The document discusses mobile learning (mLearning) using mobile devices to deliver interactive multimedia instruction. It outlines a project by researchers at Arizona State University to evaluate the impact of interactive tutoring and game-based environments on learning and engagement using mobile platforms. The document considers pros and cons of mLearning, compares it to eLearning, and proposes using scenarios and sensors in mobile devices to enhance learning experiences. The overall goal is to provide implications for developing effective mobile instruction.

1. +
Mobile
Learning:
Using
Mobile
Devices
to
Deliver
Interac6ve
Mul6media
Instruc6on
Dr.
Robert
Atkinson,
M.
Andree
Denham,
M.
Javier
Gonzalez-­‐Sanchez,
M.
Robert
Christopherson
,
M.
Maria-­‐Elena
Chavez-­‐Echeagaray

2. +
Schedule
1. About
us
2. Introduc>on
3. eLearning
vs
mLearning
4. Our
Goal
5. Proof-­‐of-­‐concept
using
an
iOS-­‐based
plaJorm
6. Forecas>ng
the
future
trends
7. Conclusions
Javier
Gonzalez-­‐Sanchez
|
Maria-­‐Elena
Chavez-­‐Echeagaray
2

3. +
About
us
1
Team
 Learning
Science
Research
Lab
at
Arizona
State
University
leaded
by
Robert
Atkinson.
 Data
and
Informa>on
and
Ar>ficial
Intelligence
group
at
Arizona
State
University
leaded
Kurt
VanLehn.
 Mo>va>onal
Environment
(Human
Computer
Interac>on)
Group
at
Arizona
State
University
leaded
by
Winslow
Burleson
in
collabora>on
with
MIT
Media
Lab.
Project
 Evalua>ng
the
Impact
of
Interac>ve
Tutoring
and
Game-­‐
Based
Environments
on
Learning
and
Engagement.
Office
of
Naval
Research
–
Grant
#
N000141010143.
Javier
Gonzalez-­‐Sanchez
|
Maria-­‐Elena
Chavez-­‐Echeagaray

4. +
Introduc6on
2
 Mobile
device
ownership
has
seen
an
exponen>al
growth
throughout
the
world
in
the
last
decade.

Instruc>onal
designers,
both
in
private
and
public
industry,
are
looking
for
ways
to
create
and
deliver
instruc>on
for
mobile
devices.
They
are
mo>vated
by
the
ability
of
mobile
devices
to
deliver
complex,
high-­‐
quality,
interac6ve,
efficient,
effec6ve,
and
engaging
instruc6on,
to
a
large
audience
of
users
and
the
social
implica>ons
of
this.
Javier
Gonzalez-­‐Sanchez
|
Maria-­‐Elena
Chavez-­‐Echeagaray

5. +
Concepts
2
 Complex,
and
high
quality.
 Interac>ve,
and
engaging
instruc>on.
 Efficient
and
effec>ve.
 Large
audience.
Javier
Gonzalez-­‐Sanchez
|
Maria-­‐Elena
Chavez-­‐Echeagaray

6. +
To
Consider
(Pros)
2
Delivering
Instruc>on
on
Mobile
Devices
implies:
 Capable
of
delivering
mul>ple
forms
of
media.
Comparable
interac>vity
to
desktop
interface.
 Mobile
Devices
are
always
with
you.
 Instruc>on
is
provided
any>me,
anywhere.
Alterna>ve
to
the
Desktop.
 Cost
effec>ve.
 Greater
interac>vity
in
comparison
to
desktops
(GPS,
accelerometer,
camera,
virtual
reality).
Javier
Gonzalez-­‐Sanchez
|
Maria-­‐Elena
Chavez-­‐Echeagaray

7. +
To
Consider
(Pros)
2
Delivering
Instruc>on
on
Mobile
Devices
implies:
 Poten>al
for
ubiquitous
use.
 Added
interac>vity
with
the
inclusion
of
input
sensors.
 Support
Just-­‐in-­‐Time
and
Just-­‐In-­‐Case.
 Games
and
Simula>ons
(Gamifica>on
concepts).
 Engagement.
We
believe
that
Into
the
future
another
devices
will
integrate
the
same
technology
 Not
a
computer
that
makes
phone
calls
 Successful
gaming
&
simula>on
plaJorm
 Intui>ve
User-­‐Interface
design
Javier
Gonzalez-­‐Sanchez
|
Maria-­‐Elena
Chavez-­‐Echeagaray

8. +
To
Consider
(Cons)
2
But
also
implies:
 Baiery
issue.
 Mul>ple
Opera>ng
Systems
and
Hardware.
 Lack
of
PlaJorm
independence.
Javier
Gonzalez-­‐Sanchez
|
Maria-­‐Elena
Chavez-­‐Echeagaray

9. +
eLearning
vs
mLearning
3
 Unfortunately
research
to
empirically
define
the
best
use
prac>ces
for
developing
instruc6on
for
mobile
devices
has
not
kept
pace
with
the
hardware
and
sojware
improvements
of
mobile
devices.
 Most
instruc>on
developed
for
mobile
devices
are
developed
using
the
guidelines
and
best
prac6ces
defined
through
research
on
e-­‐learning.
Javier
Gonzalez-­‐Sanchez
|
Maria-­‐Elena
Chavez-­‐Echeagaray

