A review of models and frameworks for designing mobile learning experiences and environments
Yu-Chang Hsu, Yu-Hui Ching, Boise State University
CJLT Volume 41, Number 3, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education
Mobile learning has become increasingly popular in the past decade due to the unprecedented technological affordances achieved through the advancement of mobile computing, making ubiquitous and situated learning possible. At the same time, there have been research and implementation projects whose efforts centered on developing mobile learning experiences for various learners’ profiles, accompanied by the development of models and frameworks for designing mobile learning experiences. This paper focuses on categorizing and synthesizing models and frameworks targeted specifically on mobile learning. A total of 17 papers were reviewed, and the models or frameworks were divided into five categories and discussed: 1) pedagogies and learning environment design; 2) platform/system design; 3) technology acceptance; (4) evaluation; and 5) psychological construct. This paper provides a review and synthesis of the models/frameworks. The categorization and analysis can also help inform evaluation, design, and development of curriculum and environments for meaningful mobile learning experiences for learners of various demographics.
Hsu, Y.C. & Ching, Y.H. (2015). A review of models and frameworks for designing mobile learning experiences and environments. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 41(3),. Canadian Network for Innovation in Education.
Cited ByView References & Citations Map
Research Trends in Mobile Learning in Higher Education: A Systematic Review of Articles (2011 – 2015)
Greig Krull & Josep Duart, Universitat Oberta de Catalunya
The International Review of Research in Open and Distributed Learning Vol. 18, No. 7 (Nov 29, 2017)
James Barnes, University of Memphis, United States
EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 689–694
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