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International Journal of Mobile and Blended Learning

October 2014 Volume 6, Number 4

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Table of Contents

Number of articles: 5

  1. A Mobile Learning Overview by Timeline and Mind Map

    David Parsons, Massey University, Auckland, New Zealand

    Mobile learning has been a research topic for some 20 years. Over that time it has encompassed a wide range of concepts, theories, designs, experiments and evaluations. With increasing interest in ... More

    pp. 1-21

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  2. AnswerPro: Designing to Motivate Interaction

    Balsam AlSugair & Gail Hopkins, University of Nottingham, Nottingham, United Kingdom; Elizabeth FitzGerald, The Open University, Buckinghamshire, United Kingdom; Tim Brailsford, University of Nottingham, Nottingham, United Kingdom

    This paper describes the design and initial testing of AnswerPro, a mobile academic peer support system for school pupils aged 11-16 years. AnswerPro is a mobile optimised web application that... More

    pp. 22-38

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  3. Global MedAid: Evolution and Initial Evaluation of an Mlearning App for International Work-Based Learners

    Joanna Colley, Claire Bradley, Geoff Stead & Jessica Wakelin, Tribal Group, Cambridge, United Kingdom

    This paper outlines an m-learning solution, ‘Global MedAid', which aims to provide learning resources and tools for personnel in various roles in disaster or emergency situations. It outlines the... More

    pp. 39-52

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  4. Post-Secondary Students Using the iPad to Learn English: An Impact Study

    Christina Gitsaki, University of Queensland, St. Lucia, Australia; Matthew Robby, Higher Colleges of Technology, Abu Dhabi

    The use of mobile technology in language learning has increased considerably, with an unprecedented adoption of mobile tablets in K-12 and higher education settings. Despite the number of recent... More

    pp. 53-74

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  5. Creating Coherent Incidental Learning Journeys on Smartphones Using Feedback and Progress Indicators: The SCAMP Framework

    Ann Jones & Mark Gaved, Open University, Buckinghamshire, United Kingdom; Agnes Kukulska-Hulme & Eileen Scanlon, The Open University, Buckinghamshire, United Kingdom; Charlie Pearson, Pearson Publishing, Cambridge, United Kingdom; Petros Lameras & Ian Dunwell, Serious Games Institute, Coventry, United Kingdom; Jan Jones, The Open University, Buckinghamshire, United Kingdom

    Although the motivating role of feedback and progress indicators is understood in formal learning, their role in supporting incidental mobile learning is less well understood. In this paper we... More

    pp. 75-92

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