Mobile learning: the next generation of learning

Improve registration process

Our counterparts in NKI have in the past used mobile keyboards in conjunction with their m-learning courses and it seems that if any significant quantity of data needs to be input then this is a pre-requisite. Otherwise the small-scale keyboard and data input methods lead to frustration in the participants.

The first task the user is required to perform for the m-learning course is the registration process, and many who completed the course did not enjoy this experience. In the future more consideration should be given to ensure users are familiar with the mobile device before they begin the course. Also other simpler registration methods should be considered and investigated, maybe voice activated registration etc.
“Size of Display, Size of keyboard, less functionality on mobile phone keyboard than on PC Keyboard (e.g. ESC)”
“Good course, the use of small screen worked surprisingly well for reading, can't say the same for entering text and clicking on the links.”
“Very difficult to register, needed 6-7 attempts. Buttons were a bit hard to tap with pen.”
“Overall equipment was good. Keypad is awkward for entry or more than a few letters.”
“If the student normally uses a Sony-Ericsson P900 they may get more benefit from the course.”

Suggestions to improve learning experience

The ability for a user to personalize the learning process is an important educational issue. Research into how personalized learning environments could be supplied in an m-learning setting, might enhance the learning experience, e.g. adaptive systems, adaptive hypermedia etc.
“Being able to personalise the learning process.”

Suggestions for course design (small modules, reference material etc.)

It has become apparent from the feedback of this course that long periods studying on this particular device are not conducive to learning. This does not come as a surprise but as m-learning is a new learning experience for all, there are no guidelines on how to effectively “sit” an m-learning course.
Nevertheless many of the comments from participants advised that smaller modules of reference material would be more appealing than full size overview courses. Further research into best practices for manageable-sized learning modules on mobile devices is needed (Perhaps in conjunction with adaptive systems using multimedia).
“After a period of time it becomes uncomfortable to do the course. Maybe an option of small size (bite-size) courses in pdf format that user can download onto phone and access it anytime they like.”
“Limitations of the mobile device are a major fact that make m-learning difficult (size of display/battery life) amount of information required to cover a particular subject can make the downloading slow.”
“Maybe reference material available that you can download and read at a later date.”

Conclusions

In general the feedback from the questionnaires was positive, especially regarding the technical decisions made to provide the course. The use of graphics, evaluations methods and easy access to material were especially complimented. However there is still much room for improvement and this document has outlined the most common issues highlighted in the questionnaires and offered areas for further research.

It is a difficult environment to design for, especially considering the limitations of the interface and keyboard, yet Ericsson has made significant improvements in their m-learning solutions over the last number of years. It is hoped that further improvements can be made to the overall learning environment so that in the future the option of m-learning can be a fluid, fun and real solution.
Ericsson, Ireland looks forward to meeting this challenge to improve m-learning solutions and remain at the forefront of m-learning research.
References
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CHAPTER 8 MOBILE LEARNING BIBLIOGRAPHY

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