As the world is moving towards experience economy, consumers are paying more and more attention to memorable and fun experience beyond a product or service. Learners are the same, especially when learning goes mobile. Mobile learning has been examined in different areas ranging from forms and formats to features and functions. Mobile experience in learning, however, has not yet fully examined. After identifying mechanisms to measure and evaluate mobile learning experience, this chapter reviewed what mobile learning resources could be leveraged to enhance mobile learning experience, followed by recommendations for further studies.
TopResources For Enhancing Mobile Learning Experience
Mobile learning continues to grow and more options are available making it difficult to evaluate and make recommendations. Recommendations from one study can completely change with new technology; thus it is important to look at mobile learning as a whole and take general recommendations from research that can be applied to multiple resources.
Traxler (2007) establishes categories of mobile learning as technology-driven, miniature portable, eLearning, connected classroom learning, informal personalized, situated, mobile learning, mobile training/performance support, and remote/rural/development mobile learning. Furthermore, he explains the challenge of evaluating mobile education is that it is difficult to classify “good” characteristics of mobile learning. Traxler (2007) provides possible attributes that would make a good evaluation as rigorous, efficient, ethical, proportionate, appropriate, consistent, authentic, and aligned, but states there are problems with the epistemology, ethics, and gathering and analyzing data for mobile learning evaluations.
A critical review of the challenges in eLearning in developing countries found 30 challenges that were broken down into four categories: (a) courses, (b) individuals, (c) context, and (d) technology (Andersson & Gronlund, 2009). Although all of these challenges were also faced in developed countries, the challenge of technology was more common in developing countries. As a result of their research, Andersson and Gronlund recommend creating a conceptual framework that could be used as a guide for eLearning issues faced in both developed and developing countries. Bhuasiri, Xaymoungkhoun, Zo, Rho, and Ciganek (2012) identified factors that influence eLearning success in developing countries. Curriculum design, technical knowledge, motivation, and learner behavior were found to be necessary for successfully implementing eLearning.