A mobile context-aware learning schedule framework with Java learning objects

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Abstract

The focus of this thesis is the study of mobile learning, specifically learning in
different locations and under various contextual situations, from the perspective of
university students. I initially derived and designed a theoretical mobile context-aware
learning schedule (mCALS) framework from an extensive literature review. Its
objective is to recommend appropriate learning materials to students based on their
current locations and circumstances. The framework uses a learning schedule (i.e.
electronic-based diary) to inform the location and available time a student has for
learning/studying at a particular location. Thereafter, a number of factors are taken
into consideration for the recommendation of appropriate learning materials. These
are the student’s learning styles, knowledge level, concentration level, frequency of
interruption at that location and their available time for learning/studying.
In order to determine the potential deployment of the framework as a mobile
learning application by intended users, I carried out three types of feasibility studies.
First, a pedagogical study was conducted using interviews to explore together with
students (a) what their learning requirements were when studying in a mobile
environment, (b) whether the framework could potentially be used effectively to
support their studies and, (c) using this user-centred understanding, refined user
requirements of the framework. Second, a diary study was conducted where I collected
data and analysed the usability feasibility of the framework by (a) determining whether
students could plan their daily schedule ahead and keep to it, (b) ascertaining which
learning contexts were important and, (c) establishing which learning materials were
appropriate under which situations. Two validation studies were conducted. The first
one was an online experiment utilising Java learning objects. Participants of this study
were suggested appropriate learning objects to study with, based on their amount of available time, current motivation level for learning and their proficiency level of Java.
The second validation study was an investigation into high-quality Java learning objects
available in the public domain. Finally, a technical design of the framework was carried
out to determine whether the framework at present could realistically be implemented
using current mobile technologies.
The data analyses of the feasibility studies show that (a) a learning schedule
approach is successful to an extent in obtaining location and available time information
to indicate accurate values of these contexts, (b) different learners may require different
personalisation strategies when selecting appropriate learning materials for them in
mobile environments, and (c) the mCALS framework is particularly well-suited for
self-regulated students. I also proposed a set of suggestion rules which can be used to
recommend appropriate Java learning materials to students in different contexts. The
validation studies show that 1) the proposed suggestion rules are effective in
recommending appropriate materials to learners in their situation, in order to enhance
their learning experiences, and 2) there are a sufficiently large number of high-quality
LOs available in the public domain that can be incorporated for use within my
framework. Finally, the development of mCALS has been considered from three
perspectives – pedagogical, usability and technical. These perspectives consist of
critical components that should be considered when developing and evaluating mobile
learning software applications. The results demonstrated that the mCALS framework
can potentially be used by students in different locations and situations, and appropriate
learning materials can be selected to them, in order to enhance their learning
experiences.

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