Relevant bibliographies by topics / Mobile multimedia learning

Academic literature on the topic 'Mobile multimedia learning'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Mobile multimedia learning"

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Ota, Kaoru, Minh Son Dao, Vasileios Mezaris, and Francesco G. B. De Natale. "Deep Learning for Mobile Multimedia." ACM Transactions on Multimedia Computing, Communications, and Applications 13, no. 3s (August 10, 2017): 1–22. http://dx.doi.org/10.1145/3092831.

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Kamasi, Nadya Verona Viani, and Tirsa Julianti Saruan. "Mobile Learning (M-Learning) Based Learning Application Design for Elementary School Students." JURNAL ILMIAH SAINS 20, no. 2 (June 15, 2020): 70. http://dx.doi.org/10.35799/jis.20.2.2020.27877.

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This study was designed to produce a learning design based on Mobile Learning (M-Learning) that is appropriate for elementary school students. In making this instructional media design, the Multimedia Development Life Cycle (MDLC) method consists of six stages: concept, design, obtaining material, assembly, testing, and distribution, but in this study only carried out two stages, concept and design. The results showed that the MDLC method privides the feasibility percentage of: media experts amounted to 89.44%; material experts amounted to 92,89%, and teachers amounted to 93.3%. This study produces a learning design based on Mobile Learning (M-Learning) that is feasible to be applied for elementary school students.Keywords: Learning media; mobile learning; multimedia development life cycle Desain Aplikasi Pembelajaran Berbasis Mobile Learning (M-Learning) Untuk Siswa Sekolah DasarABSTRAKPenelitian ini bertujuan untuk menghasilkan desain media pembelajaran berbasis Mobile Learning (M-Learning) yang layak untuk siswa sekolah dasar. Dalam membuat desain media pembelajaran ini digunakan metode Multimedia Development Life Cycle (MDLC) yang terdiri dari enam tahapan yaitu concept, design, obtaining content material, assembly, testing, dan distribution, namun pada penelitian ini hanya dilakukan dua tahapan saja yaitu tahap concept dan tahap design. Hasil penelitian menunjukkan bahwa metode MDLC memberikan hasil persetase kelayakan dari: ahli media sebesar 89,44%; ahli materi sebesar 92,89%; dan guru-guru sebesar 93,3%. Penelitian ini menghasilkan sebuah desain media pembelajaran berbasis Mobile Learning (M-Learning) yang layak diterapkan pada siswa sekolah dasar.Kata Kunci: Media pembelajaran; mobile learning; multimedia development life cycle
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Amsyar, Izwan, Haznah Latifah, and Dewi Wuisan. "Design of Mobile Learning Content with a Mobile-Based Live Multimedia System." International Journal of Cyber and IT Service Management 2, no. 2 (September 20, 2022): 146–53. http://dx.doi.org/10.34306/ijcitsm.v2i2.112.

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With the rise of world progress, information technology and telecommunications to the Internet have become a top priority. These advancements mark a watershed moment in mobile learning, or "mobile learning," as it is known (m-learning). M Learning has some extra learning capacity that can be accessed by anybody, at any time, from anywhere. The issues still exist in m-learning, including a shortage of hardware and platforms required by the system architecture and accessibility. In order to become comfortable for the user, a thorough examination of each component dealing with existing m-learning is also required. This research aims to address the problem by employing multimedia as a material that can provide more precise and detailed information. Multimedia m-learning services necessitate an internet connection, excellent access, and adequate hardware to benefit from the overall bias with good services provided by phones that offer mobile multimedia facilities. The study's primary goal is to create m-learning with multimedia services, and the expected results are a software-based content provider.
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Amalia, Lida. "Perbandingan Hasil Belajar Siswa dengan Multimedia Berbasis Mobile Learning dan Multimedia Presentasi pada Sub Pokok Bahasan Ekosistem." JURNAL PETIK 7, no. 2 (September 14, 2021): 119–25. http://dx.doi.org/10.31980/jpetik.v7i2.1274.

