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Contents
Preface 2
Programme Committee 4
Keynote Speakers 5
Professor Dr. Chee Kit Looi
Geoff Stead
Programme at a Glance 7
Detailed Programme 8
Our Partners 21
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Preface
Future Learning Through Experiences and Spaces
Christian Glahn Zurich University of Applied
Sciences Wädenswil, Switzerland [email protected]
Rob Power IAmLearn
Lethbridge, AB, Canada [email protected]
Esther Tan LDE Centre for Education and
Learning Delft, The Netherlands
The mLearn 2019 marks an important milestone in its trajectory. For the first time in many years, mLearn has
returned to Europe and like in its early days, it brings together the global community of scholars, researchers and
practitioners on mobile learning. The 18th World Conference on Mobile and Contextual Learning also marks an
important point for the conference as a whole. In most countries in Europe, being 18 means to be able participate in
the political elections as well as to perform economically and legally independently. It means one has grown up.
Similarly, mobile learning has grown massively since its first inception some two decades ago. The field of mobile
learning has since witnessed an increasing volume of educational innovations that reached mass markets at a speed
faster than any information technology has done before. The advent of the iPhone and of the Android platform just a
little over 10 years ago has turned the mobile market upside down. Just around the same time, John Traxler (2007)
wrote about the potentials of mobile learning to democratise education. Today, even “dumb” phones provide smart
connections with global information channels and enable learners to connect to educational services at fingertips.
While technology advanced, many countries move rapidly to full smartphone market penetration in which every
citizen possesses an personal device. From this viewpoint the call for one-to-one technology-enhanced learning
(Chan et al, 2001) appears to come into reach with little national investments in educational infrastructures. These
developments have brought the mobile learning topic into the focus of communities of educational researchers and
practitioners. These communities adopted the topic mobile learning into their core interests, so mobile learning is
discussed on any conference that even loosely connected to technology-enhanced learning. Consequently, mobile
learning has transformed from a niche field into a traversal topic. This raises the questions on the role of a
specialised conference on mobile and contextual learning.
In the preparatory phase leading to mLearn 2019 we reflected on the key challenges of mobile learning research that
drives our field. We found that the future of mobile learning seams no longer constrained by the access to devices
and information. Instead, over the years mLearn’s “contextual learning” has gained greater relevance as a unique
contribution of our community to the research on technology-enhanced learning. This shift has technological and
educational consequences: the challenges confronting us are related to the emerging multi-modal infrastructures and
how we can design, assess and evaluate complex learning experiences with them. At the same time, the community
of mobile and seamless learning accentuates new educational perspectives that consider context no longer a passive
container for learning. This perspective challenges the static contexts that were defining brick and mortar educational
institutions for centuries to embrace new ways of learning. The two perspectives seem to converge towards the
integration and reconfiguration of experiences and spaces as technological advances permeates every level of our
societies at unprecedented pace. Therefore, this year’s theme highlights this co-development of technical and
educational innovation that shapes our field.
mLearn 2019 received 47 submissions in a double-blind review process. The conference proceedings includes 24
papers: 14 full research papers, 3 short papers, and 1 poster. The submissions range from mobile solutions for
language learning and seamless mobile learning via learning analytics and learning design for augmented reality to
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the digital habitat of contemporary students. The topics of the papers in this volume reflect our prognosis that the
nature of research on mobile and contextual learning is gradually shifting towards “Future Learning Through
Experiences and Spaces” – our theme for mLearn19. The contributions outline the main research directions that
epitomize next decade’s challenges and directions which are also integrated into IAmLearn’s Global Research
Initiative.
This year we also introduced a new format to mLearn: the first International Seamless Learning Symposium. The
symposium includes 7 papers from leading scholars and researchers from around the world to report on the mobile
and seamless learning research trajectory in their respective home countries. The symposium brings the national
perspective to the debate that integrates and consolidates the positions raised in previous publications on seamless
learning (Wong, Milrad, & Specht, 2015; Looi, Wong, Glahn, & Cai, 2019). The contributions to the symposium report
on the state of seamless learning in China, Japan, The Netherlands, New Zealand, Singapore, South Korea, and the
USA.
Finally, conferences like mLearn depend on the strong support of local organisers and publishers. On behalf of
IAmLearn and the mLearn program committee, we thank Prof. Marcus Specht and his team at the Leiden Delft
Erasmus Centre for Education and Learning for hosting mLearn 2019 at TU Delft and LearnTechLib for supporting us
to publish the mLearn 19 proceeding available as Open Access under Creative Commons License.
Delft, 17 September 2019
Christian Glahn
Rob Power
Esther Tan
REFERENCES Chan, T.-W., Roschelle, J., Hsii, S., Kinshuk et al. (2007). One-to-one technology-enhanced learning: An opportunity for global
research collaboration. Research and Practice in Technology Enhanced Learning, World Scientific Publishing, 1(1), 3-29.
Looi, C.-K., Wong, L.-H., Glahn, C., & Cai, S. (Eds.) (2019). Seamless Learning, Perspectives, Challenges and Opportunities. Singapore: Springer Nature.
Traxler, J. (2007). Defining, discussing and evaluating mobile learning: the moving finger writes and having writ... The International Review of Research in Open and Distributed Learning, 8(2).
Wong, L.-H., Milard, M., & Specht, M. (Eds.) (2015). Seamless learning in the age of mobile connectivity. Singapore: Springer.
