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Innovative Mobile
Learning:
Techniques and Technologies

Hokyoung Ryu
Massey University, New Zealand

David Parsons
Massey University, New Zealand

Information science reference

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Library of Congress Cataloging-in-Publication Data

Innovative mobile learning : techniques and technologies / Hokyoung Ryu and David Parsons, editor.

p. cm.

Includes bibliographical references and index.

Summary: "This book includes the challenges and practical experience of the design of M-Learning environments, covering current
developments in M-learning experiences in both academia and industry"--Provided by publisher.

ISBN 978-1-60566-062-2 (hardcover) -- ISBN 978-1-60566-063-9 (ebook)

1. Mobile communication systems in education. I. Ryu, Hokyoung. II. Parsons, David, 1959 Oct. 13-

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2008010308

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Table of Contents

Foreword . ............................................................................................................................................ xii

Preface . ............................................................................................................................................... xiv

Acknowledgment . .............................................................................................................................. xix

Section I
Theoretical Foundations of Mobile Learning Experiences

Chapter I
Designing Learning Activities with Mobile Technologies ..................................................................... 1
Hokyoung Ryu, Massey University, New Zealand
David Parsons, Massey University, New Zealand

Chapter II
Transforming the Practice of Mobile Learning: Promoting Pedagogical Innovation through
Educational Principles and Strategies that Work .................................................................................. 21
Patrick Danaher, University of Southern Queensland, Australia
Raj Gururajan, University of Southern Queensland, Australia
Abdul Hafeez-Baig, University of Southern Queensland, Australia

Section II
Enhancing Individual Learning Experiences

Chapter III
Understanding the Value of Interactive SMS for Large Classes . ......................................................... 48
Eusebio Scornavacca, Victoria University of Wellington, New Zealand
Sid Huff, Victoria University of Wellington, New Zealand
Stephen Marshall, Victoria University of Wellington, New Zealand
Chapter IV
Learning by Pervasive Gaming: An Empirical Study . ......................................................................... 60
Christian Kittl, evolaris Privatstiftung, Austria & Karl-Franzens University, Austria
Francika Edegger, evolaris Privatstiftung, Austria
Otto Petrovic, evolaris Privatstiftung, Austria & Karl-Franzens University, Austria

Chapter V
iPods as Mobile Multimedia Learning Environments: Individual Differences and
Instructional Design.............................................................................................................................. 83
Peter E. Dolittle, Virginia Tech, USA
Danielle L. Lusk, Virginia Tech, USA
C. Noel Byrd, Virginia Tech, USA
Gina J. Mariano, Virginia Tech, USA

Chapter VI
From Individual Learning to Collaborative Learning—Location, Fun, and Games: Place, Context,
and Identity in Mobile Learning ......................................................................................................... 102
Martin Owen, Medrus Learning, UK

Section III
Enhancing Collaborative Learning Experiences

Chapter VII
Collaborative Technology Impacts in Distributed Learning Environments ....................................... 123
Martha Grabowski, Le Moyne College, USA & Rensselaer Polytechnic Institute, USA
Greg Lepak, Le Moyne College, USA
George Kulick, Le Moyne College, USA

Chapter VIII
Constructing Mobile Technology-Enabled Environments for an Integrated Learning
Approach . ........................................................................................................................................... 145
María Felisa Verdejo, Dep. LSI. LTCS Group, UNED, Spain
Carlos Celorrio, Dep. LSI. LTCS Group, UNED, Spain
Emilio Julio Lorenzo, Dep. LSI. LTCS Group, UNED, Spain
Marta Millán, IES Diego Velázquez, Spain
Sergio Prades, Dep. LSI. LTCS Group, UNED, Spain
Javier Vélez, Dep. LSI. LTCS Group, UNED, Spain

Chapter IX
Collaboration in Context as a Framework for Designing Innovative Mobile Learning Activities . ... 172
Daniel Spikol, Växjö University, Sweden
Arianit Kurti, Växjö University, Sweden
Marcelo Milrad, Växjö University, Sweden
Chapter X
Participatory Simulation for Collaborative Learning Experiences . ................................................... 197
Chengjiu Yin, University of Kyushu, Japan
Hiroaki Ogata, University of Tokushima, Japan
Yoneo Yano, University of Tokushima, Japan

