* Authors contributed equally and are listed in alphabetical

order.

Mobile Referencing System for Printed Media

Jörg Röpke

1,*

and Georg Schneider

2,*

Dept of E-Learning Coordination, University of Trier, 54286 Trier, Germany

Dept of Computer Science, University of Applied Sciences Trier, Schneidershof, Trier, Germany

Keywords: Mobile Learning, Technology Enhanced Learning, e-Learning Hardware and Software, e-Learning Success

Cases, Mobile Tagging, Microlearning.

Abstract: Smart phones have become the indispensible communication and entertainment device for students and

pupils. In this paper we are going to present an approach based upon smart phones in order to offer a

possibility to use these phones as learning devices in combination with learning material in a different

media as in our case a book. The paper presents the realization of an extensible mobile learning

management system with a small footprint, which can be used to easily add exercises to the belonging

learning material. Once the learning material has been created, it can be published as a smart phone app.

Learners install the app and it will display the related exercises once the user scans their associated QR tags

in the book. The system has been exploited from a German publisher and is currently being used for the

standard course book about Old and Middle High German at German universities. We will describe the

results of our initial user study and the first feedback from the learners using the system.

1 INTRODUCTION

Nowadays the usage of smart phones among

students and even pupils is widespread. This

observation is not astonishing, having a look at the

numbers of mobile phone subscriptions in the

developed countries, which is 117.8 % (ITU, 2011),

i.e. many users possess even more than one mobile

phone. Especially the usage of smart phones has

arisen tremendously. A study from Ball State

University shows that "smart phones now account

for 49 percent of mobile communication devices on

college campuses" (Ransford, 2010). This fact is

further emphasized by the finding that

manufacturers shipped 74.4% more smart phones in

2010 than in 2009 (IDC, 2011). While commuting to

school or university, pupils and students use their

phones listen to music, play games and write

messages. In their spare time they take pictures and

communicate with their friends using various

services like SMS, facebook, etc. Finally they use it

also for communicating the "traditional" way, i.e.

calling somebody. A result of these observations is

that smart phones belong to the life style of the

younger generation and they are an indispensable

part of their life. A trend, which contributed to this

movement are the technical advances. Smart phones

usually possess good computing power, a descend

battery life, a music player and a camera.

Our idea, which we will present in this paper, is

to make use of this development in a way that we

offer the possibility to use the commuting and spare

time for learning using the mobile device. Our

concept focuses on a combined approach of

traditional media and online material, which

provides learning lessons for a course book on a

mobile phone. Afterwards we recognized that we

can’t take a smart phone as a given. Therefore we

implemented a second version for personal

computers as well. More precisely, we have focused

on building an adaptable platform, which can easily

be used to augment other media with mobile

learning capabilities. Such a system also has to

provide an easy to use and extensible authoring tool,

ideally offering an interface to existing e-Learning

platforms for integrating already created material.

Finally the system shall run on different smart phone

operating systems without major development

efforts.

For getting real user input we work together with

387

Röpke J. and Schneider G..

MORE - Mobile Referencing System for Printed Media.

DOI: 10.5220/0003921003870394

In Proceedings of the 4th International Conference on Computer Supported Education (CSEDU-2012), pages 387-394

ISBN: 978-989-8565-07-5

 2012 SCITEPRESS (Science and Technology Publications, Lda.)

Process in three steps: Scanning the code, decoding the

data and displaying the information



http://www.utb.de/

http://www.v-r.de

http://more.uni-trier.de

the publisher UTB

and Vandenhoeck & Ruprecht

who wanted to incorporate our solution in the new

version of a book about Old and Middle High

German (Bergmann, Moulin and Ruge, 2011), which

is the standard course book about these topics at

German universities. Furthermore the publisher

wants to offer the service as a general service for the

authors.

In the following sections we will start with the

motivation of the MORE

system. Afterwards we

will present systems that target a similar goal than

ours in the related work section. Then we will

develop the concept of our system and describe the

realization of the application. In the following

section we will present the results of our evaluation

and the first findings of the system usage. We

conclude the paper with a short summary and an

outlook on our future work.