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Programme Committee
Mohamed Ally Athabasca University
Jill Attewell Teaching and Learning Professional Associates (Talpa)
Dieudonnee Cobben Open Universiteit
Dean Cristol The Ohio State University
Wim de Jong Open University of the Netherlands
Learcino Dos Santos Luiz UDESC
Khristin Fabian Perth College UHI
Christian Glahn Zurich University of Applied Sciences
Helga Hambrock Tshwane University of Technology
David Hildebrandt Northcentral University
Peter Ilic Tokyo University of Foreign Studies
Jimmy Jaldemark Mid Sweden University
Roland Klemke Open University of the Netherlands
Agnes Kukulska-Hulme The Open University
Kathryn MacCallum Eastern Institute of Technology
Rory McGreal Athabasca University
Lisa O'Neill Delft University of Technology
Agnieszka Palalas Athabasca University
David Parsons The Mind Lab
Rob Power International Association for Mobile Learning
Kamakshi Rajagopal Open University of the Netherlands
Ellen Rusman Open University of the Netherlands
Mike Sharples The Open University
Hyo-Jeong So Ewha Womans University
Marcus Specht Delft University of Technology and Open University of the Netherlands
Christopher Stiehl Maastricht University
Esther Tan Delft University of Technology
Noriko Uosaki Osaka University
Herman van der Merwe NWU
Linda van Ryneveld University of Pretoria
Jocelyn Wishart University of Bristol
Lung-Hsiang Wong National Institute of Education, Singapore
Jun Xiao Shanghai Open University
Jane Yau University of Mannheim
Somayeh Zamani Open University of the Netherlands
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Keynote Speakers
Keynote 1: Tuesday, September 17, 2019
Professor Dr. Chee Kit Looi
Learning Sciences & Technologies (LST), National Institute of Education
Nanyang Technological University, Singapore
Chee Kit is Head of Learning Sciences Lab of the National Institute of Education, Nanyang
Technological Society, the first research centre devoted to the study of the sciences of
learning in the Asia-Pacific region. He was the Head, Centre for Scalability, Translation and
Commercialization from 2011-2014.
Chee Kit’s research in education is characterized by producing outcomes, processes or artifacts that impact practice.
An early completed project of his in NIE involved the design and development of digital mathematics manipulatives
which have been made available to all secondary schools in Singapore.
He is the PI or co-PI of several research projects funded by the National Research Foundation, Singapore. His
research has created significant inroads into transforming school practices: his work on rapid collaborative learning
has created routine practices of collaborative work in ten primary and secondary schools. These schools have
continued or plan to continue the innovations on their own initiatives. This work is cited in the 2010 US National
Educational Technology Plan as a key example of technology-enabled innovation that has significant real impact in
schools.
His research on seamless and mobile learning has made good progress toward creating a model of 1:1 computing in
schools. His work created and transformed the complete curricula of Primary 3 and 4 science in Nan Chiau Primary
School in Singapore so that they can harness the affordances of mobile devices for inquiry learning. Because of the
good research outcomes, the school has decided to scale-up its 1:1 implementation to all of the Primary 3 and 4
classes since 2011 till now. In 2013, the school works with ten other schools in to scale-up the curricular innovation,
supported by research into teacher professional development models, and sustainability and implementation issues.
This research is remarkable in terms of reaching this stage of achieving sustainability and scalability.
Chee Kit’s early mobile learning projects are featured amongst 25 handheld learning products and research projects
in the U.S. and abroad in the US-based Sesame Workshop’s 2009 report on “Pockets of Potential: Using Mobile
Technologies to Promote Children’s Learning.” Thus his work is part of a cool-headed overview of the potential of
mobile technologies for children’s learning, which ends with a proposal to the Obama government to adopt a “multi-
sector action plan to transform mobile learning from a state of uneven and scattered innovation into a force for
dynamic educational impact.” His mobile learning work is also cited in the US-based District Administration website
which is widely read by US schools’ superintendents.
Over the years, Chee Kit has given keynote addresses in international conferences held in Chile, Spain, Sweden,
US, Finland, Australia, Japan, Korea, China, Hong Kong, Macau, Taiwan, Malaysia, UAE, and Singapore. He was a
member of the SingTel Customer Advisory Council for Education. He is an associate editor for the Journal of the
Learning Sciences, an editorial member of the Journal of CAL, the International Journal of Computer-Supported
Collaborative Learning, and Journal of Smart Learning Environments. As a member of the Core Expert Group, he
participated in the work on developing the framework for assessing Collaborative Problem Solving in OECD PISA
2015. He sits in the International Advisory Board for Global framework for STEM education, Global STEM Alliance,
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The New York Academy of Sciences, 2015. He is special consultant to the Smart Learning Institute of Beijing Normal
University.
Chee Kit is a founding member of the Global Chinese Society of Computers in Education, sits on its advisory board,
as well as the advisory board of the Computers in Education journal published by Springer. He is the President-elect
of the Global Chinese Society of Computers in Education.
Keynote 2: Wednesday, September 18, 2019
Geoff Stead
Chief Product Officer at Babbel
Geoff is an internationally regarded thought leader on emerging technologies and how
they can be used for learning, communication and collaboration. He has led product and
innovation teams in a diverse range of businesses, developing digital learning and
assessment products, and is often invited to do keynotes on emerging edtech trends.
One area of special interest is Mobile Learning. He was one of the early leaders in this field and remains an industry
leader and advisor to large scale enterprise learning projects in both the UK and USA, as well as mentoring several
m4d projects in Africa.
He is a zealous enthusiast for making a meaningful difference with mobile learning and can be found at @geoffstead.