Section IV
Enhancing Situated Learning Experiences

Chapter XI
Situated Learning with SketchMap...................................................................................................... 216
Sosuke Miura, University of Tokyo, Japan
Pamela Ravasio, University of Tokyo, Japan
Masanori Sugimoto, University of Tokyo, Japan

Chapter XII
An Architecture for a Personalized Mobile Environment to Facilitate Contextual Lifelong
Learning .............................................................................................................................................. 232
Dionisios N. Dimakopoulos, London Knowledge Lab, UK
George D. Magoulas, Birkbeck College, University of London, UK

Chapter XIII
Designing Situated Learning Experiences .......................................................................................... 255
Hokyoung Ryu, Massey University, New Zealand

Chapter XIV
Developing a Mobile Learning Platform for a Professional Environment.......................................... 273
Ana Dzartevska, Sand.eld Information Systems, New Zealand

Section V
Challenges and Future Mobile Learning

Chapter XV
Handheld Educational Applications: A Review of the Research ........................................................ 302
Yanjie Song, University of Hong Kong, Hong Kong

Chapter XVI
Assessing the Bene.ts of AJAX in Mobile Learning Systems Design............................................... 324
Feng Xie, Massey University, New Zealand
David Parsons, Massey University, New Zealand
Chapter XVII
Recommended Readings and Resources ............................................................................................ 356
Hokyoung Ryu, Massey University, New Zealand
David Parsons, Massey University, New Zealand

Glossary.............................................................................................................................................. 364

Compilation of References ............................................................................................................... 371

About the Contributors .................................................................................................................... 404

Index.................................................................................................................................................... 412
Detailed Table of Contents

Foreword . ............................................................................................................................................ xii

Preface . ............................................................................................................................................... xiv

Acknowledgment . .............................................................................................................................. xix

Section I
Theoretical Foundations of Mobile Learning Experiences

Chapter I
Designing Learning Activities with Mobile Technologies ..................................................................... 1
Hokyoung Ryu, Massey University, New Zealand
David Parsons, Massey University, New Zealand

This chapter focuses on the development of a theoretical framework for designing different mobile
learning activities, setting out three distinct learning spaces that are explicitly considered throughout
the book: individual, collaborative, and situated learning.

Chapter II
Transforming the Practice of Mobile Learning: Promoting Pedagogical Innovation through
Educational Principles and Strategies that Work .................................................................................. 21
Patrick Danaher, University of Southern Queensland, Australia
Raj Gururajan, University of Southern Queensland, Australia
Abdul Hafeez-Baig, University of Southern Queensland, Australia

This chapter theoretically and practically deploys mobile learning experiences in conjunction with three
key educational principles: engagement, presence, and flexibility. Each principle is accompanied by an
elicitation of practical strategies that have proved effective in implementing the principles sustainable
within particular courses and programs of study, as well as factors that inhibit that implementation.
 Section II
Enhancing Individual Learning Experiences

Chapter III
Understanding the Value of Interactive SMS for Large Classes . ......................................................... 48
Eusebio Scornavacca, Victoria University of Wellington, New Zealand
Sid Huff, Victoria University of Wellington, New Zealand
Stephen Marshall, Victoria University of Wellington, New Zealand

This chapter describes the development of a SMS-based classroom interactive system (TXT-2LRN) and
explores the impact of this application on students’ learning experiences.

Chapter IV
Learning by Pervasive Gaming: An Empirical Study . ......................................................................... 60
Christian Kittl, evolaris Privatstiftung, Austria & Karl-Franzens University, Austria
Francika Edegger, evolaris Privatstiftung, Austria
Otto Petrovic, evolaris Privatstiftung, Austria & Karl-Franzens University, Austria

This chapter describes how game-based learning activities can be used for an efficient transfer of
knowledge in learning processes. In particular, it evaluates a new game-based mobile learning system,
revealing its long-term learning outcomes and individual learning efficiency.

