A Mobile Scaffolding-Aid-Based Bird-Watching Learning System
WMTE '02 Proceedings IEEE International Workshop on Wireless and Mobile Technologies in Education
Knowledge Awareness Map for Computer-Supported Ubiquitous Language-Learning
WMTE '04 Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE'04)
Context-Aware Support for Computer-Supported Ubiquitous Learning
WMTE '04 Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE'04)
A Mobile Butterfly-Watching Learning System for Supporting Independent Learning
WMTE '04 Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE'04)
A Mobile Learning Organiser for University Students
WMTE '04 Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE'04)
Context Awareness and Adaptation in Mobile Learning
WMTE '04 Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE'04)
JAMIOLAS: Supporting Japanese Mimicry and Onomatopoeia Learning with Sensors
WMTE '06 Proceedings of the Fourth IEEE International Workshop on Wireless, Mobile and Ubiquitous Technology in Education
A learner-centred design of a location-aware learning reminder
International Journal of Mobile Learning and Organisation
Supporting the Development of Mobile Adaptive Learning Environments: A Case Study
IEEE Transactions on Learning Technologies
A context-aware personalised m-learning application based on m-learning preferences
International Journal of Mobile Learning and Organisation
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Three different types of context-aware mobile learning applications were revealed in our literature review – location-dependent, location-independent and situated learning. Our theoretical framework – mobile context-aware adaptive learning schedule was constructed. This uses a proactive approach – the learner's schedule (i.e. an electronic organiser) to retrieve the location and time available contexts. Other contexts are also considered – learning styles, knowledge level, concentration level and frequency of interruption. Thereafter, appropriate learning materials are recommended to students based on this information. We utilised a diary: diary-questionnaire research methodology for our usability feasibility in which 32 university students had participated in.