With the proliferation of mobile computing technology, mobile learning (m-learning) will play a vital role in the rapidly growing electronic learning market. M-learning is the delivery of learning to students anytime and anywhere through the use of wireless Internet and mobile devices. However, acceptance of m-learning by individuals is critical to the successful implementation of m-learning systems.Thus, there is a need to research the factors that affect user intention to use m-learning. Based on the unified theory of acceptance and use of technology (UTAUT), which integrates elements across eight models of information technology use, this study was to investigate the determinants of m-learning acceptance and to discover if there exist either age or gender differences in the acceptance of m-learning, or both. Data collected from 330 respondents inTaiwan were tested against the research model using the structural equation modelling approach. The results indicate that performance expectancy, effort expectancy, social influence, perceived playfulness, and self-management of learning were all significant determinants of behavioural intention to use m-learning. We also found that age differences moderate the effects of effort expectancy and social influence on m-learning use intention, and that gender differences moderate the effects of social influence and self-management of learning on m-learning use intention.These findings provide several important implications for m-learning acceptance, in terms of both research and practice.

http://www.anitacrawley.net/Resources/Articles/Wang%20Investigating%20the%20determinants%20and%20age%20and%20gender%20Wang.pdf

Investigating the determinants and age and gender differences in the acceptance of mobile learning

Wireless data communications in form of Short Message Service (SMS) and Wireless Access Protocols (WAP) browsers have gained global popularity, yet, not much has been done to extend the usage of these devices in electronic learning (e-learning). This project explores the extension of e-learning into wireless/handheld (W/H) computing devices with the help of a mobile learning (m-learning) framework. This framework provides the requirements to develop m-learning applications that can be used to complement classroom or distance learning. A prototype application was developed to link W/H devices to three course websites. The m-learning applications were pilot-tested for two semesters with a total of 63 students from undergraduate and graduate courses at our university. The students used the m-learning environment with a variety of W/H devices and reported their experiences through a survey and interviews at the end of the semester. The results from this exploratory study provide a better understanding on the role of mobile technology in higher education.

Mobile learning: A framework and evaluation

There is an increase use of wireless technologies in education all over the world. In fact, wireless technologies such as laptop computers, palmtop computers and mobile phones are revolutionising education and transforming the traditional classroom-based learning and teaching into anytime and anywhere education.Thispaperinvestigatestheuseof wirelesstechnologiesineducation with particular reference to the potential of learning new technical English language words using Short Message Service (SMS) text messaging. The system,developedbytheauthors,calledmobilelearningtool(MOLT),hasbeen tested with 45 1st-year undergraduate students. The knowledge of students before and after the experiment has been measured. Our results show that students enjoyed and learned new words with the help of their mobile phones. We believe that using the MOLT system as an educational tool will contribute to the success of students.

http://abieasman.persiangig.com/m-learning.pdf

m‐Learning: An experiment in using SMS to support learning new English language words

Artificial Intelligence and Tutoring Systems

This paper provides a critical analysis of Mobile Learning projects published before the end of 2007. The review uses a Mobile Learning framework to evaluate and categorize 102 Mobile Learning projects, and to briefly introduce exemplary projects for each category. All projects were analysed with the criteria: context, tools, control, communication, subject and objective. Although a significant number of projects have ventured to incorporate the physical context into the learning experience, few projects include a socializing context. Tool support ranges from pure content delivery to content construction by the learners. Although few projects explicitly discuss the Mobile Learning control issues, one can find all approaches from pure teacher control to learner control. Despite the fact that mobile phones initially started as a communication device, communication and collaboration play a surprisingly small role in Mobile Learning projects. Most Mobile Learning projects support novices, although one might argue that the largest potential is supporting advanced learners. All results show the design space and reveal gaps in Mobile Learning research.

/pdf/mobile-learning-projects-a-critical-analysis-of-the-state-of-2l9bkmyfl5.pdf

Mobile Learning Projects--A Critical Analysis of the State of the Art

One important field where mobile technology can make significant contributions is Education. In the fast pace of modern life, students and instructors would appreciate using constructively some spare time that they may have, in order to work on lessons at any place, even when away from offices, classrooms and labs where computers are usually located. In this paper, we describe a mobile authoring tool that we have developed and is called Mobile Author. Mobile Author can be used by human instructors either from a computer or a mobile phone to create their own Intelligent Tutoring Systems (ITSs) and to distribute them to their students. After the ITSs have been created, students can also use any computer or mobile phone to have access to theory and tests. The tutoring systems can assess the students performance, inform the databases that record the students progress and provide advice adapted to the needs of individual students. Finally, instructors can monitor their students progress and communicate with their students during the course. The mobile features of both the authoring tool itself and the resulting ITSs from it have been evaluated by instructors and students, respectively. The results of the evaluation showed that mobile features are indeed considered useful.

/pdf/mobile-educational-features-in-authoring-tools-for-22ocfe61sr.pdf

Mobile educational features in authoring tools for personalised tutoring

Mobile and electronic medical support and education for dyslexic students

Recently, mobile technology has provided additional benefits to web-based education since mobile learning renders educational systems even more accessible to learners through the high degree of portability of handheld devices. Mobile features are complementary to web-based features f?r desktop computers. However, as yet there are no a.:thoring tools that provide parameterization in user interface components such as speech-driver?, animated personas. The present authoring tool provides the facility to medical authors to develop tutoring personas who can be parameterized wirelessly by using their mobile phone or a handheld device.

Eythimios Alepis

Papers

Mobile educational features in authoring tools for personalised tutoring

Mobile and electronic medical support and education for dyslexic students

An authoring tool that constructs tutoring personas for medical e-learning

A mobile tutoring system for medicine