Chapter V
iPods as Mobile Multimedia Learning Environments: Individual Differences and
Instructional Design.............................................................................................................................. 83
Peter E. Dolittle, Virginia Tech, USA
Danielle L. Lusk, Virginia Tech, USA
C. Noel Byrd, Virginia Tech, USA
Gina J. Mariano, Virginia Tech, USA

The chapter explores the use of a portable multimedia player (especially iPod™) as an educational
platform and reports on a study designed to examine individual differences in iPod™ use. It empirically
proposes an important factor for the success of mobile-based individual learning activities, working
memory capacity (WMC).

Chapter VI
From Individual Learning to Collaborative Learning—Location, Fun, and Games: Place, Context,
and Identity in Mobile Learning ......................................................................................................... 102
Martin Owen, Medrus Learning, UK

This chapter describes various mobile learning projects, explicitly showing how mobile learning ap-
pliciations have been evolving from supporting individual learning to providing location aware and
contextual activity-based learning experiences.
 Section III
Enhancing Collaborative Learning Experiences

Chapter VII
Collaborative Technology Impacts in Distributed Learning Environments ....................................... 123
Martha Grabowski, Le Moyne College, USA & Rensselaer Polytechnic Institute, USA
Greg Lepak, Le Moyne College, USA
George Kulick, Le Moyne College, USA

This chapter addresses the need to empirically examine the impacts of new collaborative technologies
including mobile, wearable, embedded, and ubiquitous technologies, on distributed learners. It also
introduces a technology-independent framework for considering collaborative learning experiences.

Chapter VIII
Constructing Mobile Technology-Enabled Environments for an Integrated Learning
Approach . ........................................................................................................................................... 145
María Felisa Verdejo, Dep. LSI. LTCS Group, UNED, Spain
Carlos Celorrio, Dep. LSI. LTCS Group, UNED, Spain
Emilio Julio Lorenzo, Dep. LSI. LTCS Group, UNED, Spain
Marta Millán, IES Diego Velázquez, Spain
Sergio Prades, Dep. LSI. LTCS Group, UNED, Spain
Javier Vélez, Dep. LSI. LTCS Group, UNED, Spain

This chapter presents a review of the approach, design and implementation of a collaborative mobile
learning infrastructure (i.e., ENLACE project). It also includes several case studies of the mobile tech-
nology-enabled learning environment.

Chapter IX
Collaboration in Context as a Framework for Designing Innovative Mobile Learning Activities . ... 172
Daniel Spikol, Växjö University, Sweden
Arianit Kurti, Växjö University, Sweden
Marcelo Milrad, Växjö University, Sweden

This chapter describes the AMULETS (advanced mobile and ubiquitous learning environments for teach-
ers and students) project, which guides students through collaborative learning scenarios in authentic
settings.

Chapter X
Participatory Simulation for Collaborative Learning Experiences . ................................................... 197
Chengjiu Yin, University of Kyushu, Japan
Hiroaki Ogata, University of Tokushima, Japan
Yoneo Yano, University of Tokushima, Japan
In this chapter, the authors use the scaffolding technique to design an interactive and collaborative
participatory simulation. Evalution reveals that this participatory simulation helps both the individual
learner and groups of learners to gain a deeper understanding of a sorting algorithm, and encourages
more active participation in group work.

Section IV
Enhancing Situated Learning Experiences

Chapter XI
Situated Learning with SketchMap . ................................................................................................... 216
Sosuke Miura, University of Tokyo, Japan
Pamela Ravasio, University of Tokyo, Japan
Masanori Sugimoto, University of Tokyo, Japan

This chapter presents the SketchMap system, which supports children’s situated learning by creating
maps. Its use is to integrate outdoor and classroom activities, and share the children’s experiences through
the maps in order to promote situated learning activities.

Chapter XII
An Architecture for a Personalized Mobile Environment to Facilitate Contextual Lifelong
Learning .............................................................................................................................................. 232
Dionisios N. Dimakopoulos, London Knowledge Lab, UK
George D. Magoulas, Birkbeck College, University of London, UK

This chapter presents an approach to designing a mobile application for contextual lifelong learning. It
assists learners to access, compose and manage their learning in a range of institutional, informal and
work-based settings by keeping them connected with content that is relevant to their studies, and its use
is demonstrated in three lifelong learning scenarios.

Chapter XIII
Designing Situated Learning Experiences .......................................................................................... 255
Hokyoung Ryu, Massey University, New Zealand

This chapter discusses a location-aware learning organizer that helps university students manage their
learning activities and supports situated learning experiences.

