Book contents
- The Cambridge Handbook of the Learning Sciences
- The Cambridge Handbook of the Learning Sciences
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Preface
- 1 An Introduction to the Learning Sciences
- Part I Foundations
- Part II Methodologies
- Part III Grounding Technology in the Learning Sciences
- 14 Video Games and Learning
- 15 Embodiment and Embodied Design
- 16 Tangible and Full-Body Interfaces in Learning
- 17 Augmented Reality in the Learning Sciences
- 18 Mobile Learning
- Part IV Learning Together
- Part V Learning Disciplinary Knowledge
- Part VI Moving Learning Sciences Research into the Classroom
- Index
- References
18 - Mobile Learning
from Part III - Grounding Technology in the Learning Sciences
Published online by Cambridge University Press: 14 March 2022
Edited by
Book contents
- The Cambridge Handbook of the Learning Sciences
- The Cambridge Handbook of the Learning Sciences
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Preface
- 1 An Introduction to the Learning Sciences
- Part I Foundations
- Part II Methodologies
- Part III Grounding Technology in the Learning Sciences
- 14 Video Games and Learning
- 15 Embodiment and Embodied Design
- 16 Tangible and Full-Body Interfaces in Learning
- 17 Augmented Reality in the Learning Sciences
- 18 Mobile Learning
- Part IV Learning Together
- Part V Learning Disciplinary Knowledge
- Part VI Moving Learning Sciences Research into the Classroom
- Index
- References
Summary
Mobile learning is learning across multiple contexts using smartphones and tablets, digital watches and fitness bands, wearable tags, and other more specialized devices. In educational applications, these devices are often linked together through the Internet or Bluetooth wireless technology, supporting collaboration and interaction. Mobile devices support seamless learning by extending learning beyond the classroom into everyday real-world experience. Mobile devices support the blending of the “formal learning” of the classroom with “informal learning” that takes place at home, in museums, or with peers. Mobile devices support personalized learning, and yet when networked together they can at the same time support collaboration and group learning. Many mobile devices generate large volumes of data from each student’s device, supporting learning analytics applications.
Keywords
- Type
- Chapter
- Information
- The Cambridge Handbook of the Learning Sciences , pp. 362 - 382Publisher: Cambridge University PressPrint publication year: 2022
References
Akçayır, M., & Akçayır, G. (2017). Advantages and challenges associated with augmented reality for education: A systematic review of the literature. Educational Research Review, 20, 1–11.Google Scholar
Anastopoulou, A., Sharples, M., Ainsworth, S., Crook, C., O’Malley, C., & Wright, M. (2012). Creating personal meaning through technology-supported science learning across formal and informal settings. International Journal of Science Education, 34(2), 251–273.CrossRefGoogle Scholar
Barron, B., & Bell, P. (2015). Learning environments in and out of school. In Corno, L. & Anderman, E. (Eds.), Handbook of educational psychology (pp. 337–350). London, England: Routledge.Google Scholar
BBC. (2019, October 22). Gardenwatch survey results. BBC Winterwatch blog. Retrieved from www.bbc.co.uk/blogs/natureuk/entries/f421628e-c50b-44dd-996a-a53fd3740b42Google Scholar
Bevan, B., Bell, P., Stevens, R., & Razfar, A. (Eds.). (2013). LOST opportunities: Learning in out-of-school time. New York, NY: Springer.CrossRefGoogle Scholar
Bo, G. (2005). MOBIlearn: Project final report. Retrieved December 1, 2012 from http://www.mobilearn.org/results/results.htmlGoogle Scholar
Bransford, J. D., Barron, B., Pea, R., et al. (2006). Foundations and opportunities for an interdisciplinary science of learning. In Sawyer, R. K. (Ed.), The Cambridge handbook of the learning sciences (pp. 19–34). New York, NY: Cambridge University Press.Google Scholar
Brophy, J. (2006). History of research on classroom management. In Evertson, C. M. & Weinstein, C. S. (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 17–43). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Chan, T.-W., Roschelle, J., Hsi, S., et al. (2006). One-to-one technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning Journal, 1(1), 3–29.CrossRefGoogle Scholar
Claeys, M. (2001). Instrumentation of buildings to enhance student learning – A case study at Marquette University’s Discovery Learning Complex [Master’s theses (2009–)]. Paper 86. Retrieved from http://epublications.marquette.edu/theses_open/86Google Scholar
Colella, V. (2000). Participatory simulations: Building collaborative understanding through immersive dynamic modelling. Journal of the Learning Sciences, 9(4), 471–500.CrossRefGoogle Scholar
Collins, T., Mulholland, P., & Gaved, M. (2011). Scripting personal inquiry. In Littleton, K., Scanlon, E., & Sharples, M. (Eds.), Orchestrating inquiry learning (pp. 87–104). Abingdon, England: Routledge.Google Scholar