2 MOTIVATION

As recent studies show, e-Learning systems are

beneficial for learners, compared to traditional only

face-to-face situations, especially when using a

combined approach between face-to-face and online

instructions (Means et. al., 2010). However, these

systems usually require at least a laptop or a tablet

computer, which is not permanently carried around

by learners. In contrast to this, students and pupils

are almost constantly carrying their smart phones

with them. Based on these observations we have

wanted to combine the benefits of both trends,

providing adaptable solutions for learners on their

smart phones, so that they have a further alternative

to listen to music, chat with their friends and play

games. Using the smart phone in this way, can be an

advance for learning material.

One drawback of smart phones is that they are

limited to their display size. Therefore an exclusive

smart phone based learning solution is not suited in

most of the cases, even though it shows positive

effects in certain learning settings (Wendeson,

Ahmad and Haron, 2011). For this reason we have

decided to use a combined approach, where the

smart phone is a further way in order to have access

to learning content everywhere.

Studies from (Mcconatha, Praul and Lynch,

2008) and (Motwilla, 2007) show positive effects of

mobile learning. (Milrad and Spikol, 2007) point out

that students who have been introduced to mobile

learning even start asking for further resources on

the mobile phone.

A supporting development, which is perfectly

suited for the form factor of smart phones is the

advent of the concept of microlearning (cf. Robes,

2010). Basically, it is the principle of learning in

small steps. Here only small samples of the content

have to be presented to the learner.

Our goal was to offer a solution, which can

nicely be combined with learning material in

different systems and especially on different media

without tying the learner or the author to one single

software system for the complete solution. In our

case the challenge was to integrate such a solution in

a traditional book to augment the book with a mobile

learning part.

In order to build such a system several further

questions arise:

1. How can we directly reference the digital

material to the printed material in a user

friendly and generic way, so that it can be

easily integrated in learning material, delivered

on other media?

2. How can such a system provide platform

independence for mobile phones to a large

extend without being forced to implement large

parts of the mobile learning application anew

for each operating system?

3. What authoring system will be used in order to

support the editor to establish the learning

material and is it possible to integrate already

existing learning material, e.g. from a web

based Learning Content Management Systems

(LCMS)?

4. How is it possible to minimize the follow-up

costs, for example the administration and

hosting of a permanent web service?

As it concerns the first question we have decided

to use logical links, which can easily be integrated as

well in a printed book as in other media in form of

QR codes. QR codes are quadratic two dimensional

codes, which encode binary information. QR codes

are widely used today and almost every smart phone

provides a QR code reader, either installed or as a

free download from an app store. This solution will

be further described in section 4.1, the idea is based

on the mobile tagging

process and we call it Smart

Referencing.

We have accessed the second issue in a way that

we did not build a completely proprietary

application, which has to be realized for each

operating system (e.g. iOS, Android, Windows

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http://www.ilias.de

http://moodle.de/

Phone/Mobile, etc.) from scratch. We pursued the

idea of a small system dependent wrapper

integrating the learning material in a web based

format, which can be interpreted by a web browser.

This approach will be further emphasized in section

4.2.

As it concerns the third point, we analyzed the e-

Learning platform ILIAS

, which is widely used at

our universities. However, the analysis has shown

that the authors of the mobile learning platform have

formulated requirements, which could not be

satisfied by the authoring tools provided by ILIAS.

This has forced us to come up with an independent

solution. We will illustrate this point in section 4.3.

The last point of our question list was realized by

dividing the system architecture in a client part, i.e.

an app, which contains the data for the exercises and

the user data. Therefore the user is in sole

responsibility for the administration of the app and

possibly has to update the system from time to time.

On the other hand we will provide updated versions

in the appropriate app stores once the training

material changes.

3 RELATED WORK

As we have elaborated in the previous section, three

different points are important for generic mobile

learning systems: an extensible authoring tool, a

seamless integration between different media and a

content delivery solution, which is adaptable to

different smart phone platforms.

The system uLearn (Mitchell, Race and Clarke,

2005) is a prototype application delivering content

for independent learners on a smart phone. The goal

of the system is the delivery of situated content to

children in museums and parks. The context of the

user i.e. the location is gathered by scanning a visual

tag (cp. (Rohs, Gfeller, 2004)) with the camera. The

system consists of a web server running ASP.NET a

database and a smart phone. The evaluation of the

system showed a positive feedback of the children in

regard to the access of the information via scanning

a visual tag.

