Learning as the use of tools: a sociocultural perspective on the human-technology link
Learning with computers
Designing mobile technologies to support co-present collaboration
Personal and Ubiquitous Computing
The Focus Problem in Mobile Learning
WMTE '06 Proceedings of the Fourth IEEE International Workshop on Wireless, Mobile and Ubiquitous Technology in Education
Acting with Technology: Activity Theory and Interaction Design (Acting with Technology)
Acting with Technology: Activity Theory and Interaction Design (Acting with Technology)
Towards a task model for mobile learning: a dialectical approach
International Journal of Learning Technology
International Journal of Mobile Learning and Organisation
Navigation Support for Mobile Learning
HICSS '10 Proceedings of the 2010 43rd Hawaii International Conference on System Sciences
Lessons from Designing Geometry Learning Activities that Combine Mobile and 3D Tools
WMUTE '10 Proceedings of the 2010 6th IEEE International Conference on Wireless, Mobile, and Ubiquitous Technologies in Education
WMUTE '10 Proceedings of the 2010 6th IEEE International Conference on Wireless, Mobile, and Ubiquitous Technologies in Education
Moving on from weiser's vision of calm computing: engaging ubicomp experiences
UbiComp'06 Proceedings of the 8th international conference on Ubiquitous Computing
International Journal of Mobile and Blended Learning
Hi-index | 0.00 |
This article questions the design of mobile learning activities that lead students to spend time focusing on the mobile devices at the expense of interacting with other students or exploring the environment. This problem is approached from an interaction design perspective, designing and analysing geometry-learning activities. The authors present six guidelines for designing mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. The guidelines are developed through video analysis of groups of middle school students doing learning activities outdoors and evaluated using the task model. The guidelines suggest that students 1 assume roles based on a different functionality of each device, 2 use devices as contextual tools, that the activities, 3 include physical interaction with the environment, 4 let teachers assume roles, 5 encourage face-to-face communication, and 6 introduce students to the mobile devices.