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Programme at a Glance
Monday, September 16, 2019 • 08:00 - 09:00 Registration
• 09:00 - 17:00 Pre-Conference Workshops
o Cross MMLA (full day)
o Hybrid Learning Spaces (full day)
o Doctoral Consortium (full day)
o DEIMLT (half day)
• 10:30 – 10:45 AM Coffee Break
• 12:00 - 13:00 Lunch
• 15:00 - 15:15 PM Coffee Break
Tuesday, September 17, 2019 • 08:00 - 09:00 Registration
• 09:00 - 09:30 Opening and Welcome
• 09:30 - 10:30 Keynote 1: Professor Dr. Chee Kit Looi
• 10:30 - 12:00 Global Research Project Updates
• 12:00 - 13:00 IAmLearn AGM and Lunch
• 13:00 - 14:30 Paper Theme 1 (LA, AR, MR & Gaming for Situated Learning)
• 13:00 - 15:00 Workshop: TEL for Safety in Smart Cities
• 15:00 - 15:30 Coffee Break
• 15:30 - 16:30 Paper Theme 2 (Learning tools & learning design in different ML contexts)
• 15:30 - 17:00 Workshop: TEL for Safety in Smart Cities
• 17:00 - 18:00 Posters and Demonstration Session
• 18:00 - 21:30 Opening Reception
Wednesday, September 18, 2019 • 08:00 - 09:00 Registration
• 09:00 - 10:00 Keynote 2: Geoff Stead
• 10:00 - 10:30 Coffee Break
• 10:30 - 12:30 mLearn19 Invited Symposium
• 12:30 - 13:30 Lunch
• 13:30 - 15:00 Paper Theme 3 (Apps for formal & informal mobile learning)
• 13:30 - 15:00 Paper Theme 4 (Apps for language learning)
• 15:00 - 15:30 Coffee Break
• 15:30 - 16:30 Paper Theme 5 Review on mobile learning & mobile technology usage)
• 16:30 - 17:00 Closing Address
• 17:00 - 17:30 Transportation to Beach Club
• 17:30 - 18:00 Beach Activities
• 18:00 - 21:30 Joint Conference Dinner
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Detailed Programme
Monday, September 16, 2019 • 08:00 - 09:00 Registration
• 09:00 – 12:00 Pre-Conference Half-day Workshop: Designing & Evaluating Innovative Transformational
Mobile Learning Tasks
o Venue: Photo Studio
o By Kevin Burden, University of Hull, UK; Matthew Kearney, University of Technology Sydney,
Australia
• 09:00 - 17:00 Pre-Conference Full-day Workshop: Cross MMLA: Collecting, Annotating and Analyzing
Multimodal Data across Spaces
o Venue: Dance Studio B
o By Daniel Spikol, University of Malmö, Sweden; Inge Molenaar, Radboud University, The
Netherlands; Daniele Di Mitri, Open University, The Netherlands
• 09:00 - 17:00 Pre-Conference Full-day Workshop: Hybrid Learning Spaces: Mobile & Sensor Data
o Venue: Dance Studio A
o By Dr. Yishay Mor, MEITAL, Israel; Dr. Yannis Dimitriadis, Universidad de Valladolid, Spain;
Christian Köppe, Utrecht University, The Netherlands
• 09:00 - 17:00 Doctoral Consortium
o Venue: Teaching Lab
o By Dr. Christian Glahn, ZHAW, Switzerland; Dr. Marcus Specht, TU Delft, The Netherlands; Dr.
Marco Kalz, PH Heidelberg, Germany
• 10:30 – 10:45 AM Coffee Break
• 12:00 - 13:00 Lunch
• 15:00 - 15:15 PM Coffee Break
Tuesday, September 17, 2019 • 08:00 - 09:00 Registration
• 09:00 - 09:30 Opening and Welcome
o Venue: Theatreroom
• 09:30 - 10:30 Keynote 1: Professor Dr. Chee Kit Looi
o Venue: Theatreroom
• 10:30 - 12:00 Global Research Project Updates
o Venue: Theatreroom
o Chair: Helga Hambrock
o By Helga Hambrock, (Vice-chair of IAmLearn and Coordinator of Project), Concordia University
Chicago, USA; Ellen Rusman, Open University, Netherlands; Frelet de Villiers, University of the
Free State, South Africa; Kathryn McCallum, Eastern Institute of Technology, New Zealand;
Elizabeth Asbury' Witireia, New Zealand; Shamsul Arrieya Ariffin, Universiti Pendidikan Sultan
Idris, Malaysia
• 12:00 - 13:00 IAmLearn AGM and Lunch
o Venue: After taking lunch in the foyer
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• 13:00 - 14:30 Paper Session 1: Learning Analytics, Augmented Reality and Mixed Reality in Mobile
Learning
o Venue: Theatreroom or Painting
o Chair: David Parsons
o Papers:
▪ Teacher Perspectives on Mobile Augmented Reality: The Potential of Metaverse for
Learning by Kathryn MacCallum and David Parsons
Abstract: Augmented Reality (AR) assumes that virtual content is intermediated between
the viewer and the real world, but the extent of that intermediation, and the ways in which it
is intended to enhance the real-world experience, can vary between tools and contexts. The
links between an overlay and the physical world may be weak or strong, and the roles of
location, collaboration and mobility may differ widely between AR experiences. This variety
of options within the AR space means that educators need to be guided in understanding
how AR might be used in the classroom and impact on student learning. In this article we
report on a study involving teachers, both in-service and pre-service, investigating their
attitudes to the application of AR in their practice. The participants were given the
opportunity to create mobile AR experiences using the Metaverse AR tool and were invited
to respond to a survey designed to capture their responses to its educational potential. Their
responses revealed that the evolving nature of AR tools is leading to new ideas about how
they may be applied in education, but that generating these new ideas requires a degree of
experience that pre-service teachers do not have. We also found that even experienced
teachers tended to focus on content rather than on how AR can help students learn. There
is therefore a need to provide suitable professional development to teachers of all levels of
experience if they are to fully realise the educational potential of AR in their practice.
▪ Research in Learning Analytics and Educational Data Mining to Measure Self-Regulated
Learning: A Systematic Review by Amr Elsayed, Manuel Caeiro-Rodríguez, Fernando
Mikic-Fonte and Martín Llamas-Nistal
Abstract: Up to date, most of the research to measure Self-Regulated Learning in students
has primarily utilized self-report instruments. Recently, there has been a growing tendency
towards using other assessment tools; particularly in the context of Learning Analytics and
Educational Data Mining. However, there is a gap in the literature to review the application
of new techniques used in these domains related to data analytics. To address this gap, we
conducted a systematic literature review focusing on the measurement of Self-Regulated
Learning features and behaviours in students based on the analysis of tracking and log data
using techniques such as cluster analysis, regression or classification; either solely, or
associated with self-report instruments. This review aims to categorize the data used in the
different papers to measure Self-Regulated Learning and to recognize the
behaviours/features/components measured. In addition, it also analyses the most
frequently used tools and the application disciplines. This systematic literature review
surveys the literature for an eight-year time span from 2011 to 2019, following the general
guidelines of systematic reviews with clearly established eligibility criteria. After applying
the eligibility criteria, 109 studies were identified as relevant. The findings show an
increasing interest in the use of Learning Analytics and Educational Data Mining for
assessing Self-Regulated Learning in students, and the tendency to associate the new data
analysis techniques with other self-reported measures to obtain data triangulation.