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Abstract — Comparison of Student Learning Outcomes with Multimedia Based on Mobile Learning and Multimedia Presentation on Ecosystems. This study aims to determine the differences in student learning outcomes by using multimedia-based mobile learning and multimedia presentations on ecosystems. This research uses the Quasi Experiment research method with the object of research being the students of class X MIPA SMAN 15 Garut. The sample was taken two classes by means of Purposive sampling because the sampling was not done randomly but was chosen based on the characteristics, considerations, and specific objectives that are based on the same average learning outcomes. Samples were taken two classes, namely class X MIPA 5 and X MIPA 6 with 69 students. Data were collected using the main instrument in the form of an objective test (multiple choice) and student questionnaire responses as supporting instruments. Data analysis techniques using non-parametric statistical tests, where hypothesis testing uses the Mann Whitney test. The results showed asymp sig. (2-tailed) of 0.044 <α = 0.05, Ho is rejected or Ha is accepted, meaning that there are differences in learning outcomes between students who use multimedia based on mobile learning (average value 79.857) and multimedia presentations (average value 73.824) on ecosystems. The questionnaire responses of students showed very good responses to multimedia-based mobile learning and good responses to multimedia presentations. Keywords— Learning Outcomes, Multimedia Based on Mobile Learning, Multimedia Presentations. Abstrak — Perbandingan Hasil Belajar Siswa dengan Multimedia Berbasis Mobile Learning dan Multimedia Presentasi pada Sub Pokok Bahasan Ekosistem. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar siswa dengan menggunakan multimedia berbasis mobile learning dan multimedia presentasi pada Sub Pokok Bahasan Ekosistem. Penelitian ini menggunakan metode penelitian Quasi Experiment (eksperimen semu) dengan objek penelitian siswa kelas X MIPA SMA Negeri 15 Garut. Sampel dalam penelitian diambil dua kelas dengan cara Purposive Sampling, karena pengambilan sampel tidak dilakukan secara acak tetapi dipilih berdasarkan karakteristik, pertimbangan, dan tujuan tertentu, yaitu berdasarkan rata-rata hasil belajar yang sama. Sampel diambil dua kelas yaitu kelas X MIPA 5 dan X MIPA 6 dengan jumlah siswa sebanyak 69. Data dikumpulkan dengan menggunakan instrumen utama berupa tes objektif (pilihan ganda) dan angket respon siswa sebagai instrumen penunjang. Teknik analisis data menggunakan uji statistik non parametrik, yaitu uji hipotesis menggunakan uji Mann Whitney. Hasil penelitian menunjukkan asymp sig.(2-tailed) sebesar 0,044 < α = 0,05 , maka Ho ditolak atau Ha diterima artinya terdapat perbedaan hasil belajar antara siswa yang menggunakan multimedia berbasis mobile learning (rata-rata nilai 79,857) dan multimedia presentasi (rata-rata nilai 73,824) pada Sub Pokok Bahasan Ekosistem. Berdasarkan hasil angket, respon siswa menunjukkan tanggapan sangat baik untuk multimedia berbasis mobile learning dan tanggapan baik untuk multimedia presentasi. Kata Kunci : Hasil Belajar, Multimedia Berbasis Mobile Learning, Multimedia Presentasi
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Mohamad Nurdin, Dadang, Deni Darmawan, and Hudiana Hernawan. "EFEKTIVITAS PENGGUNAAN MULTIMEDIA INTERAKTIF DAN MOBILE LEARNING DALAM MENINGKATKAN HASIL BELAJAR PADA MATA PELAJARAN MATEMATIKA." PEDAGOGIA 14, no. 1 (August 17, 2016): 86. http://dx.doi.org/10.17509/pedagogia.v14i1.2341.

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The purpose of this study is (1) to determine the learning outcome of students using interactive multimedia; (2) the improvement of student learning outcomes using mobile learning; (3) to determine the differences between the learning outcome of students using interactive multimedia and mobile learning. The method used is the method of quasi-experimental research design used in this study The Static group pretest – posttest design. Results obtained indicate that (1) there is an increase in student learning outcomes which uses interactive multimedia; (2) there is an increase in student learning outcomes using mobile learning; (3) there are differencesbetween the learning outcome of students using interactive multimedia and mobile learning.
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Aprianto, Muhamad, Saida Ulfa, and Arafah Husna. "Pengembangan Multimedia Interaktif Mobile Learning Pengurusan Jenazah." JKTP: Jurnal Kajian Teknologi Pendidikan 4, no. 1 (February 26, 2021): 23–32. http://dx.doi.org/10.17977/um038v4i12021p023.

