Authors:
Patricia Harpur
and
Ruth de Villiers
Affiliation:
University of South Africa, South Africa
Keyword(s):
Design and Development Strategy, Design Guidelines, Digital Devices, m-Learning Environment, Tertiary Education, Virtual Learning Environment.
Related
Ontology
Subjects/Areas/Topics:
Computer-Supported Education
;
e-Learning
;
e-Learning Platforms
;
Information Technologies Supporting Learning
;
Simulation and Modeling
;
Simulation Tools and Platforms
;
Technology Enhanced Learning
;
Ubiquitous Learning
;
Web-Based Learning, Wikis and Blogs
Abstract:
Smartphones and tablets are ubiquitous in educational contexts, where students on-the-move expect access to learning material via a range of digital devices in a mobile and transparent manner, whether on or off campus. A successful m-learning experience can be facilitated by a mobile learning environment which is efficient and effective, and that satisfies the users’ versatile needs. An ad hoc design and development strategy that ignores design principles and guidelines, restricts the likelihood of successful m-learning experiences. This study was implemented in a tertiary education context and aimed to establish – from dual perspectives – a framework of design and development guidelines for m-learning environments. An initial set of themes and guidelines was synthesized from a comprehensive literature study. Secondly, the outcomes of a series of iterative evaluations of an m-learning application, Mobile Learning Research (m-LR) were used to generate new themes and guidelines. The qu
antitative and qualitative findings of heuristic evaluations by experts and questionnaire surveys administered to students, provided positive and negative feedback that was converted to a set of practical guidelines. Jointly, the initial theoretical guidelines and the subsequent empirical findings contributed to the synthesis of a comprehensive and cohesive set of design guidelines for m-learning environments.
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