Plans and situated actions: the problem of human-machine communication
Plans and situated actions: the problem of human-machine communication
The design of personal mobile technologies for lifelong learning
Computers & Education - VIRTUALITY IN EDUCATION selected contributions from the CAL 99 symposium
Supporting children's collaboration across handheld computers
CHI '01 Extended Abstracts on Human Factors in Computing Systems
KLeOS: A Personal, Mobile, Knowledge and Learning Organisation System
WMTE '02 Proceedings IEEE International Workshop on Wireless and Mobile Technologies in Education
Ubi-learning integrates indoor and outdoor experiences
Communications of the ACM - Interaction design and children
Designing collaborative, constructionist and contextual applications for handheld devices
Computers & Education - Virtual learning? Selected contributions from the CAL 05 symposium
To Flow and Not to Freeze: Applying Flow Experience to Mobile Learning
IEEE Transactions on Learning Technologies
Experience beyond knowledge: Pragmatic e-learning systems design with learning experience
Computers in Human Behavior
Learners' acceptance of mobile technology supported collaborative learning
International Journal of Mobile Learning and Organisation
Exploring mobile tablet training for road safety: A uses and gratifications perspective
Computers & Education
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Mobile learning has been built upon the premise that we can transform traditional classroom or computer-based learning activities into a more ubiquitous and connected form of learning. Tentative outcomes from this assertion have been witnessed in many collaborative learning activities, but few analytic observations on what triggers this collaboration have so far been made. However Social Flow, a concept framework that extends Csikszentmihalyi's flow theory, may help us to partially explain the triggering mechanism of collaborative mobile learning. Our case study in this article, where learners together explore a built environment as part of a simulated security guard training programme, describes how the concept of social flow in a collaborative learning space might sketch out what triggers an optimal learning experience in collaboration and what can be additionally achieved in a collaborative learning experience. In this learning context, collaborative mobile learning might be seen to prompt more knowledge generation and extra learning tasks by fostering greater motivation than other learning environments.