Chapter XIV
Developing a Mobile Learning Platform for a Professional Environment.......................................... 273
Ana Dzartevska, Sand.eld Information Systems, New Zealand

This chapter discusses a professional mobile learning experience for those who are in need of more
contextual understanding of different work procedures in a specific learning environment.
 Section V
Challenges and Future Mobile Learning

Chapter XV
Handheld Educational Applications: A Review of the Research ........................................................ 302
Yanjie Song, University of Hong Kong, Hong Kong

This chapter discusses research on applications of handheld devices in education, classifying them into
six categories: Educational communication, managing, multimedia access, games and simulations, data
collection, and context-aware applications.

Chapter XVI
Assessing the Bene.ts of AJAX in Mobile Learning Systems Design............................................... 324
Feng Xie, Massey University, New Zealand
David Parsons, Massey University, New Zealand

Ajax (Asynchronous JavaScript and XML) is introduced in this chapter, to see if it rightly increases
Web page’s interactivity, speed, functionality, and usability for mobile learning contents, demonstrat-
ing how it can significantly increase a mobile learning applicaton interactivity, speed, functionality, and
usability.

Chapter XVII
Recommended Readings and Resources ............................................................................................ 356
Hokyoung Ryu, Massey University, New Zealand
David Parsons, Massey University, New Zealand

This chapter compiles a list of recommended books, articles, scholarly journals and conferences related
to mobile learning research.

Glossary.............................................................................................................................................. 364

Compilation of References ............................................................................................................... 371

About the Contributors .................................................................................................................... 404

Index.................................................................................................................................................... 412
xii

Foreword

I have the pleasure of writing some words for this timely and thought-provoking collection. The field
of mobile learning is somewhat different from many other technological advancements of the past. The
rapid growth of mobile learning has its roots as much in the educational and pedagogical needs of flex-
ibility and the anytime anywhere demand for learning as it does in the readily available mass market of
tiny devices that almost everyone seems to have. “Technology first, pedagogy later” is not new when
it comes to technology adoption in education. However, effective mobile learning has evolved not so
much from the over-enthusiasm of early technology adopters but rather due to the high penetration of
technology already available for application penetration. This is perhaps also the reason why it did not
take long before researchers started to focus on getting pedagogy right, rather than letting technology
dominate it (which has all too often been the case in the past).
The danger of such readily available technology is the possibility of succumbing to the desire of using
it as a fancy replacement for every possible existing solution. On the other hand, with tiny screens, low
and unreliable bandwidth, small memory, and other similar limitations, one could easily argue against
using such technology where far richer technological solutions already exist. Therefore, caution needs
to be exercised when deciding where mobile technology would be most effective in the learning process
and whom it would best serve.
With the marriage of multimedia-rich content on mobile devices and the design of appropriate learn-
ing tasks, mobile learning has the potential to provide a learning experience that is of a far higher quality
than present day classrooms are able to provide. Mix it with the latest generation of technologies, such
as iPods, Wii, and smart chips, add all those multiple input and output capabilities that are available on
most mobile devices in the market, such as freehand annotations, audio, photo snapshots and video, and
you have learning experience that knows no bounds!
It is very refreshing to see these issues appropriately discussed in this collection. The editors have
done a superb job of eliciting chapters from pioneering authors and put them together in a sequence
that moves the reader to increasing levels of understanding. Both editors come from Massey University
where I worked for seven years and it is ironic that I first knew about them not by a meeting of any sort
but through their research papers! It is an honor for me to be able to contribute to this important volume.
The list of authors boasts the same tradition of high quality researchers who are engaged in state-of-the-
art yet down-to-earth research on mobile learning.
The book contains a good balance between the enthusiastic uses of emerging innovations and find-
ing appropriate pedagogy that would ensure that benefits are in fact achieved in terms of improved and
omnipresent flexibility, interactivity, learner engagement, learning opportunities, and in-context learning
through collaboration. Technology is not used just for technology’s sake but appropriate assessment
methods are used to ensure the educational effectiveness of these technologies. Readers, whether they
are new to the mobile learning world or are seasoned players, would find the book equally interesting.
 xiii

Individual chapters of this collection would guide today’s educators in deciding how to use different
mobile technologies in the most effective ways. The whole book would also serve as a referential ar-
chive for future generations of researchers by helping them to better understand the systematic uptake
of mobile technology that is guided by the educational paradigms.

