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these devices help facilitate some of the challenges
of distance education such as learners having a
sense of connectedness is valuable.
The term “connectedness” is used across
various knowledge domains and is sometimes
synonymous with the term “engagement.” In-
teractive multimedia learning literature defines
human engagement in terms of physiological
arousal, mainly measures of heart rate, respiration,
brain activation, and eye movement. The defini-
tion neglects the psychosocial aspect of the user
experience because of the inherent complexity of
interpreting both quantitative and qualitative data
simultaneously within a common contextual frame
of reference. Researchers are addressing this gap,
where physiological measures are merged with
psychosocial measures to define human engage-
ment from a more inclusive perspective.
The purpose of this chapter is to introduce
contemporary topics of applied mobile learning
in distance education and the viability of mobile
learning (m-learning) as an effective instructional
approach. Metrics of usability that address the
concern of user connectedness as well as defining
and measuring human engagement in m-learning
students is examined.
an extension of distance learning, providing a
channel for students to learn, communicate, and
access educational material outside the traditional
classroom environment.
Thornton and Houser (2005) conducted a study
of Japanese students learning English as a second
language. Students were sent text and video lessons
that defined new terms, story episodes that used
target words, and English idioms on cell phones.
The study resulted in students positively favoring
the messages in their educational effectiveness.
The students stated they felt comfortable reading
the text and viewing the videos on the devices'
small screens.
MP3 players and iPods are used to download
class lectures and tutorial notes. Students can listen
and view audio and video files (podcasts) to recap
and review lectures (when preparing for tests or
recovering from missed lectures) and take notes
of class sessions (Guertin et al., 2007). Companies
are taking advantage of podcasting as well by
sending employees training material, company
compliance videos, and videos introducing a new
tool to be used on the job. This implementation
benefits the company and employees because
it cuts costs of employees in the field having to
travel to a central training location, and it cuts the
use of “impersonal manuals to read and digest”
during training sessions.
Incorporating mobile devices into existing
learning environments can benefit the university
community. First, mobile devices are cheaper than
desktop and laptop computers, thus making them
more accessible to students. According to Informa
Telecoms & Media (2008), the number of mobile
devices active in the world is more than 60 percent
of the world's total population. Second, the use
of mobile devices for learning can help maximize
the time students allocate for studying. Students
can access course material whenever they have a
free moment; during break hours or in transit. It
allows students to customize and maximize their
studying time around their busy schedules.
Application and Benefits
of mobile Learning
Mobile learning is learning that uses wireless,
portable, mobile computing, and communica-
tion devices (namely smartphones, pocket per-
sonal computers (PCs), tablet PCs, PDAs, mobile
phones, and iPods) to deliver content and learn-
ing support (Brown, 2005). Advances in mobile
communication technologies including Wi-Fi
networks, Third Generation (3G), and Worldwide
Interoperability for Microwave Access (WiMAX)
are enabling students to access class material
without subjecting them to a physical classroom
or in front of a computer at a set point in time.
Despite the various functionality and capabilities
of mobile devices, mobile learning is becoming
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