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A review of models and frameworks for designing mobile learning experiences and environments ARTICLE

, , Boise State University

CJLT Volume 41, Number 3, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education

Abstract

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.

Citation

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. Retrieved October 22, 2018 from .

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Cited By

  1. 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)

  2. Identifying Effective Frameworks and Instructional Strategies for Sustaining M-Learning

    James Barnes, University of Memphis, United States

    EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 689–694

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