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▪ Towards Seamless Mobile Learning with Mixed Reality on Head-Mounted Displays by
Christian Sailer, David Rudi, Kuno Kurzhals and Martin Raubal
Abstract: This paper discusses the opportunities and challenges of utilizing optical (head-
mounted) displays for mixed reality in the context of seamless mobile learning. Recent
technological developments have significantly improved the capabilities and the mobility of
head-mounted displays. Future displays, frequently referred to as data glasses, will be even
more light weight, have a larger naturally sized field of view, and will redefine the standing
of mixed reality in economy and society. We envision that these immersive displays will
introduce a new world of didactical opportunities and novel context-aware designs for
seamless mobile learning, particularly in outdoor learning environments. Our discussion is
based on an extensive literature review and first-hand experience with applying this type of
novel technology in learning scenarios. Our considerations comprise new ways of
collaborative learning and communication between peers, the role of human-computer
interaction, the visualization of learning content, and exemplary learning scenarios with
mixed reality. We further provide an overview of potential research directions to be pursued
in the near future.
▪ Redesigning Game Characters: Addressing Cultural Diversity and Stimulating Social
Cohesion among University Students by Verona Leendertz, Lance Bunt and Jacobus
Marthinus De Villiers
Abstract: This paper reports on the reconceptualising and redesigning of a serious game
characters to: (i) address the cultural diverse group of students and North-West University
(NWU) and, (ii) stimulate social cohesion among university students playing the game. In
2015 a group of researchers, game developers and statistics lecturers started with the
development of the serious game (Thabang’s Statventure) for fundamental statistics for first
year students at NWU Vaal Campus. Since 2015 a prototype of Episode I of the game was
developed, and the following evaluations were executed: (i) test of the prototype with first
year students; (ii) eye tracking and an electroencephalogram (EEG) to enhance the
mechanics of the game; and (iii) a heuristic evaluation of the game characters. However, in
2017 NWU underwent restructuring which forced the game developers to relook at the
characters before the alterations of Episode of Thabang’s Statventure. In order to address
the recommendations and to evaluate whether the game characters adhere to the cultural
diverse student cohort, a focus group interview, as part of second iteration of the design
research, were conducted with lecturers in statistics and lecturers teaching intercultural
communication. The participants were selected to ensure that the game developers create
characters which are representative of the diverse racial population and ethnicity of the
students at NWU. This paper discusses the findings from the evaluation of the second
iteration of the design cycle (focus group interview), and the Agile Software Development
Cycle. The findings (design principles) established the adaptation of the existing characters,
the development of more characters, and the exclusion of one character, to address the
cultural diversity of students as well as to stimulate social cohesion among students at
NWU.
• 13:00 - 15:00 Workshop: TEL for Safety in Smart Cities
o Venue: Painting
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o By *Roland Klemke, *Ellen Rusman, *Somayeh Zamani,*Dieudonnee Cobben, *Wim de Jong,
*Open University of the Netherlands, Netherlands; Christopher Stiehl, Maastricht University; Roel
Kraaij, Heerlen City council
• 15:00 - 15:30 Coffee Break
• 15:30 - 16:30 Paper Session 2: Learning Tools and Learning Design for Mobile Learning
o Venue: Theatreroom
o Chair: Noriko Uosaki
o Papers:
▪ A Seed For Future Adoption: Mobile-Filmmaking In The Secondary Science Classroom by
Kaitlyn Martin, Lloyd Davis and Susan Sandretto
Abstract: Mobile learning activities in the classroom offer affordances and strategies to
address challenges in science education related to STEM engagement and digital
technologies’ pedagogy. In this study, we draw on findings from the Science Video Project
– where four middle-years’ classes in New Zealand researched, filmed, and edited short
informational science videos on mobile devices. Previous research found this project to be
a successful method to enhance students’ science engagement in the classroom and
prepare them with future-ready skills. Utilising established mobile-adoption frameworks, we
analysed participants’ experiences and how they affected teachers’ likelihood of adopting
this mobile learning activity regularly. Findings indicate that students across all cases
expressed high levels of digital literacy and low levels of ICT Anxiety about utilising mobile
devices for film production. Teachers exhibited mixed initial concerns with the project
regarding their own Digital Literacy, ICT Anxiety, and ICT Teaching Self-efficacy, which
progressed to positive views by the end of the project. This indicates that teachers are likely
to adopt such activities in the future, and suggests that this was in part due to students’
confidence with the task, as well as the ease and usefulness of implementation. We argue
science mobile filmmaking utilises students’ existing digital literacy skills, and can act as an
easy-to-implement seed project to overcome teachers’ concerns about learning with mobile
devices.
▪ Innovative Delivery of Education in Bangladesh Using Mobile Technology by Dean Cristol,
Samah Al-Sabbagh, Anwar Abdulbaki, Maryam Majareh, Salah Uddin Tuhin and Belinda
Gimbert
Abstract: Given the increasing use and accessibility of mobile technology, a pilot study,
“Innovative Delivery of Education in Bangladesh Using Mobile Technology” was carried out
using mobile learning devices to both increase and enrich the delivery of educational
services in a remote Bangladesh district. The APTUS system was used to allow learners’
connection to digital learning platforms and content without electricity or internet access.
The researchers maintained that mobile learning associated with Project Based Learning
can effect student learning in five ways: (1) contingent learning, changing experience
students have by responding to the environment; (2) situated learning, in which learning
occurs in the conditions applicable to the learning; (3) authentic learning connected to
immediate learning goals; (4) context-aware learning, in which the environment and history
affect learning; and (5) personalized learning. The results from this pilot research study
provides evidence of the students achievement growth overtime and motivated to learn
higher-order thinking technology enhanced skills when practical applications are
supplemented with technology tools such as tablets. Students reported a heightened
interest in science as a result of the project. Teachers maintained that their teaching skills
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were enhanced by the project and able to apply practical applications to teach science
rather than lecturing and rote learning. Parents attributed the project for their children being
more motivated to learn science inside and outside of the classroom. The study appears to
have a positive impact on the three groups of the participants and should be scaled up to
benefit more learning communities, especially in remote areas of Bangladesh.