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Imania, K. A. N., A. Z. Mutaqin, Y. Purwanti, S. H. Bariah, and I. Nasrulloh. "Interactive multimedia – based mobile learning prototipe development." IOP Conference Series: Materials Science and Engineering 1098, no. 2 (March 1, 2021): 022088. http://dx.doi.org/10.1088/1757-899x/1098/2/022088.

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Simalango, Untung, Asrul Huda, and Nurindah Dwiyani. "RANCANG BANGUN APLIKASI MULTIMEDIA INTERAKTIF MOBILE LEARNING." Voteteknika (Vocational Teknik Elektronika dan Informatika) 6, no. 2 (November 30, 2018): 44. http://dx.doi.org/10.24036/voteteknika.v6i2.101986.

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JOSEPH, SAMUEL R. H., and MARIA UTHER. "MOBILE DEVICES FOR LANGUAGE LEARNING: MULTIMEDIA APPROACHES." Research and Practice in Technology Enhanced Learning 04, no. 01 (March 2009): 7–32. http://dx.doi.org/10.1142/s179320680900060x.

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Shi, Youguo, Shuqin Chen, and Haitao Wang. "Mobile Multimedia Classroom Construction for Rhythmic Gymnastics Based on APT Teaching Model." International Journal of Emerging Technologies in Learning (iJET) 12, no. 07 (July 12, 2017): 79. http://dx.doi.org/10.3991/ijet.v12i07.7216.

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APT teaching model is an information-based teaching model which includes Assessment, Pedagogy and Technology. It can improve students’ learning initiative and autonomous learning ability. In this study, mobile multimedia classroom based on APT teaching model was designed for Rhythmic Gymnastics. With APT teaching model, learners’ learning is no longer limited to time and place. It can motivate learners’ learning interest and enhance learning efficiency. The mobile multimedia classroom was constructed from three aspects: assessment, pedagogy and technology. The final teaching test shows that, learners are very interested in the teaching mode of mobile multimedia classroom and express a strong wish for such teaching mode. Mobile multimedia classroom for Rhythmic Gymnastics based on APT teaching model has a promising application prospect in actual teaching process.
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Dissertations / Theses on the topic "Mobile multimedia learning"

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Moore, Billy R. "Evaluating and Blending Multimedia Mobile Applications into Technical Training." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc68019/.

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This study in the aerospace ground equipment (AGE) apprentice course at Sheppard Air Force Base, Texas, examined the use of mobile digital devices to determine which device leveraged the best results and was most compatible with military technical training requirements. The sample consisted of 160 students who attended the course between January and June, 2010. Three devices loaded with course materials were issued to the students, who used the devices in the classroom and were encouraged to use the devices to enhance their study time after class. Quantitative data were obtained by comparing block test scores to determine if any device produced a significant change in student learning. Qualitative data were collected from surveys administered to instructors and students to measure which device instructors and students found easiest to understand and use, and student satisfaction with the device. An analysis of variance (ANOVA) revealed a statistically significant difference (p < .05) in the block test mean scores between groups using mobile devices and the students in the control group that had no device. Post hoc comparisons on each block showed that there was a statistically significant difference between students using the smartphone and students using the other devices, but no statistically significant difference in the block test mean scores between students using the iPod and the netbook. The netbook leveraged the best results, both in block test scores and student satisfaction. The greatest reported disadvantage of the smartphone and the iPod Touch was the small screen size.
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Jalal, Syed Muhammad Asim. "Educational multimedia adaptation for power-saving in mobile learning." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/419473/.

