UNIVERSITY OF JYVÄSKYLÄ Faculty of Information Technology UNIVERSITY OF JYVÄSKYLÄ Faculty of...

UNIVERSITY OF JYVÄSKYLÄFaculty of Information TechnologyUNIVERSITY OF JYVÄSKYLÄFaculty of Information Technology

Jenni RikalaPhD student University of JyväskyläFaculty of Information TechnologyDepartment of Mathematical Information TechnologyP.O.Box 35, FIN-40014 [email protected]

Evaluating the Nature Tour Mobile Learning Application

UNIVERSITY OF JYVÄSKYLÄFaculty of Information Technology

Outline of the Presentation

Background of the Study Nature Tour Mobile Application Mobile Learning Evaluation Framework Study Findings Conclusion


Background of the Study

Part of the Personal Mobile Space project at the University of Jyväskylä, Finland.

Part of a larger research where the aim is to develop a theoretical framework for mobile learning framework as well as mobile learning practices.



Study Aims To evaluate the feasibility of the developed

mobile learning application To explore what kind of impact the mobile

application has on outdoor learning experience



Outdoor learning Practical educational method to teach the

natural phenomenon (Tan, Liu, Chang, 2007). Information and communication technologies

(such as mobile devices) can enhance the quality and experiences of outdoor learning in many ways (Osawa et al., 2007).


The Nature Tour Mobile Application

• Developed considering the early childhood and lower primary education settings

The objective is to enhance outdoor learning experiences by facilitating the documentation Observations can be saved with

photographs or with audio recordings and also send to web page


The Mobile Learning Evaluation Framework

The evaluation framework was utilized to evaluate and analyze the feasibility and outdoor learning experiences.

Includes the core characteristics of mobile learning.

Is based on two theoretical frameworks (Koole, 2009; Kearney et al., 2012).

Was revised based on the observations made in the earlier case study (see Rikala & Kankaanranta, 2014).




Mobile learning process: the learner, device and social aspect

Mobile learning experience: time-space, spontaneity and personality

The pedagogical practices: mobile learning activity



Based on the framework the expected results were:

1)Mobile application can transcend spatial and temporal restrictions, i.e. support learning anywhere and any time.

2)Mobile learning experience is personalized and motivating for learners.

3)Mobile devices and applications are easy-to-use, intuitive and help learners to concentrate on the task, not the device itself.

4)In mobile learning experience learners can exchange information and acquire knowledge with rich connections to other people and resources mediated by a mobile device.

5)The pedagogical practices influence on the learning activity, mobile learning process as well as mobile learning experience.


The Study

An exploratory case study in Finnish basic education settings in Central Finland in autumn 2012.

Nineteen second grade student (aged 7-8 years) and their teacher participated.

The data were collected after the experiment with teacher and student surveys.


The Study

The objective of the mobile learning activity was to explore local area trees and record observations.

The learning activity also included activities after the field trip. Students draw leaf structure pictures and constructed

a memory game based on the printed observation pictures.


Findings

1) Mobile Devices Can Transcend Spatial and Temporal Restrictions, i.e. Support Learning Anywhere and Any Time

• The experiment indicated that the Nature Tour mobile application is easy to use and it at its best can support learning any time and any place.

• The application combined virtual and physical space as well as extended learning outside the classroom.

• The integration of the application as a part of daily routines was easy.


Findings

2) Mobile Learning Experience is Personalized and Motivating for Learners

• The experiment indicated that the learning experience was personalized and motivated for learners.

• The students were very curious about the new approach.

• The teacher highlighted the interest and motivation which the mobile application clearly aroused.

• In the field, the children were able to work their own pace and photograph things that they wanted.


Findings

3) Mobile Devices and Applications are Easy-To-Use, Intuitive and Help Learners to Concentrate on the Task, Not the Device Itself

• The experiment indicated that the learners were concentrating on the task, not the device itself.

• The application was easy-to-use.• No major technical problems occurred.• The instructions were clear.


Findings

4) In Mobile Learning Experience Learners can Exchange Information and Acquire Knowledge With Rich Connections to Other People and Resources Mediated by a Mobile Device

• The experiment indicated that the mobile technology helped students to acquire knowledge.

• The mobile application clearly encouraged social interactions.

• The observations recorded during the field trip were utilized to acquire knowledge after the field trip.


Findings

5) The Pedagogical Practices Influence on the Learning Activity, Mobile Learning Process as well as Mobile Learning Experience

• The study indicated that the technology use requires balance between the curriculum, student's needs and human interactions.

• The experiment turned out to be successful, especially because in the background of the implementation, there was a well-defined pedagogical goal.

• Application act as an aide but also gave opportunity work different ways inside and outside the classroom.


Conclusions

The Nature Tour experiment turned out to be successful experiment. The mobile application was easy-to-use. Learning experience became meaningful and

motivating for the students. Clear instruction and pedagogical goal made the

learning process and situation more organized.


Conclusions

The repetition of the approach for a longer time would give more evidence of the feasibility of the approach.

The learning outcomes and motivations as well as the effect of educational activity outside the classroom should be investigated more systematically.


Conclusions

The pedagogical practices strongly influence on the learning activity, mobile learning process, as well as mobile learning experience.

The teacher’s contribution is significant.


Thank you! Questions, comments, feedback?

[email protected]


Kearney, M., Schuck, S., Burden, K. and Aubusson, P. (2012) Viewing mobile learning from a pedagogical perspective. Research in Learning Technology, 20.

Koole, M.L. (2009) 'A Model for Framing Mobile Learning', in Mohamed, A. (ed.) Mobile Learning: Transforming the Delivery of Education and Training. Edmonton, AB, CAN: Athabasca Univeristy Press, pp. 25–50.

Osawa, N., Noda, K., Tsukagoshi, S., Noma, Y., Ando, A., Shinuya, T., and Kondo, K. (2007). Outdoor Education Support System with Location Awareness Using RFID and Symbology Tags. In, Journal of Educational Multimedia and Hypermedia (pp. 411-428), vol. 16(4).

Rikala, J, & Kankaanranta, M. (2014). The Nature Tour Mobile Learning Application - Implementing the mobile application in Finnish early childhood settings. In, Proceedings of the 6th International Coference on Computer Supported Education, (pp. 171-178), vol 3.

Tan, T.-H., Liu, T.-Y., and Chang, C.-C. (2007). Development and Evaluation of an RFID-based Ubiquitous Learning Environment for Outdoor Learning. In, Interactive Learning Environments (pp.253-269), vol. 15, no. 3.

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