The platform KnowledgePulse (Knowledge-

Pulse, 2011) is a commercial system, offering a

platform for creating and delivering learning

material to mobile phones. The system provides

clients for Symbian, iPhone and Android OS. The

content creation is accomplished using a web

interface or an excel sheet. Furthermore a learning

algorithm is integrated, offering questions after a

certain time, that have been previously answered

wrong. A statistics tool for the learning progress is

integrated as well. Other than in the first system, the

user has to select the lessons manually since there is

no other possibility to identify the lesson. However,

it was not clear how far the system can be extended

in regard of introducing additional question types

and integrating the system in e-Learning platforms

from developers outside the company.

UbiLearn (Breitner et al., 2010) is an LCMS with

a strong emphasis on microlearning offering a

mobile client since version 0.3. The system has been

created by the business informatics department of

the University Hannover. Later it became a

commercial product. It bases on Microsoft C# and

.Net and supports Windows mobile and Android as

mobile clients. Another access to the system is

accomplished through a web browser or a micro

browser in the backend using PHP to communicate

with a MySQL database. The Ubilearn system is a

comprehensive but closed system. The focus is

rather to provide a complete and integrated solution

than offering a mobile enhancement for other media.

(Schulz and Becker, 2011) present the idea of

creating an adaptive system in order to digitally

enhance school books. The referencing between

books and digital material is realized through a so

called MediaID, which identifies a part of a book.

The user has to type in this MediaID manually in

order to access the belonging material. As learning

content management system, the LCMS moodle

integrated. The system is still in a demonstrator

stadium. The focus rather lies on the aspects of

adaptivity.

The above systems show the rising interest and

maturity of mobile learning systems. The idea of

augmenting items with a visual tag in order to access

the belonging material is a promising approach to

provide a user friendly interaction. Ideas concerning

adaptivity and integration of a learning algorithm are

very inspiring for future developments. However,

since our goal is to keep the system as open as

possible for creating and importing learning

material, none of the above systems fits our

requirements.

4 CONCEPTS OF THE MORE

SYSTEM

One of the main goals of our system was to make it

as convenient as possible for users to access the

content, especially the right content for the current

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http://www.denso-wave.com

lesson (cf. Figure 1). Furthermore, providing a

comfortable solution for the authors and being able

to support a broad range of devices. In the following

we will illustrate the concepts in more detail.

Figure 1: Workbook, chapter code and exercise.

4.1 Smart Referencing

Learners shall be provided with an easy to use and

handy solution for accessing exercises, related to the

lessons to learn. For this reason we have integrated

visual tags in our learning material, similar to the

uLearn system. In contrast to this, we have

integrated the nowadays frequently used QR (Quick

Response) codes. QR codes have been developed by

the Japanese company Denso Wave

. They are two

dimensional codes, containing up to 2,953 bytes

information and they can be used cost free and

without paying license fees. Today QR codes are

frequently used for encoding URIs. On almost every

smart phone platform, free QR code readers are

available in the app stores. In our case these codes

are used to encode the actual lesson of the book.

However as a fall back and for the users that are

familiar with the system, references of different

chapters can also be entered manually. For our

system, we binary encode the information about

chapter, section, subsection, etc. followed by the

number of the exercise. The code for a chapter

offering all exercises for this chapter would encode

the following information:

General Syntax: <ISBN><Chapter>

ISBN: 978-3-8252-3534-5

Chapter: 1

Encoded Information: 978-3-8252-3534-5 1.X

When this code is scanned all the exercises of

chapter 1 are displayed. The same way individual

exercises can be encoded in the QR tags.

4.2 Content Delivery

The content has to be delivered to the devices in an

appropriate format. The way the content is delivered

also has an impact on the overall system design. In

general we want to support a broad range of devices.

For this reason we have chosen to use technologies

that are widely supported as well in the smart phone

sector as for web pads and PCs, i.e. HTML, XML,

Java, CSS and JavaScript. As it concerns the smart

phones, this content can already be rendered using

the built-in browsers and we can easily extend a

solution based on these technologies to other client

platforms, as mentioned above. Since we wanted to

provide a user experience like users know from

other apps, we wrapped the browser with a small

system depended wrapper.

Furthermore, using this approach we have the

advantage of being able to render the same content

on tablets and PCs as well.

For the first version of the system we have

concentrated on the Android platform. In the near

future we plan to add support for the other operating

systems as well.