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Limited-battery power is a major constraint in mobile learning. It is important to adopt battery power-saving mechanisms in mobile learning applications in order to extend the duration of learning activities. This thesis explores issues related to power-saving in mobile learning. Streaming of online educational multimedia on mobile devices is a power hungry activity due to large amount of wireless data transfer. A number of power-saving multimedia adaptation techniques for streaming multimedia have been developed in the past. Most of these existing approaches achieve power-saving by uniformly lowering the presentation quality of an entire multimedia stream. These generic techniques will typically lower the visual quality of an entire multimedia stream uniformly, without considering its impact on perceived loss of visual information at different points of the multimedia stream. In this thesis, through a user study we suggest that reducing the quality of educational multimedia beyond a certain level - for power-saving adaptation - can cause perceived loss of visual information in quality-sensitive portions of a multimedia. This could have a negative impact on perceived learning effects and leave the resource unsuitable for learning. The results of the study suggest that different parts of a learning multimedia may have different lowest acceptable presentation quality requirements for avoiding perceived loss of visual information. The participants of the study were able to comprehend visual information in one fragment at a lower visual quality but could not comprehend visual information of some other fragments at the same quality level. To address this problem, we proposed a Content-Aware Power Saving Educational Multimedia Adaptation (CAPS-EMA) approach that suggests a way of delivering each portion of a multimedia in a lowest acceptable quality based on the visual contents of each fragment. We demonstrate an implementation of this approach using a prototype system called MoBELearn. The results of our evaluation studies suggest that the way CAPS-EMA adapts multimedia resources is acceptable to users in power-saving situations. CAPS-EMA requires some authoring processes in order to identify fragments and lowest acceptable quality constraints. An expert evaluation described the activities involved in the authoring process as easy to understand and perform Power-saving multimedia adaptation mostly results in some compromises in terms of visual quality and information content. Existing techniques offer users little control over the adaptation process and they are obliged to accept the consequences of the adaptation. We propose a Learner Battery Interaction (LBI) mechanism that suggests offering users power-saving options and relevant feedback about the expected compromises for each power-saving option. This would enable users to make informed choices about power-saving. We evaluated the concept of LBI through a user study. The results of the study suggest a positive perceived usefulness of the system and that mobile learning applications may benefit from the idea. In the end, we propose a search mechanism for online adaptive learning resources that would help find a personalised learning resource that would fulfil the information needs of a learner in a battery-efficient way. This proposed mechanism is based on the concept of discovery of online open adaptive learning resources. For this purpose, we proposed an ontology model to describe adaptive learning resources, in terms of its adaptive features: learning and presentation features. This model could be used as a basis for implementing the proposed concept of the discovery of versions of adaptive learning resources in order to enable learners to engage in learning activities in a battery-efficient way by searching for online learning resources.
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Cabral, Diogo Nuno Crespo Ribeiro. "Mobile and web tools for participative learning." Master's thesis, FCT - UNL, 2008. http://hdl.handle.net/10362/1993.

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Dissertação apresentada na Faculdade de Ciências e Tecnologia da Universidade Nova de Lisboa, para a obtenção do grau de Mestre em Engenharia Informática
The combination of different media formats has been a crucial aspect on teaching and learning processes. The recent developments of multimedia technologies over the Internet and using mobile devices can improve the communication between professors and students, and allow students to study anywhere and anytime, allowing each student progress at its own pace. The usage of these new platforms and the increase of multimedia sharing applied to educational environments allow a more participative learning, and make the study of interfaces a relevant aspect of existing multimedia learning systems. The work done in this dissertation explores interfaces and tools for participative learning,using multimedia educational systems over Internet broadband and mobile devices. In this work, aWeb-based learning system was developed, which enables to store, transmit, search and share the contents of courses captured in video and its extension to support Tablet PCs. The Web system, developed as part of the VideoStore project, explores video interfaces and video annotations, which encourage the participative work. The usage of Tablet PCs, through the mEmLearn project, has the aim to encourage the participative work, allowing the students to augment the course materials and to share them with other students or instructors.
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Saran, Murat. "Exploring The Use Of Mobile Phones For Supporting English Language Learners." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610442/index.pdf.