▪ Multi-stakeholder Analytics for Learning Design: A Case Study of Location-based Tools by
Gerti Pishtari, María Jesús Rodríguez-Triana and Terje Väljataga
Abstract: The current access to mobile devices and the emphasis on situated learning are
contributing to bring learning beyond the classroom. Taking this opportunity, more and more
location-based tools are being used in learning scenarios outside the classroom. Multiple
stakeholders could benefit from understanding the learning and teaching processes
triggered by these tools. Teachers and instructional designers could not only monitor and
regulate the implementation of their learning designs (LDs) but also assess the impact and
effectiveness, tasks especially challenging when learning happens outside the classroom.
Also, the community around specific mobile learning tools -such as researchers, managers
of educational institutions, or developers- could use the feedback from the assessments to
better understand how the tools are being adopted and how to improve them further. For
this purpose, data analytics could help to collect, analyse and visualise the evidence
gathered from learning environments. This paper presents the first steps of the
development of a location-based authoring tool that incorporates multi-stakeholder
analytics for LD features. We investigate how analytics can support specific LD needs of
stakeholders from two existing location-based authoring tools: Avastusrada and Smartzoos.
Specifically, we conducted two sets of interviews: contextual inquiry interviews with
teachers, as well as semi-structured interviews with managers of educational institutions
and researchers. Results emphasise the specific technical implications, as well as the
potential of multi-stakeholder analytics for LD in the context of location-based learning tools.
• 15:30 - 17:00 Workshop: TEL for Safety in Smart Cities
o Venue: Painting
• 17:00 - 18:00 Posters and Demonstration Session
o Venue: Bouwcampus
▪ Towards design guidelines for innovative learning experiences by Kamakshi Rajagopal,
Annelies Raes, Pippa Yeoman and Lucila Carvalho
• 18:00 - 21:30 Opening Reception
o Venue: Bouwcampus
Wednesday, September 18, 2019 • 08:00 - 09:00 Registration
• 09:00 - 10:00 Keynote 2: Geoff Stead
o Venue: Theatreroom
• 10:00 - 10:30 Coffee Break
• 10:30 - 12:30 mLearn19 Invited Symposium
o Venue: Theatreroom
o Chair: Esther Tan & Christian Glahn
o Papers:
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▪ Research and Practice in Seamless Learning: Past, Present & Future-United States
Perspective by Dean Cristol via Skype, The Ohio State University, United States
Abstract: The intersection of seamless learning and mobile learning is less a distinct and
more blurring concept (Wong et al, 2015). Outside formal learning environments such as
PK-12 and universities, people are spending higher levels of time learning less formally
(Greenhow & Lewin, 2016). Some use social media platforms to share ideas and engage
in conversations. Social media is the means for a more authentic short-term or extended
levels of seamless engagement, rather than a pre-determined timed interaction, such as a
school day for PK-12 students or a lecture for university course which in many cases are
an artificial learning environment to learn and teach (Webster, 2016). With mobile
technologies and social media, learning is a seamless action where the boundaries
between formal and informal learning disappear, focusing on the students’ comfort level to
learn (Panke, 2019). The charge for the paper was to provide conceptual seamless mobile
learning examples used by organizations and higher educational institutions in the United
States. While not a comprehensive summary, the paper highlighted some programs and
projects of seamless mobile learning at various levels of government, nongovernmental
organizations and at my university. Seemingly disconnected, the areas are connected by
financial constructs that influence the breadth of most research. This work demonstrated
some of the gaps in various contexts where seamless mobile learning can benefit with more
attention and funding, while other descriptions demonstrated a high level of recognition and
value for continued growth of seamless mobile learning in various learning contexts.
▪ Ensuring Learning Continuity Everywhere: Seamless learning in the Netherlands by Ellen
Rusman, Open University of the Netherlands, Netherlands
Abstract: Learning not only occurs in formal settings, such as schools, but in all
environments in which people are intentionally and actively engaged. Framed by their direct
experiences in and reflection on experiences in environments they are interacting with,
learners create new mental models, learn new skills and explore their own personal talents,
behaviour and emotions. They thus actively construct meaning, either individually or
collaboratively. Currently, learning environments learners move through are still separated
in many ways. Gaps can not only be found across learning environments, but also within
learning environments. For example, in formal education we see gaps, as different topic
domains are often learned separately and without learners knowing how acquired
knowledge can be integrated, applied and become useful in the real world. To summarize,
opportunities to facilitate continuity in learning (and support) processes and cross-boundary
learning (Bronkhorst & Akkerman, 2016) are currently left unexploited. In this paper we
describe how we, through ‘Seamless learning design’, in the Netherlands strive to bridge
gaps and phase out boundaries between various daily learning environments a learner
moves through, by facilitating the construction of connections between them through
designed (pedagogical and mobile technological) affordances and (individual and
collaborative) learning scenarios. By looking at Dutch seamless learning scenario’s in
various educational sectors (from primary until higher education) we identify rationale(s),
key components, processes and mechanisms of the Seamless learning design paradigm.
Furthermore, we reflect upon the current state of adoption and implementation and outline
strategies to enhance further and future uptake in the Netherlands.
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▪ Seamless Learning Research and Development in China by Jun Xiao, Lamei Wang, Hong
Wang and Zhimin Pan, Shanghai Open University, China
Abstract: As a new learning model in the digital era, seamless learning has developed
rapidly in China in recent years alongside mobile learning and ubiquitous learning. The
objective of this paper is three-fold: i) provide an overview of the research trajectory on
seamless learning in China foregrounding its developmental process; ii) discuss the status
of academic research in seamless learning; and iii) analyse two cases on seamless learning
research. In China, most of seamless learning studies take place in higher education and
lifelong learning. The research orientation of seamless learning mainly focuses on the
theoretical foundations, design of seamless learning environment, and applications of
seamless learning. Case studies in seamless learning research at Shanghai Open
University (SOU) to foster lifelong education and higher education were analysed and
presented in this paper. In lifelong education, functional design of supportive system and
effects of learners' application were primary concerns. The system built in SOU integrating
online learning and various learning resources enabled learners to leverage distributed
learning resources and one-stop access services. This made it possible for students to learn
with the Internet, mobile, IPTV and digital TV. Many other channels for seamless learning,
diversification, personalized learning to meet users’ needs and built-in ubiquitous learning
network. As for higher education, a WeChatbased Mobile learning ecosystem enabled
teachers and students to easily participate in instructional activities anytime and anywhere.
