Problem with Multi-Video Format M-Learning Applications

Problem with Multi-Video Format M-Learning Applications

Michael O. Adeyeye (Cape Peninsula University of Technology, South Africa), Adebola G. Musa (Tshwane University of Technology, South Africa) and Adele Botha (Meraka Institute, South Africa)
DOI: 10.4018/978-1-4666-4876-0.ch015


The browser war is far from over, and the HTML5 <video> tag has not improved video access despite its promises to work without specifying a plug-in. This chapter discusses m-learning with respect to video. It outlines the m-learning paradigm in conjunction with the technical aspects of video display in browsers, when varying media formats are used. The <video> tag used in this work renders videos from two sources with different MIME types. Feeds from the video sources, namely YouTube and UCT Matterhorn, are pulled by a Website that acts as a content aggregator. The content aggregator presents the various user-generated contents and lectures from the two repositories to both lecturers and students as a single source. By leveraging on HTML5, CSS3, and JavaScript, the application should render uniform video display and gather comments among various students, who use various personal mobile devices. Results show that a uniform display cannot be achieved when developing an application for personal mobile devices.
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2. M-Learning As A Domain Requirement

Enhancing a mobile user experience in a m-learning interaction entails the consideration of the attributes and affordances of the technology and the requirements of the pedagogy interaction. The attributes and affordances of the technology are investigated in subsequent sections while the m-learning interaction as domain requirement is further subject to the requirements of pedagogy interaction. These requirements form the focus of the investigation in the rest of this section.

M-learning has, at its foundation, learning as the central concern of a mobile technology enhanced educational experience. The specifics of realizing the educational goal, the actual operationalization and the evaluation of the educational goal are beyond the scope of this narrative. This section is, however concerned with the enablement of the educational goal through the m-learning interaction as experienced by the learner as a mobile user. As such, with due respect to the unique and personal nature of learning, the diversity of ways in which learning can be achieved is acknowledged.

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