Presentation to The Open University's Computers and Learning Research Group's June 2016 conference. This presentation describes the SALSA project which explores the value of location-triggering language learning out and about an urban area, using a combination of smartphones and bluetooth beacons. We report on the project's approach, its technologies, the app developed, and the responses of the participants, with key themes.

1. Location triggered
language learning
Mark Gaved, Alice Peasgood,
Richard Greenwood
Szkoła
wyższa
AptekaRozklad
jarzdy

2. • Building on MASELTOV project
• Exploring location-triggered English
language learning in urban areas
• Contextual learning more powerful
• Learning at a relevant time, in a relevant
location
• Learning during everyday routine
• Intended to be BYOD - domesticated

3. SALSA Research Questions
• How do learners use mobile phone apps to support
their informal language learning?
• Where do learners use mobile phone apps to
support their language learning?
• Do learners find location based triggers effective in
supporting contextual learning?
Learner as well as device mobilities

4. Location-triggering via
Bluetooth beacons
• Small, low cost devices
broadcasting basic information
• A user’s mobile app can be enabled
to look for the beacon’s
transmission.
• When it is near to the beacon and
detects it, the app can notify the
phone user of location-relevant
content.

5. SALSA app
(android)

6. SALSA affordances
• Triggering: have to travel to location to access the
content, reinforces learning
• Can revise content after the trigger, so can fit into
their routine (trigger unlocks the content)
• Content is on the phone rather than the internet.
Easier and more convenient
• Audio and text at the same time
• Hyperlinks within app to cross-reference vocab etc.

7. Participants
• Recruited from Adult Continuing Education Centre,
Bletchley
• Approx. 60 current intermediate level students
invited to take part (Level 1 ESOL/ CEFR B2)
• 25 survey responses, 14 field trial participants

8. Participant information (survey n=25)

9. Method
Survey about use of technologies for learning, level of
English
Two week field trial of SALSA app in Milton Keynes
Data from pre- and post-interviews, diary study
Image © Google 2014

10. Field Trial
• 12 language activities (HEIF funding)
• Locations around central MK,
including Arriva Buses (No.7 electric
bus)
• Given map of locations
• Field diary (on paper)
• Debrief interview

11. Map of beacon locations

12. Interviews – key findings
• Priority for these learners: fitting learning into
everyday life – time and location
• Location-triggering doesn’t necessarily lead to
learning at the location. Social and practical factors
influence where the app is used.
• Location-triggered learning doesn’t just help
learning at a location, in the moment, but also helps
support revision, and planned learning (for future
situations). Time and location interact.

13. Interviews – reasons for learning English
• Priority for these learners: wanting to know how a
native would speak, idiomatic phrases, formal vs
informal, polite phrases, pronunciation.
• Want to help their children, get a better job, fit in
with the locals, become UK citizens
• “In any culture in the world, if you don’t speak the
language, it’s like you are blind and deaf.” ppt06

14. Themes – trigger as reminder or motivator
Reasons for learning at trigger location:
• discovering places as well as language: “At the place,
when we go there, we have to look and learn.”
ppt08 (ppt21 also sense of discovery)
• curiosity about app content: checked app when
phone buzzed to see what was there (ppt04)
• triggering on phone encouraged more learning:
reminder to learn (ppt06, ppt19)

15. Themes – preferred location
Reasons for learning away from trigger location:
• more time to learn (ppt08, ppt05, ppt09)
• undisturbed, relaxed, private (ppt08, ppt05, ppt04)
• fits into routine, learns on the bus (ppt04)
• overloaded if uses app whilst in situation (ppt06,
ppt09)
• social context: won’t use phone or listen to audio in
front of others (ppt04, ppt05)

16. Themes – preferred content/location
• “It was easy to use, but maybe the contents are a
little tricky to use in the place because it takes some
time to use it.” ppt09
• Many participants only looked at brief sections of
the content at the trigger location. Vocabulary,
relevant phrases and pronunciation preferred for
learning in the moment at the location. Grammar
and dialogue tended to be studied away from the
location.

17. Themes – convenience/access
• “This is something, because this thing [phone] you
have in your hand every day, you can just try every
day.” ppt06
• Many participants already used their phones to
support language learning to some extent (although
this was new for some)
• Content on the phone was easier to access than
from websites (fewer clicks, stored on device).

18. Themes – prefer planned learning
• “Something I always do before I do something. I
read about how to say these things”. Ppt09
• Many participants expressed a preference to access
the scenario content before they encountered the
situation, not whilst they were in it.
• Social context: wanting to prepare for that situation
(e.g. exchanging goods at a shop etc.)
• Scenarios were seen as useful, expected to use that
content if they need to exchange goods in future.

19. Themes – reviewing content
• needs to read several content times to learn (ppt08)
• too busy to read app content when phone triggered,
read later (ppt04)
• prefers to make notes whilst learning (ppt09)
• Many participants treated the field trial as a
treasure hunt, visiting several beacons in a short
time, then reviewing content elsewhere. The link
between content and location was helpful, because
the scenarios were seen as relevant to daily life.

20. Discussion
• It’s not about the beacons. Other technologies likely
to become available in future for location triggering.
• Learners started the field trial with a range of
learning strategies. Location-based triggers
influenced some of them to think about different
approaches for the future, esp. less experienced
learners. Others kept their original habits.
• Cultural sensitivities and social context influence the
use of mobile devices in public.

21. SALSA: Sensors and Apps for
Languages in Smart Areas
Mark Gaved, Alice Peasgood, Richard Greenwood,
Agnes Kukulska-Hulme, Ann Jones, Eileen Scanlon, Kevin McLeod
http://www.salsa-learning.uk
Thanks to:
Adult Continuing Education Centre (Bletchley),
MK:Smart, Arriva Buses, Milton Keynes Council,
XpressoNet, Christ Cornerstone Café,
Milton Keynes Art Gallery