Clement, J. (2020, January). Share of global mobile website traffic 2015–2019. Statistica. Retrieved April 15, 2020 from www.statista.com/statistics/277125/share-of-website-traffic-coming-from-mobile-devices/Google Scholar
Coughlan, T., Adams, A., Rogers, Y., & Davies, S.-J. (2011). Enabling live dialogic and collaborative learning between field and indoor contexts. In Proceedings of the 25th BCS Conference on Human Computer Interaction (pp. 88–98). Newcastle upon Tyne, England.Google Scholar
Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. In Berge, Z. L. & Muilenburg, L. Y. (Eds.), Handbook of mobile learning (pp. 3–14). Florence, KY: Routledge.Google Scholar
Davenport, T. H., & Beck, J. C. (2001). The attention economy: Understanding the new currency of business. Cambridge, MA: Harvard Business Press.Google Scholar
de Jong, T., Van Joolingen, W. R., Giemza, A., Girault, I., Hoppe, U., Kindermann, J., & the SCY Team (2010). Learning by creating and exchanging objects: The SCY experience. British Journal of Educational Technology, 41(6), 909–921.CrossRefGoogle Scholar
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959–964.CrossRefGoogle Scholar
Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The evolution of research on computer-supported collaborative learning: From design to orchestration. In Balacheff, N., Ludvigsen, S., Jong, T., Lazonder, A., & Barnes, S. (Eds.), Technology-enhanced learning (pp. 3–19). New York, NY: Springer.CrossRefGoogle Scholar
Dillenbourg, P., & Jermann, P. (2010). Technology for classroom orchestration. In Khine, M. S. & Saleh, I. M. (Eds.), New science of learning: Cognition, computers and collaboration in education (pp. 525–552). New York, NY: Springer.CrossRefGoogle Scholar
Facer, K., Joiner, R., Stanton, D., Reid, J., Hull, R., & Kirk, D. (2004). Savannah: Mobile gaming and learning? Journal of Computer Assisted Learning, 20(6), 399–409.CrossRefGoogle Scholar
Greenfield, P. M. (2016, July 14). Jerome Bruner (1915–2016): Psychologist who shaped ideas about perception, cognition and education. Nature, 535(7611), 232.CrossRefGoogle Scholar
GSMA. (2014, October 3). Mobile for Development case study. BBC Janala. Retrieved from www.gsma.com/mobilefordevelopment/resources/bbc-janala/Google Scholar
Gureckis, T. M., & Markant, D. B. (2012). Self-directed learning: A cognitive and computational perspective. Perspectives on Psychological Science, 7(5), 464–481.Google Scholar
Healey, J., Nachman, L., Subramanian, S., Shahabdeen, J., & Morris, M. (2010). Out of the lab and into the fray: Towards modeling emotion in everyday life. Pervasive Computing, 156–173.CrossRefGoogle Scholar
Herodotou, C., Sharples, M., & Scanlon, E. (Eds.). (2017). Citizen inquiry: Synthesizing science and inquiry learning. London, England: Routledge.Google Scholar
Intel. (2013). Context Awareness Activity Recognition: Project. Retrieved from http://goo.gl/PIJy4Google Scholar
Ito, M., Gutiérrez, K., Livingstone, S., et al. (2013). Connected learning: An agenda for research and design [Report]. Digital Media and Learning Research Hub.Google Scholar
Kay, A. C. (1972, August). A personal computer for children of all ages. Proceedings of the ACM National Conference, 1(1), 1–11.Google Scholar
Klopfer, E., & Squire, K. (2008). Environmental detectives – the development of an augmented reality platform for environmental simulations. Educational Technology Research and Development, 56(2), 203–228.Google Scholar
Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. Journal of College Student Development, 37(2), 135–148.Google Scholar
Kukulska-Hulme, A. (2019). Mobile language learning innovation inspired by migrants. Journal of Learning for Development, 6(2). Retrieved from https://jl4d.org/index.php/ejl4d/article/view/349Google Scholar
Lai, C., & Zheng, D. (2018). Self-directed use of mobile devices for language learning beyond the classroom. ReCALL, 30(3), 299–318.Google Scholar
Li, L., Zheng, Y., Ogata, H., & Yano, Y. (2005). A conceptual framework of computer-supported ubiquitous learning environments. International Journal of Advanced Technology for Learning, 2(4), 187–197.Google Scholar
Lonsdale, P. (2011). Design and evaluation of mobile games to support active and reflective learning outdoors [PhD Thesis]. University of Nottingham. Retrieved from http://etheses.nottingham.ac.uk/2076/Google Scholar
Nasir, N. S., de Royston, M. M., Barron, B., et al. (2020). Learning pathways: How learning is culturally organized. In Nasir, N. S., Lee, C., Pea, R., & de Royston, M. M. (Eds.), Routledge handbook of the cultural foundations of learning. New York, NY: Routledge.CrossRefGoogle Scholar
Nasir, N. S., Lee, C., Pea, R., & de Royston, M. M. (Eds.). (2020). Routledge handbook of the cultural foundations of learning. New York, NY: Routledge.Google Scholar
National Research Council (NRC). (2009). Learning science in informal environments: People, places, and pursuits. Committee on Learning Science in Informal Environments (Bell, P., Lewenstein, B., Shouse, A. W., & Feder, M. A., Eds.). Washington, DC: The National Academies Press.Google Scholar