In the future, with emerging technologies, such as artificial intelligence and big data,
seamless learning research in China may shift its focus to the combination of online and
offline learning environments and active intelligent learning design.
▪ Seamless Learning in Korea: Policy initiatives and new directions by Hyo-Jeong So and
Hyunjin Park, Ewha Womans University, South Korea
Abstract: This paper discusses the current approach to seamless learning in Korea and the
importance of the association between formal and informal settings in seamless learning
drawn by a case study on technology-enhanced knowledge integration at a science center.
Firstly, we illustrate three representative examples of government-led projects for seamless
learning in Korea, which are a) e-Learning Place, b) digital textbook, and c) free-
semester/year program. The common goal of these macro-level projects is to strengthen
formal education by extending learning resources and opportunities across different places
and time scales. In particular, e-Learning Place and digital textbook project have provided
diverse learning resources that students can use in and out of school. Further, the Free-
Semester/Year program has extended a learning space where students can gain diverse
experiences to explore their career choices through interest-driven activities. Seamless
learning initiatives in Korea, however, have had a less focus on creating connections
between formal and informal learning spaces. With that, we present a case study on
integrative digital storytelling at a science center that aims to support students’ knowledge
integration in science learning. We developed an integrative digital storytelling program
through a meta-story technique that helps students integrate scattered and disconnected
knowledge learned in formal science lessons and science museum exhibits. The study was
conducted with 14 primary school children (aged 9-12) who used a tablet-based program
embedded with digital storytelling on living things and environment protection. Data on
conceptual understanding, observations, and student interviews were collected and
analysed. Overall, the research findings underscore that there should be attempts to help
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students explicitly connect knowledge learned in formal and informal learning settings
through new techniques such as digital storytelling where students are engaged in
knowledge integration activities.
▪ Research and Practice in Seamless Learning in Japan Featuring SCROLL Projects by
Noriko Uosaki, Osaka University, Japan Kousuke Mouri, Tokyo University of Agriculture
and Technology, Japan, Hiroaki Ogata, Kyoto University, Japan, Takahiro Yonekawa,
Brain Signal, Inc., Tokyo, Japan
Abstract: Researches on seamless learning in Japan so far have mostly been conducted in
higher education featuring a ubiquitous learning log system called SCROLL (System for
Capturing and Reusing Of Learning Log). In this paper we present three kinds of seamless
learning environments featuring SCROLL: 1) seamless learning on English language of
Japanese students using SMALL system, 2) seamless learning on Japanese onomatopoeia
of foreign students using VASCORLL, 3) seamless learning on business Japanese
(SCROLL and a chat tool). 1) was explored to entwine in-class and out-of-class learning
seamlessly, 2), to connect seamlessly eBook learning with real-life learning seamlessly, 3),
to connect individual learning with class learning (social learning) seamlessly. Effectiveness
was found by the comparative studies on with/without SCROLL in 1). The post test result
showed that the number of the words they retained in their memory was more than that of
the control group. The result of the evaluation conducted in 2) showed VASCORLL was
able to enhance learners’ learning opportunities. The result of the evaluation conducted in
3) showed that the mean score of the post-test increased more when they learned with
SCROLL. However it was found that the chat tool was not used effectively for the
implementation of seamless learning connecting individual learning with social learning.
More effective use of a chat tool has been considered and a new evaluation experiment is
scheduled to be conducted in 2019 spring.
▪ Tracing the Decade-Long Trajectory of Implementation Research in Mobile- and Social
Media-Assisted Seamless Learning in Singapore by Lung-Hsiang Wong and Chee-Kit
Looi, National Institute of Education, Nanyang Technological University, Singapore
Abstract: This paper traces Singapore’s decade-long trajectory of implementation research
in seamless learning. The emphasis in the earlier years was on leveraging on 1:1 mobile
technology support, and the emphasis in the latter years was shifted to social media
mediation. Seamless learning was introduced to Singapore schools around 2007. Starting
with a pilot study on the feasibility of developing a national curriculum-aligned pedagogy, a
series of translation and diffusion efforts were carried out in the next decade, making
Singapore the leading country in deep penetration of seamless learning into the formal
curricula – in contrast with research elsewhere where the relevant research efforts have
either remained at the experimental or clinical trialstages, or have been enacted asrelatively
short-term researcher-driven practices. Underpinned by the notions of implementation
research and translational research, we will trace the evolutions of seamless learning
practices in Singapore. We will discuss the rationales of developing various translated
seamless pedagogical models during different periods of time, as a vivid example of a
trajectory of design-based research and design-based implementation research that
impacts school practices.
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▪ Seamless Learning through Mixed Reality: A New Zealand perspective by Kathryn
MacCallum, Eastern Institute of Technology, New Zealand
Abstract: Mobile Mixed Reality (MMR) provides new ways to enable seamless learning. This
paper explores how the affordances of MR, explored in the context of its two extremes
Augmented Reality (AR) and Virtual Reality (VR), can underpin theprinciples of seamless
learning. These affordances and principles are explored in the context of four examples of
current research. These examples were selected as a way to explore these concepts but
also provide an overview of some current research happening in New Zealand. The paper
explores each of these cases in terms of how they highlight effective ways that MR can be
drawn into the educational context to support seamless learning.
• 12:30 - 13:30 Lunch
• 13:30 - 15:00 Paper Session 3: Mobile Apps for Formal and Informal Learning
o Venue: Design Studio
o Chair: Kathryn MacCallum
o Papers:
▪ BLE Beacon guides for historic buildings: impacts on visitor perceptions of learning and
engagement by Giasemi Vavoula and Zoi Tsiviltidou
Abstract: This paper presents an investigation into the impact of integrating Bluetooth Low
Energy Beacons in mobile guide applications in heritage sites. We present findings from
the evaluation of a BLE beacon app, with visitors at a historic building in the UK midlands.
