Integrated Systems Laboratory - Polytechnic School - University of São Paulo
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Abstract— New technologies are slowly changing the shared experience of watching TV. In the case of educational applications, the interactive use of a second screen, such as mobile devices synchronized with digital TV contents using data connection, offers promising new possibilities. However, populations from some regions in the world are not part of this trend due to their lack of data connection or other technological infrastructures. This paper focuses on possible technical solutions to provide applications using mobile devices and digital TV, applied to an educational context. It also describes a user test carried out with students, exploring interaction with TV content through a second screen device. As a preliminary trial, it was very fruitful in providing information about Human-Computer Interaction (HCI) requirements for future next steps of this research. The focus was the educational toolset prototype “Buddy Learning”, and alternative options for providing the second screen experience were explored. Three research aims were considered: 1) developing a technical solution for transmitting data content for regions where data connection is inexistent or intermittent; 2) obtaining preliminary information about HCI requirements for learner interaction with the proposed system through a user test with the prototype; 3) stimulating and motivating undergraduate and graduate engineer students to develop solutions involving a digital TV infrastructure that would be workable in remote areas.


L Tokárová, M Weideman - Proceedings of the 31st ACM international conference …, 2013
Abstract Mobile devices, together with touch-screen interfaces, have become part of the 
everyday usage items of many information consumers across the globe. However, it is clear 
that the learning curve for touch-screen interfaces is steeper than what was expected. This
"With the recent expansion of the mobile industry, applications for mobile devices are quickly becoming more complex, empowering people to perform more advanced tasks. However, current mobile user interfaces introduce several challenges, such as direct manipulation, gesture control, solely visual feedback, or limited screen size. These factors affect the learnability of mobile applications. 
Leia mais:Understanding the process of learning touch-screen mobile application

This paper examines various constructs of an extended TAM, Technology Acceptance Model, that are theoretically influencing the adoption and acceptability of mobile learning among 3G enabled mobile users. Mobile learning activity-based, used for this study were drawn from behaviourist and “learning and teaching support” educational paradigms. An online and manual survey instruments were used to gather data. The structural equation modelling techniques were thenemployed to expla in the adoption processes of hypothesized research model. A theoretical model ETAM is developed based on TAM. Our result proved that psychometric constructs of TAM can be extended and that ETAM is well suited, and of goodpedagogical tool in understanding mobile learning among 3G enabled handheld devices in southwest part of Nigeria. Cognitive constructs, attitude toward m-learning, self-efficacy play significant roles in influencing behavioural intention formobile learning, of which self-efficacy is the most importance construct. Implications of results and directions for futureresearch are discussed.

Abstract: Cloud computing is an emerging concept combining many fields of computing. It provides services, software and processing capacity over the internet. The mobile execution platform is being used for more and more tasks such as playing games, ticket purchase, health, micro payment, uploading video. The combination of cloud computing, wireless communication, portable computing devices is called mobile cloud computing which allows usersan online access. But mobile devices will always have less security, resourc
e poverty, less energy. In this paper we propose entropy based Hungarian method to allocate resources to the mobile devices by calculating entropy for each base station and frequent application method to reduce storage space.

The experience presented in this article highlights the educational potential of using mobile learning and QR codes in a secondary physical education classroom to foster healthy physical activity. The experience was designed as a collaborative didactic unit for 13/14 year-old compulsory secondary education pupils from two schools in Barcelona, Spain. The main objective was to simulate a Mount Everest ascent by performing collaborative resistance strength challenges designed by the pupils and converted into QR codes. The total number of strength exercise repetitions that the pupils from both schools managed to do collaboratively simulated the number of metres climbed towards the summit of Mount Everest. The experience was based on qualitative educational research and had a multiple case-study design. Moreover, it used a collaborative methodology to accomplish the cha- llenge. The results obtained show the potential of mobile learning as an emergent educational tool that is capable of facilitating and fostering the teaching-learning process.


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