Kinshuk
Professor, Athabasca University, Canada
xiv

Preface

The aim of Innovative Mobile Learning: Techniques and Technologies is to introduce the reader to
the current directions of mobile learning (a.k.a., m-learning). More precisely, it is about providing a
comprehensive survey of mobile learning research and projects that both academics and educational
practitioners may utilize in their work.
It is simply not possible to give a neat definition of mobile learning, specifying necessary and sufficient
characteristics of all those activities that have ever been called “mobile learning.” It is a new phenomenon
that has developed through the recent spread of mobile ICT (information and communication technol-
ogy), both a separate endeavor to traditional pedagogy and a complementary approach to it. Hence, in
order to keep the book within manageable bounds, some difficult decisions had to be made about what
to include and what to exclude. In making these decisions we were guided by our own experience and
the recommendations of our reviewers who contributed significantly to the book’s development.
In approaching this novel learning mode, this book argues that a holistic approach for encompass-
ing diverse mobile learning themes is necessary to design new kinds of learning activities with mobile
technologies, where there is still a lack of well-defined characteristics and features of mobile learning
spaces. It integrates concerns about tools, methods, and technologies for mobile learning development with
concerns about validating the learning experience that each project produces. This integration is believed
to offer a pragmatic solution to critical challenges in both technical design and learning outcomes.
The contribution of this book is thus to bring together a range of approaches to technologies and
techniques, presenting them in a common format and at a detailed level. The goal is to provide detailed
information about each project, and to make primary sources more accessible.
The rest of this preface introduces the scope of the book and the approach that is employed for its
level of description.

THE CHALLENGES

The increasing spread of mobile devices is dramatically affecting people’s daily lives. They not only
increase the pace and efficiency of everyday life, but also allow more flexibility at business and profes-
sional levels.
Arguably, mobile technologies, particularly the increasingly sophisticated mobile phone (blurring
the boundaries between communication and computation), combine both ubiquity and utility. This
phenomenon has given rise to opportunities to employ mobile technologies more broadly than just as
communication tools.
Learning design with mobile technologies has been, to some extent, a successful technological and
scientific undertaking, helping to broaden the arenas of the educational sector in ways that no one could
have anticipated a decade ago. Of course, we cannot predict its future; however, the progress of the past
decade highlights specific current challenges.
 xv

To the extent that the success of mobile learning is due to its ambitiously multidisciplinary applica-
tion, an m-learning textbook should span its multidisciplinary scientific and technical foundations. Future
m-learning systems will only succeed if they can continuously synthesize coherent learning experiences
from these foundations. For instance, the Ambient Wood project carried out by Sussex University (UK)
has demonstrated how a mobile and ambient environment can provide a more effective and situated
learning experience. In another learning context, MIT (USA) has developed a collaborative m-learn-
ing tool to help students understand complex and dynamic epidemic phenomena, simulating them with
learners’ wearable mobile devices, demonstrating significant advantages over non-mobile e-learning
applications. Even Nintendo’s DS Lite™ handheld console has been used to provide an enjoyable way
to improve Japanese students’ individual English skills. M-learning is not simply limited to delivering
teaching materials onto student’s mobile handsets, which the term ‘learning’ implicitly points out, but
also encompasses public information or even commercial information on lifestyle choices and health
promotion. Many other domains (e.g., health practitioners) see the advantages of m-learning environ-
ments in providing personalized content (e.g., dietary information, quit smoking programs) via the mobile
phones that have become so pervasive in recent years. These projects are targeted at specific objectives
but they are also designed to extract the critical success factors that can be used to generalize findings
to other m-learning environments. In this way, we can develop a better understanding of how mobile
technologies can be used to enhance various user experiences, empower the user with the knowledge and
ability to self-manage, and learn how these technologies can improve quality of life across a spectrum
of contexts whilst containing costs and stimulating demand for services.
As the technologies that may support m-learning continue to evolve, this field will become increas-
ingly more challenging as new opportunities emerge, and academics and practitioners need to learn from
one another’s experience. For instance, how to effectively take the user (i.e., learner) into account within
emerging m-learning environments has formed a persistent theme in the academic field. In contrast, much
of the practitioner’s perspective on m-learning applications has been what kind of learning products
and content can facilitate the uptake of this new learning environment. To achieve significant outcomes
from this research that both deliver technological solutions and enhance the usability and sustainability
of the technologies, this book aims to draw together expertise from a range of international academic
and industrial contributors.
We also believe that simply being driven by technical initiatives, with a narrow focus only on the
quality of mobile technologies, does not capture the potential variety and emergent aspects of mobile
learning activities. Practitioners, as well as researchers, should instead embrace the notion of learning
experiences, for a better understanding of the important values that mobile learning can provide. Although
this ‘experience’ or ‘learning theme’ has been widely discussed, there are still few available empirical,
exploratory or large-scale success cases.