Our development and evaluation framework focused on the visitor experience, particularly
how the introduction of the app impacts visitor perceptions of learning and enjoyment, and
of the historic building more generally as an environment for learning. We also explored
how use of the app impacts visitors’ use and engagement with the space in terms of length
of visit, how they navigate the space, where they stop, in what sequence, etc. We found
significant improvement in visitor perceptions of how much they learned during the visit and
how much theyenjoyed their visit. We also found that the app had a positive impact on
visitor perceptions of the site as a learning environment, and an overall positive impact on
the length of the visit. Visitors were asked to rate tours that used BLE beacons to identify
location at different levels. We found that tours that used beacons to identify points of
interest within a room scored higher than tours that used beacons to identify a room, and
that visitors who took both kinds of tours reported more learning but their perceived
enjoyment was lower.
▪ Evaluating the Usability of a Study Support Mobile App for Higher Education by
Mohammad Khalil, Jacqueline Wong, Martine Baars, Farshida Zafar and Barbara Wasson
Abstract: Mobile learning (m-learning) is increasingly adopted in Higher Education (HE)
given that almost all undergraduates own mobile devices with Wi-Fi and fast Internet
connections. In HE, undergraduates are required to spend a significant proportion of time
on self-study as well as use effective learning strategies during self-study to achieve
academic success. Therefore, the use of mobile applications opens a wealth of
opportunities for undergraduates to learn by giving them continuous access to learning
materials as well as enabling them to study at their own pace. However, undergraduates’
use of mobile applications may be influenced by the applications’ usability. The current
study examines the usability of a mobile app developed to support learning in HE to shed
light on undergraduates’ experience using a mobile learning application in HE context for
self-study and study support. While the results reveal a good level of acceptance in terms
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of learnability, efficiency, and satisfaction, further findings indicate that the app needs slight
improvements in terms of memorability and errors. There are two key outcomes of this
study, as a study support tool, the results show that undergraduates may rely on such apps
for practicing and testing knowledge rather than using the app as a tool for studying. As a
usability study, we did not only examine the memorability, efficiency, use satisfaction, and
learnability, but also assisted ourselves in obtaining plentiful suggestions for further
improvements of the app based on student experiences.
▪ Exploring the quality of skill-mastery prediction from Bayesian network learner models for
smartphone-based paediatric care training in low-resource settings by Timothy Tuti, Chris
Paton and Niall Winters
Abstract: There remains a lack of evidence on the implementation of Intelligent Tutoring
Systems in low-resource settings, and in particular, of how adaptive instructional support
can be implemented to support clinical training on smartphone devices. A core part of this
challenge to determine an appropriate data and modelling approach to support adaptive
instruction on mobile devices. Using data from a serious-gaming smartphone application
for clinical training from Sub-Saharan Africa, this paper investigates models to support
prediction of learner performance as a precursor to determining skill-mastery level. We
explore Bayesian graph model configurations that predict unseen learner responses based
on seen responses and investigate different combinations of these models that factor in
time on task, and previous cumulative learning opportunities respectively. Our results show
that a modelling approach that predicts learner performance while considering previous
learning opportunities is more accurate than approaches that predicts learner performance
based on time they spent on a learning task. Using time-on-task in combination with
previous learning opportunities to augment prediction of learner performance produced no
substantive increase on prediction accuracy compared to just using previous learning
opportunities only. We discuss how our findings provide an avenue for introduction of
adaptive scaffolding of feedback instruction, based on probabilistic performance thresholds
informed by cumulative tries from previous attempts with the goal of helping the learner gain
skill-mastery.
▪ As Learning Needs Arise - Creative Use of Mobile Applications to Support Daily Informal
Learning by Ruthi Aladjem and Rafi Nachmias
Abstract: The potential of mobile devices for supporting learning activities, has been
researched and discussed extensively in the past decade or so. However, despite broad
and versatile research on mobile learning, relatively few studies have explored the use of
mobile devices for supporting daily informal learning. This paper focuses on the ways in
which learners make use of their mobile device to support personal informal learning and
specifically, on the creative uses of readily available mobile applications by the learners.
This creative usage of mobile tools and applications consists of repurposing and
reappropriating the applications by using their available features in novel or non-
conventional ways, for varying learning objectives. We dub this practice of subverting
prescribed usage as “bending”, in order to distinguish it from related practices such as
hacking, tinkering and customizing. “Bending” is in line with frameworks of digital literacy
that acknowledge the significance of the reuse of media and technology. We aim to shed a
light on this type of practice, and suggest that although easily overlooked, due to its
somewhat anecdotal nature, bending may potentially encourage a creative mindset that
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could, in turn, be transferable to other technologies and domains and may support the
development of critical thinking strategies, problem solving skills, creativity and self-efficacy.
Furthermore, we suggest that with today’s increasing dependence on technology and
specifically, on mobile technologies, bending may serve as an opportunity for learners to
take ownership over the technology and may also facilitate a more mindful use of mobile
devices that could potentially be transferable to their engagement with additional
technologies and domains.
• 13:30 - 15:00 Paper Session 4: Mobile Apps for Language Learning
o Venue: Painting
o Chair: Agnes Kukulska-Hulme
o Papers:
▪ Why did you suggest voice messages but never use it anyway?!': Obstacles of promoting
English language speaking in a mobile instant messaging community by Junjie Gavin Wu
and Danyang Zhang
Abstract: In this globalised world, there is an increasing need for advanced English users
with excellent speaking proficiency. However, due to various reasons such as the washback
effect of the current language testing systems, English speaking is a crucial yet overlooked
skill among the four language skills (listening, reading, writing, and speaking) in many
language learning classrooms. With the blurring boundary between the physical and virtual
worlds, technology-enhanced language learning beyond the traditional classroom is being
encouraged in pedagogy but still underexplored in academic studies. To this end, the short
paper explores some obstacles of Chinese EFL learners’ use of voice messaging in a
mobile learning community. By analyzing data from student interviews and a teacher’s
journal, results showed that our participants faced speaking anxiety, including the self-
consciousness of their accents and embarrassment. From the ecological and ethnographic
perspectives, the study made an attempt to uncover some of the hidden challenges that
Chinese EFL learners faced in sending English voice messages. Implications and
recommendations for textbook design, teacher training, assessment reform and student
learning will be discussed at the end of this paper.
