive attitudes toward mobile learning, and the initiative learners showed more positive attitude in willingness-to-use, ease-of-use, and helpfulness toward mobile learning than the less initiative ones. It was concluded that a well-designed mobile learning system not only possesses the potentiality to facilitate learners' reflective thinking, but also captures the hearts of learners.