National Research Council (NRC). (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century (Pellegrino, J. W. & Hilton, M. L., Eds.). Washington, DC: The National Academies Press.Google Scholar
Nussbaum, M., Alvarez, C., McFarlane, A., Gomez, F., Claro, S., & Radovic, D. (2009). Technology as small group face-to-face collaborative scaffolding. Computers & Education, 52(1), 147–153.CrossRefGoogle Scholar
Ogata, H., Miyata, M., & Yano, Y. (2010). JAMIOLAS2: Supporting Japanese mimetic words and onomatopoeia learning with wireless sensor networks for overseas students. International Journal of Mobile Learning and Organisation, 4(4), 333–345.CrossRefGoogle Scholar
Ogata, H., & Yano, Y. (2004). CLUE: Computer supported ubiquitous learning environment for language learning. IPSJ, 45(10), 2354–2363.Google Scholar
Panke, S. (2017, July 7). Crossover learning. AACE Review. Retrieved from www-dev.aace.org/review/crossover-learning/Google Scholar
Papert, S. A. (1980). Mindstorms: Children, computers, and powerful ideas. New York, NY: Basic Books.Google Scholar
Pea, R. D. (1987). Socializing the knowledge transfer problem. International Journal of Educational Research, 11(6), 639–663.Google Scholar
Pea, R., Milrad, M., Maldonado, H., Vogel, B., Kurti, A., & Spikol, D. (2012). Learning and technological designs for mobile science inquiry collaboratories. In Littleton, K., Scanlon, E., & Sharples, M. (Eds.), Orchestrating inquiry learning (pp. 105–127). Abingdon, England: Routledge.Google Scholar
Rogers, Y., Price, S., Fitzpatrick, G., et al. (2004). Ambient wood: Designing new forms of digital augmentation for learning outdoors. In Proceedings of the 2004 Conference on Interaction Design and Children: Building a community (pp. 3–10). New York, NY: Association for Computing Machinery (ACM).Google Scholar
Roschelle, J., Patton, C., Schank, P., et al. (2011). CSCL and innovation: In classrooms, with teachers, among school leaders, in schools of education. In Spada, H., Stahl, G., Miyake, N., & Law, N. (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 conference proceedings: Vol. III. Community events proceedings (pp. 1073–1080). International Society of the Learning Sciences.Google Scholar
Roschelle, J., Patton, C., & Tatar, D. (2007). Designing networked handheld devices to enhance school learning. Advances in Computers, 70, 1–60.Google Scholar
Roschelle, J., & Pea, R. D. (2002). A walk on the WILD side: How wireless handhelds may change computer-supported collaborative learning (CSCL). The International Journal of Cognition and Technology, 1(1), 145–168.CrossRefGoogle Scholar
Sawyer, K. (2019). The creative classroom: Innovative teaching for 21st-century learners. New York, NY: Teachers College Press.Google Scholar
Schwartz, D. L., & Arena, D. (2013). Measuring what matters most: Choice-based assessment in the digital age. The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. Cambridge, MA: MIT Press.CrossRefGoogle Scholar
Sharples, M. (2000). The design of personal mobile technologies for lifelong learning. Computers & Education, 34, 177–193.Google Scholar
Sharples, M. (2002). Disruptive devices: Mobile technology for conversational learning. International Journal of Continuing Engineering Education and Lifelong Learning, 12(5/6), 504–520.CrossRefGoogle Scholar
Shi, Z., Luo, G., & He, L. (2017). Mobile-assisted language learning using WeChat instant messaging. International Journal of Emerging Technologies in Learning (iJET), 12(2), 16–26.CrossRefGoogle Scholar
Silvertown, J., Harvery, M., Greenwood, R., et al. (2015). Crowdsourcing the identification of organisms: A case study of iSpot. ZooKeys, 480, 125–146.CrossRefGoogle Scholar
Sun, D., & Looi, C. K. (2017). Focusing a mobile science learning process: Difference in activity participation. Research and Practice in Technology Enhanced Learning, 12(1), Article 3.CrossRefGoogle ScholarPubMed
Vavoula, G., Sharples, M., Rudman, P., Meek, J., & Lonsdale, P. (2009). Myartspace: Design and evaluation of support for learning with multimedia phones between classrooms and museums. Computers & Education, 53(2), 286–299.Google Scholar
Walsh, C. S., Shaheen, R., Power, T., Hedges, C., Katoon, M., & Mondol, S. (2012). Low-cost mobile phones for large scale teacher professional development in Bangladesh. In 11th World Conference on Mobile and Contextual Learning (mLearn 2012), October 15–18, Helsinki, Finland.Google Scholar
Wong, L.-H. (2012). A learner-centric view of mobile seamless learning. British Journal of Educational Technology, 43(1), E19–E23.CrossRefGoogle Scholar
Wong, L.-H., & Looi, C.-K. (2011). What seams do we remove in mobile-assisted seamless learning? A critical review of the literature. Computers & Education, 57(4), 2364–2381.Google Scholar
Zurita, G., & Nussbaum, M. (2004). Computer supported collaborative learning using wirelessly interconnected handheld computers. Computers & Education, 42(3), 289–314.Google Scholar