▪ Intelligent assistants in language learning: friends or foes? by Agnes Kukulska-Hulme
Abstract: We have entered the age of everyday encounters with artificial intelligence.
Intelligent assistants (IAs) are increasingly available when educational activities are carried
out using a portable or wearable device. These developments have special implications for
language learners, many of whom now have access to immediate assistance, to artificial
conversational partners, as well as to a large repertoire of smart tools and services to help
them with specific challenges in communication and language learning. The rise of IAs can
be seen against a backdrop of increasing opportunities for technology-supported and
informal learning both inside and outside the classroom. This emerging learning landscape
confronts language teachers with some difficult questions around adaptation of pedagogical
methods and teachers’ changing roles, that need to be better understood. IAs might be
used to support learning or they might be misused. Are they friends or foes? The paper
discusses the significance of IAs available to many learners on their smartphones and looks
towards a future when they will be available even more widely and when intelligent robots
will be used; it considers some of the capabilities of IAs in relation to challenges in language
19
learning as well as the concerns they raise. Finally, the mobile learning community is urged
to direct more research efforts towards this complex topic.
▪ Learning Across Contexts: A Multiple Case Study of Mobile Dictionary in Chinese EFL
learners’ Incidental and Intentional Vocabulary Learning by Danyang Zhang and Junjie
Gavin Wu
Abstract: In this digital era, mobile technologies can help learners intentionally and
incidentally acquire L2 vocabulary both in formal and informal learning settings, allowing
them to maximise short periods of time. As mobile dictionaries have become popular L2
learning and referencing tools, this paper primarily focused on four Chinese EFL learners’
incidental and intentional L2 vocabulary learning process and progress with the assistance
of a mobile dictionary. The study has two learning stages: the incidental stage and the
intentional stage, employing a quasi-experimental design to collect both quantitative and
qualitative data. At the incidental learning stage, all participants were asked to complete:
(1) pre-, immediate post- and delayed post-vocabulary tests; (2) a reading comprehension
task with a bilingualised mobile dictionary; (3) a self-report questionnaire; and (4) a semi-
structured interview. At the intentional learning stage, a word list with the same information
in the word entries and an audio recording of word pronunciation were distributed to the
participants. In the ensuing 14 days, they took charge of their vocabulary learning, using
the word list on their smartphones to learn the 14 target words. They completed the self-
report questionnaire to report their daily mobile-assisted vocabulary learning and attended
the final vocabulary test. The findings show that mobile dictionaries could benefit incidental
vocabulary learning, especially in the short term. However, the effects were subject to
learner’s use. In the self-directed intentional vocabulary learning, participants were active,
and their vocabulary test performance progressed.
• 15:00 - 15:30 Coffee Break
• 15:30 - 16:30 Paper Session 5: Review on mobile learning & mobile technology usage
o Venue: Painting
o Chair: So Hyo Jeong
o Papers:
▪ The Multiple Apps and Devices of Freshmen University Students by Christian Glahn and
Marion R. Gruber
Abstract: Over the past decade mobile learning has dramatically changed with the
widespread acceptance and ownership of smartphones. Given the speed of these changes
and the lack of data, the scale of the mobile devices' impact on educational institutions is
hard to estimate. As topics such as multimodal learning appear in the scientific discourse,
universities continue to struggle in understanding the changing digital landscape of digital
natives. Different to previous research and market studies, this paper focuses not only on
smartphone ownership, but includes the parallel use of different devices. The analysis
grounds on surveying five consecutive cohorts in the same study program of a Swiss
university. The paper provides an overview on the changing device ecologies as new
technologies reach the mass markets. The observations show the broad role of digital
technologies for students and that the parallel use of several devices is not science fiction
for many of them: A majority of students reported to own and use several mobile devices at
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the same time. However, over the years we can observe subtle changes in this device
ecology as new device types enter the mass market and become affordable to students.
Although the scope of this study is limited and one cannot generalise the findings to other
study programs or institutions, the findings provide valuable insights for further research on
leveraging bring-your-own-device strategies in higher education.
▪ What, Where, and How: Tracking the sociotechnical pathways of youth by Martha Hoff
Abstract: WebWatcher, a commercially available remote monitoring software for mobile
devices, provided access to the digitally lived experiences of six low SES urban youth and
represents a methodological frontier that holds great potential for innovatively collecting
data. Access to the modes, mediums, styles, formats, and pathways in public and private
spaces provides a level of data and potential understanding of how, what, where, when,
and with whom lives are lived through the ever-present, “always on,” mobile technology.
The inclusion of such methods propels researchers to think about qualitative epistemologies
as we seek to better understand how and what we know about twenty-first-century lives.
▪ Experiences of mobile learning in rural contexts by Juan Zambrano, Eugenio Ramirez and
Tyrone Orrego
Abstract: The possibilities of mobile learning began to draw attention in the educational
field, especially in the countries of emerging economies, for two fundamental reasons, on
one hand, the penetration of mobile telephony in the population and on the second hand,
the importance that has taken the mobile phone in everyday life. This has allowed new ways
of approaching formal knowledge, through new emerging technologies; as the mobiles are.
It is worth highlighting the fact, that some countries such as (France and Chile) have opted
for non-usage policies and even prohibition of mobile phones inside the educative
environments, while in other countries like (United States, Colombia, Argentina) there is a
growing concern for the implementation of mobile learning in different educational areas.
This suggests that certain circumstances must be faced while the implementation of this
type of technology, on the one hand, the issues related to classroom distraction and on the
other, student’s motivation and interest in academic subjects and matters. The rural context
away from the traditional dynamics of incorporation and technological integration, welcomes
a new possibility in the usage of mobile technology in education. However, the research of
experiences related to these possibilities, in fact, create more questions than answers; due
to the lack of structural, systematic and systemic foundations of mobile learning spotted and
glimpsed in the literature reviewed.
• 16:30 - 17:00 Closing Address
• 17:00 - 17:30 Transportation to Beach Club
• 17:30 - 18:00 Beach Activities
• 18:00 - 21:30 Joint Conference Dinner
o Venue: Beach Club Breeze
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