4.3 The Authoring System

The authoring system has initially been the LCMS

ILIAS. The idea was that already existing content

could be integrated into the mobile platform. Users

that are already familiar with this system can easily

write new content. A small prototype showed the

general feasibility of this approach, but the authors

quickly asked for further functionality, e.g. the

combination of question types in one exercise. This

is a functionality that ILIAS does not provide.

For this reason we have added an independent

authoring tool, which can be easily extended. This

decision has also been beneficial for users new to the

system, since they did not have the effort to get

familiar with a complex LCMS.

Our authoring tool has been realized with the use

of Ruby on Rails, which has turned out to be a

flexible solution for extending the system in regard

to different question types.

Currently we support the following question

types:

 Multiple Choice

 Single Choice

 Error Text

 Cloze

 Dropdown

 Combination of the types above

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http://www.sqlite.org/

Furthermore, the authoring tool is able to

generate the appropriate QR-codes, depending on

the authors concepts, i.e. only codes for the chapters

or codes for the individual exercises.

In this case a "Text Marking" exercise has been

selected. The words that the learner has to select are

marked with "(:" and ":)" (cf. the text input field on

the bottom of Figure 2).



Figure 2: Depiction of the exercise on the mobile device.

The rendering of the appropriate information on

the mobile device is displayed in Figure 2.

The learner has to mark certain parts of the text.

In the screenshot, the answer has already been

evaluated and the green parts show the correct

solution, whereas the parts marked in red were

wrong choices.

The user interface consists of up to 6 buttons.

The learner can always chose to scan a QR code for

continuing to another question through the use of the

button at the bottom of the window. Using the

arrows on the left hand and right hand side the

learner can navigate to the next or the previous

question. If a learner selects the question mark,

background information about the topic of this

exercise will be displayed, that shall empower the

user to solve the problem. Selecting the check mark

displays the sample solution. Pushing the large box

in the middle submits the solution. After the

evaluation the label and color indicate if a learner

has correctly solved the exercise. If the solution is

correct, a green check will be added as well. In our

case the answer was wrong and the user sees a red

cross.

4.4 Didactics

Our initial tests (cf. section 6) showed, that the strict

separation of displaying the sample solution and

correcting the user input is beneficial for the user, as

shown in Figure 2.

At the beginning, the correction and the sample

solution were displayed in the same screen. For

example in a text, where a learner had to mark

certain words (cf. exercise type as in Figure 2) the

correct answers were displayed in green, the wrong

answers were displayed in red and the words, that

belonged to the right answer but have not been

selected by the learner, were marked in blue.

Consequently the users immediately knew the

complete answer after submitting their solution. Due

to the user's remarks we have changed this in a way

that both modes are separated.

In the current system the user can still select to

view the sample solution. However, the correction

shows only if the answers of the user are right or

wrong and which answers are correct and inaccurate,

without showing the complete sample solution. Like

that the user can reflect her answer and consider if

her answer was only wrong or if he also missed

some parts.

With this approach we implement a

microlearning functionality in our system. For

example, now the user can ask for help using the

question mark button and an appropriate information

to the topic is displayed. In our case we provide

references to related literature or translations, which

help the learner to solve the exercise. Additionally

references to further publications can be added. Like

that the learner gets information about further, more

detailed reading.

Additionally, the learners can view their learning

progress on a page, which displays the exercises

correctly solved and those that have not yet been

answered or not correctly. Departing from this view

they can directly navigate to specific exercises.

5 SYSTEM DESIGN

The general architecture of the system is illustrated

in Figure 3. On the left hand side the book with the

integrated QR code is depicted.

On the client side we currently support Android

phones as a first platform and also Android tablets

since these devices are frequently used from our

students.

The QR code will be scanned using the built-in

camera of the mobile device. Then it is passed to the

ZXing module. ZXing is a multi-format 1D/2D

barcode image processing library, which runs on

Android. This library is able to extract the

information, which is encoded in the QR code.

The mobile part of the learning platform consists

further of a SQLite database, which is a public

domain in-process library, implementing a self-

contained, serverless, transactional SQL database

engine

. This database contains the exercises

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391



Figure 3: System architecture.

belonging to the book. If the learning system shall

run on a PC, an XML file will be used instead.