OVERVIEW OF THE BOOK

This edited book is intended to discuss the latest mobile learning environments beyond the desktop learn-
ing environment, an area of research that is increasingly seeing new developments and techniques in
both the academic and commercial fields. It comprises articles from leading researchers and practitioners
in the field of mobile learning. One purpose of the book is to disseminate writings about the challenges
and practical experience of the design of mobile learning environments, current developments in mobile
learning experiences in both academia and industry, current methods and approaches to mobile learn-
ing development, the current economic and social context of m-learning development, and empirical
xvi

research into deployed m-learning environments. More importantly, a key aim of this book is to explore
the technical aspects of m-learning development, where we need to systematically take into account
learner interactions, learning activities and the completely renewed social and cultural environments that
m-learning environments can integrate with and that technologies are now capable of delivering.
Thus, this volume is organized around wide-ranging mobile learning projects, briefly describing each
project, and how they address different learning activities with mobile technologies. It then provides a
more detailed description, emphasizing what sort of learning outcomes or benefits are produced. Finally,
each chapter briefly comments on future research directions, opportunities, or additional ideas offered
by the authors of each chapter, and issues that may be important in the next decade.
The chapters are organized in the book along some general dimensions of learning activities: individual,
collaborative, and situated. Before this level of description, some theoretical foundations for learning
experiences are firstly described in Section I. This will help the reader to understand the structure of
this volume. We then focus on individual learning activities with mobile technologies in Section II, col-
laborative learning activities in Section III, situated learning activities in Section IV; and finally, Section
V addresses challenges in developing mobile learning applications. This organization will hopefully
assist the reader in seeing various perspectives of current mobile learning projects, but may be regarded
as somewhat idealized. In practice, the applications can differ in many dimensions, and many of them
target more than one learning activity, so you may consider that they have been somewhat arbitrarily
placed in the book. However, we see the important connecting factor between the chapters is their focus
on common themes and arguments.
In detail, we have organized these research efforts into four sections and 17 chapters. A brief descrip-
tion of each of the chapters follows:

Section I provides an overview of theoretical approaches, and describes a way of understanding

mobile learning experiences. In Chapter I, Hokyoung Ryu and David Parsons focus on the development
of a theoretical framework, setting out three distinct learning spaces that are markedly differently, and
considered throughout the book: individual, collaborative, and situated learning. This framework provides
systematic support for mobile learning experience design, and it is used to analyze three mobile learn-
ing environments. Extending this approach, in Chapter II, Patrick Danaher, Raj Gururajan and Abdul
Hafeez-Baig deploy mobile learning experiences in conjunction with three key educational principles:
engagement, presence, and flexibility. Each principle is accompanied by an elicitation of practical strate-
gies that have proved effective in implementing the principles sustainably within particular courses and
programs of study, as well as factors that inhibit that implementation.
In Section II, we include four mobile learning projects as practical examples of how individual learn-
ers may have mobile learning experiences that lead to specific learning outcomes. Firstly, in chapter
III, Eusebio Scornavacca, Sid Huff, and Stephen Marshall describe the development of a SMS-based
classroom interaction system and explore the impact that the TXT-2-LRN system can have on students’
learning experience. Their findings indicate that instructors and students perceive a number of benefits
from the additional channel of communication in the classroom. With a more sophisticated mobile
technology, Christian Kittl, Francika Edegger, and Otto Petrovic (in Chapter IV) demonstrate how
mobile game-based learning can be used for an efficient transfer of knowledge in learning processes,
revealing its long-term learning outcomes and individual learning efficiency. The empirical results
also imply game-based learning leads individual learners to higher energetic activation, more positive
emotions, more positive attitudes towards learning content and more efficient knowledge transfer than
other instructional formats. In contrast, in Chapter V, Peter Dolittle, Danielle Lusk, C. Noel Byrd, and
Gina Mariano explore the use of the iPod™ as an educational platform and report on a study designed
 xvii

