TY - JOUR

T1 - Mobile Devices as Support Rather than Distraction for Mobile Learners

T2 - Evaluating Guidelines for Design

AU - Eliasson, Johan

AU - Pargman, Teresa Cerratto

AU - Nouri, Jalal

AU - Spikol, Daniel

AU - Ramberg, Robert

PY - 2011

Y1 - 2011

N2 - This article questions the design of mobile learning activities that lead students to spend time focusing on the mobile devices at the expense of interacting with other students or exploring the environment. This problem is approached from an interaction design perspective, designing and analysing geometry-learning activities. The authors present six guidelines for designing mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. The guidelines are developed through video analysis of groups of middle school students doing learning activities outdoors and evaluated using the task model. The guidelines suggest that students (1) assume roles based on a different functionality of each device, (2) use devices as contextual tools, that the activities, (3) include physical interaction with the environment, (4) let teachers assume roles, (5) encourage face-to-face communication, and (6) introduce students to the mobile devices.

AB - This article questions the design of mobile learning activities that lead students to spend time focusing on the mobile devices at the expense of interacting with other students or exploring the environment. This problem is approached from an interaction design perspective, designing and analysing geometry-learning activities. The authors present six guidelines for designing mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. The guidelines are developed through video analysis of groups of middle school students doing learning activities outdoors and evaluated using the task model. The guidelines suggest that students (1) assume roles based on a different functionality of each device, (2) use devices as contextual tools, that the activities, (3) include physical interaction with the environment, (4) let teachers assume roles, (5) encourage face-to-face communication, and (6) introduce students to the mobile devices.

KW - Activity Theory

KW - Human-Computer Interaction

KW - Interaction Analysis

KW - Interaction Design

KW - Mobile Learning

KW - Situated Learning

UR - http://www.scopus.com/inward/record.url?scp=85001785616&partnerID=8YFLogxK

U2 - 10.4018/jmbl.2011040101

DO - 10.4018/jmbl.2011040101

M3 - Journal article

AN - SCOPUS:85001785616

VL - 3

SP - 1

EP - 15

JO - International Journal of Mobile and Blended Learning

JF - International Journal of Mobile and Blended Learning

SN - 1941-8647

IS - 2

ER -