The Style Sheets are used to customize the

application for the publisher. Fonts, colors, logos

etc. are integrated in order to generate a visual

appearance which fits to the corporate design of the

publisher. Like that the app can directly be

associated with the book and also with the

publishing company of course.

The Logic contains the information needed to

correct the exercises.

The TOC (table of contents) displays the

structure of the book. It provides an overview over

different exercises and offers an alternative access to

them.

Finally, the authoring system provides an

interface to an exercise generator and creates a table

of contents.

6 EVALUATION

We have carried trough an evaluation of the system

before publishing it in the app store. Currently we

are gathering user feedback from learners, which

work with the system, through the Android app store

functionality.

6.1 Initial User Study

The initial user study has been carried through in

two phases. The first phase consisted of 9 persons,

i.e. authors, employees of the publisher and

technicians. This evaluation showed weaknesses in

the navigation of the initial system. Formerly, the

following exercises could only be selected by going

back to the chapter level after completing an

exercise, which has been criticized by the testers. As

consequence the two buttons in the mobile user

interface have been added to go backwards and

forwards to the next or the preceding exercise. For

the a similar reason the button to scan the QR code

has been added to directly scan a new code and to

jump to the exercise.

In the second phase, 10 students were involved.

Basically their questionnaire asked questions about

two topics: technical problems and problems with

the content. The analysis of their answers revealed

another weakness, already mentioned in section 4.4.

Our idea was to make the system as comfortable as

possible. For this reason we have combined the

correction of a solution together with the display of

the sample solution. Hence, the learner only had to

push one button. However, this approach has not

been intuitively comprehensible for students.

Therefore we have split up the two functionalities.

Now the students can display the sample solution

using the button with the check mark. The

evaluation of the solution will be performed by

pushing on the large button in the middle saying

"Korrektur".

6.2 Results from User Feedback

The system is available to download in the Android

app store since beginning of October 2011. Within

approximately two months, 10 installations of the

full version and 90 installations of the demo version

have been executed. Due to a failure in the system

setup we could not count the downloads and

installations of the app at the beginning. This

problem has been solved meanwhile.

The PC version has been downloaded 360 times

from the server.

So far we have only one user feedback from the

app store with the highest rank (5 stars).

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Because the publication of the book was very

close to the semester start, there are only three

universities so far, that use the course book. We

expect much higher numbers in terms of downloads

and feedback at the beginning of the next semester,

when other universities will introduce the book as

well.

7 CONCLUSIONS AND FUTURE

WORK

We have realized a mobile learning platform, which

can be used for augmenting media coming from

various sources. More precisely the systems consists

of an authoring tool for creating exercises. These

exercises are integrated in an automatically

generated smart phone app, which is published in the

belonging app store. We have additionally realized a

PC based client, which laid not in our focus

formerly, but which has been easy to realize due to

the modular architecture of our system. It equally

offers users without smart phones the possibility to

access the same learning material.

In our case the goal was that the learning

material augments a course book. QR codes are used

in order establish the logical ling between book and

exercise on a smart phone. Scanning these codes

allows to access the belonging exercises on the

smart phone or tablet.

The QR codes are a means to comfortably access

the exercises and inherently provide the information

of the context of the exercises since chapter and

section information are encoded therein.

To sum up we affirm that the learning process

saves time compared to use traditionally paper based

workbooks. The system realized this in form of two

ways. First it is helpful for the organization of the

learning process and second it assists the learner as a

reference tool between content and lesson.

In the future we will first have a closer look at

the synchronization between the mobile client and

the PC client. Right now there is no connection

between the two systems. The integration of other

learning platforms in order to import already

existing exercises is another issue we want to

address. Offering a way to adapt the system to the

user and to intelligently select the exercises

presented to the user are further challenges we will

look into. For a first step we want to store the

current state of the exercises, especially the wrong

exercises, so that a user can continue working on her

former input.

Finally we will look at the feedback we get from

the app store for prioritizing the next development

steps.

Currently we can emphasize that MORE is

executable with the operating systems Android, Mac

OS, Linux and Windows. The First one is

compatible with almost 800 smart phones and tablet

devices.

The project MORE has been designed and

realized by department for Historical Linguistics of

German and the department for e-Learning

Coordination, both are institutes at the University of

Trier and the department of Computer Science at the

University of Applied Science, Trier.

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CSEDU2012-4thInternationalConferenceonComputerSupportedEducation

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