to examine individual differences in iPod™ use. It empirically demonstrates an important factor for the
success of mobile-based individual learning activities, that is, working memory capacity (WMC). Finally,
Chapter VI by Martin Owen, surveys diverse mobile learning projects, including a simple game-based
learning system, a complex multi-role simulation and an environmental tagging and hypermedia project.
It explicitly shows how mobile learning projects have been evolving from individual learning support
to located and contextual activity-based learning experiences, themes that led us into the remaining
sections of the book (Sections III and IV).
Section III delivers empirical data and case studies on collaborative learning experiences with mobile
technologies, where the themes in mobile learning are markedly different from traditional e-learning
environments. Firstly, Martha Grabowski, Greg Lepak, and George Kulick, working collaboratively be-
tween the United States and Poland, empirically examine the impacts of new collaborative technologies
(including mobile technologies) on distributed learners. They also introduce a technology-independent
framework for taking into account collaborative mobile technologies, relating expected technology
impacts to user preferences. The following two chapters (VIII and IX) have been invited from a Pan-
European mobile learning research initiative. In Chapter VIII, María Felisa Verdejo, Carlos Celorrio,
Emilio Julio Lorenzo, Marta Millán, Sergio Prades, and Javier Vélez present a broad overview of the
approach, design and implementation of a collaborative mobile learning infrastructure (i.e., the ENLACE
project). Following this, in Chapter IX, Daniel Spikol, Arianit Kurti, and Marcelo Milrad describe the
AMULETS (advanced mobile and ubiquitous learning environments for teachers and students) project.
In the last chapter of Section III, Chapter X, Chengjiu Yin, Hiroaki Ogata, and Yoneo Yano provide a
further example of the collaborative learning experience, that is, participatory simulation that helps both
the individual learner and a group of learners to understand sorting algorithms by enacting collaborative
processes with mobile devices.
The primary focus of Section IV is how situated learning can be shaped with mobile technologies.
Sosuke Miura, Pamela Ravasio, and Masanori Sugimoto, in Chapter XI, present the SketchMap system
that supports children’s situated learning by creating maps. The goal of the SketchMap system is to
investigate whether integrating outdoor and classroom activities and sharing of the children’s experi-
ences through the maps can actually promote situated learning. From a somewhat different perspective,
Dionisios Dimakopoulos and George Magoulas, in Chapter XII, respond to the ever-increasing need of
individuals and organizations for lifelong learning, presenting an approach to designing a mobile applica-
tion for contextual lifelong learning. It assists learners to access, compose and manage their learning in
a range of institutional, informal and work-based settings by keeping them connected with content that
is relevant to their studies, and its use is demonstrated in three lifelong learning scenarios. In Chapter
XIII, Hokyoung Ryu designs and evaluates a location-aware learning organizer that helps university
students to manage their learning activities at campus. Finally in this section, Ana Dzartevska (Chapter
XIV) extends this mobile learning experience to professionals who are in need of more contextual un-
derstanding of different work procedures.
By way of conclusion, we return to some of the issues and challenges raised at the beginning of this
Preface and look at how they may be addressed by the work described in Chapters XV and XVI. Yanjie
Song (Chapter XV) reviews and discusses research on applications of handheld devices in education.
She classifies these mobile learning applications into six categories based on their functions: educational
communication, managing, multimedia access, games and simulations, data collection, and context-
aware applications. From a software engineering perspective, Ajax (asynchronous JavaScript and XML)
is explored in Chapter XVI to increase the mobile Web page’s interactivity, speed, functionality, and
usability, which seem to be essential qualities in designing mobile learning contents.
In addition to the main body of this book, we also provide a list of recommended readings and
resources to help the reader. The final chapter (Chapter XVII) compiles a list of recommended books,
xviii

articles, scholarly journals and conferences, to offer one possible source of reading guidance on mobile
learning research. With this list, the editors seek to serve both academics and practitioners who want
to find out the basic details of mobile learning or disseminate their latest findings through the research
network. At the end of this volume there is also a comprehensive glossary, covering most of the terms
that may be new to the reader or that are being used in an unfamiliar way.