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With their widespread use and their features such as mobility, localization, and personalization, mobile phones offer a great potential for out-of-class learning. Yet, there is scarce research on the use of mobile phones in language learning contexts nor any on using multimedia messages via mobile phones to improve learners'
vocabulary acquisition. The major aim of this study was to investigate the potentials and effectiveness of using mobile phones in foreign language education. In particular, the effects of using multimedia messages via mobile phones for improving language learners&rsquo
acquisition of words were explored. A mixed method approach involving both quantitative and qualitative components was employed in this study. The quantitative part of the study followed a pre-test/post-test quasi-experimental design. The qualitative part of the study included post-study semi-structured interviews with the students, and a questionnaire involving open ended items. The participants of this study were a group of students attending the English Preparatory School of an English-medium university in Turkey. Three different groups were formed in order to investigate the comparative effectiveness of supplementary materials delivered through 3 different means: mobile phones, web pages, and printed. Analyses of the quantitative data showed that using mobile phones had positive effects on students&rsquo
vocabulary learning. The qualitative data collected through the questionnaire and the interviews supported this finding. All participants provided positive feedback about the mobile learning application used in this study.
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Alam, Kazi Masudul. "Towards Diverse Media Augmented E-Book Reader Platform." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22884.

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In order to leverage the use of various modalities such as audio-visual-touch in instilling learning behaviour, we present an intuitive approach of annotation based hapto-audio-visual interaction with the traditional digital learning materials such as eBooks. By integrating the traditional home entertainment system and respective media in the user's reading experience combined with haptic interfaces, we examine whether such augmentation of modalities influence the user's reading experience in terms of attention, entertainment and retention. The proposed Haptic E-Book (HE-Book) system leverages the haptic jacket, haptic arm band as well as haptic sofa interfaces to receive haptic emotive signals wirelessly in the form of patterned vibrations of the actuators and expresses the learning material by incorporating audio-video based augmentation in order to pave ways for intimate reading experience in the popular eBook platform. We have designed and developed desktop, mobile/tablet based HE-Book system as well as a semi-automated annotation authoring tool. Our system also supports multimedia based diverse quiz augmentations, which can help in learning tracking. We have conducted quantitative and qualitative tests using the developed prototype systems. We have adopted the indirect objective based performance analysis methodology, which is commonly used for multimedia based learning investigation. The user study shows that, there is a positive tendency of accepting multimodal interactions including haptics with traditional eBook reading experience. Though our limited number of laboratory tests reveal, that haptics can be an influencing media in eBook reading experience, but it requires large scale real life tests to provide a concluding remarks.
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Gustafsson, Joel. "Vocabulary learning & Vlogging : An exploratory study of vocabulary learning in the form of a vlogging exercise, with the use of mobile learning, compared to orthodox written exercises." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-54140.

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This study investigates two vocabulary exercises where the participant students receive an assigned set of words to put into sentences, one being a more traditional written exercise, the other being an exercise where students make a vlog using the assigned words. Two upper secondary school classes in Sweden participated in the experiment, including responding to a Likert attitude questionnaire. The hypothesis used in this paper is derived of Pegrum’s third category, of higher integration between school and everyday life, and that this would lead to better results for the students who completed the vlogging exercise. The two participating classes were each divided into two group halves, and each group half received one written exercise and one vlogging exercise – consequently each class half acted as a control group for the other half. The responses gathered were divided into three categories, ‘Correct’, ‘Undetermined’, and ‘Failed’. The results disprove that the vlogging exercise offers a significant improvement over the traditional written exercise, and thusly confirms the No Significant Difference phenomenon.
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Hutchens, Jason. "EDUCATIONAL HANDHELD VIDEO: EXAMINING SHOT COMPOSITION, GRAPHIC DESIGN, AND THEIR IMPACT ON LEARNING." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2930.