10. +
Ques6ons
3
 Is
mobile
learning
for
everyone?
 What
are
the
guidelines/frameworks
for
developing
content
for
mobile
devices?
 Engagement?
 Behavior?
Reference
 Towards
a
Theory
of
Mobile,
Proceedings
of
mLearn
2005
conference.
(2005).
Sharples,
Taylor,
&
Vavoula.
Javier
Gonzalez-­‐Sanchez
|
Maria-­‐Elena
Chavez-­‐Echeagaray

11. +
Scenario
mLearning
3
Burned
calories
Easy
Input
–
Touching
Hearth
rate
Movements
Scanning
Augmented
reality
Time
Velocity
Distance
Javier
Gonzalez-­‐Sanchez
|
Maria-­‐Elena
Chavez-­‐Echeagaray

12. +
Scenario
mLearning
3
Javier
Gonzalez-­‐Sanchez
|
Maria-­‐Elena
Chavez-­‐Echeagaray

13. +
Scenario
mLearning
3

14. +
Goal
4
 As
we
move
ahead,
the
findings
from
this
project
will
have
implica>ons
for
higher
educa>on
and
K-­‐12
educators
as
well.
 Both
are
looking
for
innova>ve
ways
to
efficiently
develop
instruc>on
that
mo6vates
and
engages
learners,
but
at
the
same
>me
encourages
the
learning
process
in
combina>on
with
the
enhancement
and
enrichment
of
learner’s
skills
and
meta-­‐skills.
Javier
Gonzalez-­‐Sanchez
|
Maria-­‐Elena
Chavez-­‐Echeagaray

15. +
Goal
4
Educa>onal
Technology
group
 Outlining
guidelines
for
developing
mLearning
content
that
are
backed
by
research.
 The
goal
should
be
to
not
just
replicate
elearning,
CBT,
WBT;
most
innova6ons
imitate
the
approaches
they
replace.
 The
need
for
the
development
of
meaningful
metrics
in
the
domain
of
m-­‐learning.
 Development
of
an
integrated
theory
of
mLearning
that
speaks
to
the
analysis
of
learning
in
a
mobile
world
and
the
design
of
new
technologies
and
environments
for
learning
Javier
Gonzalez-­‐Sanchez
|
Maria-­‐Elena
Chavez-­‐Echeagaray

16. +
Goal
4
Important
ques>ons
 What
types
of
learning
tasks
are
best
suited
for
mobile
devices?
 Verbal
Informa>on?
 Intellectual
Skills?
 Rules?
 Problem
Solving?
 Cogni>ve
Strategies?
 Aotudes
Change?
 Motor
Skills?
Javier
Gonzalez-­‐Sanchez
|
Maria-­‐Elena
Chavez-­‐Echeagaray

17. +
Goal
4
Intelligent
Tutor
Systems
group
 Explore
the
learning
tasks
that
are
best
suited
for
mobile
devices
(Experien>al
Learning,
Instruc>onal
Games,
Simula>ons,
Coopera>ve
Learning,
Problem
Based
Learning,
etc.).
 Explore
the
context
in
which
different
type
of
mobile
devices
are
effec>ve.
Javier
Gonzalez-­‐Sanchez
|
Maria-­‐Elena
Chavez-­‐Echeagaray

18. +
Proof-­‐of-­‐concept
(iOS-­‐based
plaVorm)
5
 Begin
the
process
of
formulizing
a
framework
for
delivering
interac6ve
mul6-­‐media
instruc6on
through
mobile
devices.
Javier
Gonzalez-­‐Sanchez
|
Maria-­‐Elena
Chavez-­‐Echeagaray

19. +
Proof-­‐of-­‐concept
(iOS-­‐based
plaVorm)
5
Javier
Gonzalez-­‐Sanchez
|
Maria-­‐Elena
Chavez-­‐Echeagaray

20. +
Forecas6ng
the
future
trends
6
 The
need
for
the
development
of
meaningful
metrics
in
the
domain
of
m-­‐learning.
 Create
a
Proof
of
concept
including
augmented
reality.
 Augmented
Reality/Video.
 Including
adap>ve
Sensors.
 Addi6onal
Input
Devices/Third
Party
Controls:
Hap>c
Devices,
Emo>v
Headsets,
Hand
Sensors.
 Adap>ve/Intelligent
Learning
Systems.
 Pushing
Updates.
 Tracking
Progress.
 Assigning
Instruc>on.
 Loca>on
Based
Updates/Adapta>ons.
Javier
Gonzalez-­‐Sanchez
|
Maria-­‐Elena
Chavez-­‐Echeagaray

21. +
Conclusions
7
The
challenge
for
the
educators
and
technology
developers
of
the
future
will
be
to
find
a
way
to
ensure
that
this
new
learning
is
highly
situated,
personal,
collabora>ve
and
long
term;
in
other
words,
truly
learner-­‐centered
learning.
Reference:
 NESTA
Futurelab
Report
11:
Literature
Review
in
Mobile
Technologies
and
Learning.
Naismith,
Lonsdale,
Vavoula
&
Sharples
(2004).
Javier
Gonzalez-­‐Sanchez
|
Maria-­‐Elena
Chavez-­‐Echeagaray

22. +
Q+A
Javier
Gonzalez-­‐Sanchez
|
Maria-­‐Elena
Chavez-­‐Echeagaray