TOWARDS A SOLUTION

Mobile learning is a relatively new research area. There is an increasing demand for tools and techniques
but perhaps less enthusiasm or support for researchers to have the opportunity to fully articulate the rela-
tionships among these tools, techniques and underlying pedagogical theory. Therefore, a comprehensive
volume of articles covering current trends, technologies and techniques in mobile learning is necessary.
In this sense, we believe that this book will be a timely publication for both academics and practitioners
who are interested in the design and development of future learning environments. However, this is of
course a collection of readings on related topics, not an extended narrative with a beginning, middle,
and end. Readers of the book should not feel constrained by the order of the chapters and the structure of
the book. Obviously, we have arranged the material in an order that makes sense to us, trying wherever
possible to locate readings that speak to the same or closely related issues, but many different arrange-
ments are possible, and these reinterpretations may suggest other solutions to the future challenges of
mobile learning.

Hokyoung Ryu and David Parsons (Editors)

Auckland, New Zealand
 xix

Acknowledgment

Many people have helped us during the writing and preparation of this book. We are especially indebted
to the reviewers who commented at length on earlier versions of the manuscript. As these reviewers can
now verify, their constructive suggestions have played a major role in shaping the book’s final form.
They are Ken Hawick, Kinshuk, Stephen Downes, Matthias Lampe, Siobhan Thomas, Yunhi Chang,
Jongbae Kim, Demetrios Sampson, Friderich W. Hesse, Irma Becerra-Fernandez, Deniz Eseryel, Jose
Bravo, Daniel Wessel, Alain Derycke, and Peter Doolittle. In addition, we are in indebted to both Mar-
celo Milrad and Hiroaki Ogata, whose efforts in gathering together an excellent set of submissions have
guaranteed the very high quality of the work presented in this volume. We are also grateful to Professor
Tony Norris for his leadership of the Centre for Mobile Computing at Massey University, within which
our research into mobile learning is based. In closing, we would like to warmly thank all the authors for
their insights and valuable contributions to this book.
Special thanks also go to the publishing team at IGI Global, whose contributions throughout the
whole process from inception of the initial idea to final publication have been invaluable.
Finally, there are our children, Jihoon, Youngji, Jenny, Kate, and Abbie, to whom any formal expres-
sion of thanks seems inadequate.

Hokyoung Ryu and David Parsons (Editors)

Auckland, New Zealand
June 2008
 Section I
Theoretical Foundations of
Mobile Learning Experiences
 

Chapter I
Designing Learning Activities
with Mobile Technologies
Hokyoung Ryu
Massey University, New Zealand

David Parsons
Massey University, New Zealand

Abstract

This introductory chapter focuses not so much on mobile learning technologies per se, but rather on a
theoretical foundation and its pragmatic application to designing learning activities with mobile tech-
nologies. It sets out three learning spaces that are explicitly considered in the book: individual, collab-
orative, and situated learning. On these differing learning spaces, we begin by proposing the essential
factors in effective mobile learning experience design that should be addressed by different features
or functions of the relevant learning activities. In turn, derived is a conceptual framework to provide
systematic support for mobile learning expererience design. This chapter concludes by surveying the
mobile learning systems included in this book, reviewing their differing learning activities within context
of the framework. We hope that this analysis will help to expose the key qualities and features that can
support the future development of increasingly effective mobile learning applications.

Introduction society brought about by ICT advances equally

lead to new types of education systems that are
There is little doubt that information and com- not restricted to traditional education providers.
munication technologies (ICT) are among the They seemingly heighten both the effects and
defining technological transformations of the expectations of the advent of new pedagogies.
late 20th and early 21st centuries. The changes in We may witness such changes as the rise of

Copyright © 2009, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited.
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