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Formal features of video such as shot composition and graphic design can weigh heavily on the success or failure of educational videos. Many studies have assessed the proper use of these techniques given the psychological expectations that viewers have for video programming (Hawkins et al., 2002; Kenny, 2002; Lang, Zhou, Schwardtz, Bolls, & Potter, 2000; McCain, Chilberg, & Wakshlag, 1977; McCain & Repensky, 1972; Miller, 2005; Morris, 1984; Roe, 1998; Schmitt, Anderson, & Collins, 1999; Sherman & Etling, 1991; Tannenbaum & Fosdick, 1960; Wagner, 1953). This study examined formal features within the context of the newly emerging distribution method of viewing video productions on mobile handheld devices. Shot composition and graphic design were examined in the context of an educational video to measure whether or not they had any influence on user perceptions of learning and learning outcomes. The two formal features were modified for display on 24 inch screens and on 3.5 inch or smaller screens. Participants were shown one of the four modified treatments, then presented with a test to measure whether or not the modified formal features had any impact or influence on learning outcomes from a sample of 132 undergraduate college students. No significant differences were found to occur as a result of manipulation of formal features between the treatment groups.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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Chmelařová, Gabriela. "Přehrávač hudby pro Android s výběrem skladem dle kontextu zařízení." Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2021. http://www.nusl.cz/ntk/nusl-449167.

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Tato práce pojednává o vytvoření mobilní aplikace zvažující kontext zařízení, která vybírá a doporučuje hudební skladby dle aktuálního stavu kontextu zařízení. Kontext je získáván na základě naměřených hodnot, které jsou získány z vestavěných senzorů mobilního zařízení a z ostatních systémových hodnot zařízení. Výběr konkrétní skladby je poté založen na výstupu modelu strojového učení, který klasifikuje kontext na základě aktuálních získaných dat a následně zvolí skladbu připadající k danému kontextu.
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Chi-Hung, Wu, and 吳啟弘. "A Multimedia Mobile Learning System to Support Auxiliary Collaborative Learning." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/79079134406119558126.

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碩士
國立臺中教育大學
數位內容科技學系碩士班
95
As multimedia technology is getting more sophisticated, mobile devices like internet, PDA and 3G cell phone are getting prevalent, and video functions are racing to their full extent, the most popular e-learning subject left now is, how these mobile devices can be incorporated to engage M-Learning. This study is based on incorporating computer technology into teaching activity on Science and Technology Learning Areas. To alleviate the predicaments of recording, communication, exchanging and instruction when outdoor teaching activities are engaged, the study has developed auxiliary collaborative learning Multimedia Mobile Learning System (MMLS). Outdoor teaching activities incorporating collaborative learning in elementary school Science and Technology Learning Areas are often confronted with predicaments such as, phenomenon observed from the nature can mostly be recorded through pencil and paper,communications are hard to be made because of distance between team members. This also leads to difficulty in exchanging information. Plights of the above mentioned will make it hard for the teacher to monitor the development of the on-going activity. By integrating collaborative learning as the model, utilizing PDA as an interactive teaching platform, also comprising wireless internet, this study has developed an auxiliary collaborative learning Multimedia Mobile Learning System (MMLS), which can be implemented into Science and Technology Learning Areas. The functions equipped in the system, such as multimedia notebook, instant communication, instant notebook exchanging, and interactive process recording will overcome predicaments occurred during recording, communication, exchanging and instruction. Further, the study has also defined transfer protocal of network connection, drafting command and the record of learning track between MMLS. The system was experimented on fifty-two fifth graders from a Taichung City elementary school. Students were divided into experimental group and contrast group to engage in learning activities from Science and Technology Learning Areas. The results indicate that, recording sequence based on individual species observation and time volumes engaged in communication between team members are increased with the system. Students’ instant video transfer, audio or photo recording centered on the targets being observed can be conducted without having to be restricted to the classroom. Communication and exchanging students’ observing records using video media has prevailed over the limitation of space and landscape. The experiment has reached the goal of learning anytime and anywhere further verifies the practicability of the system.
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Chen, Chien-Yu, and 陳建宇. "Research on Applying Digital Multimedia on Mobile Learning Vehicles." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/24281485952036443980.

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碩士
嶺東科技大學
視覺傳達設計研究所
99
We are in a time when multimedia is very developed, digital multimedia technologies are improving everyday and new technologies are developed all the time, video resolutions are also rapidly marching towards high definition. In addition, due to video editing equipment operation modes are more human, the effects brought on by the prevalence of personal computers, and the popularity of multimedia sharing functions for community websites have created diverse multimedia productions. These productions are shared and broadcasted to every corner of the world by using internet multimedia platforms. 　Furthermore, as the value-added services for mobile phones become diversified and the 3G communication network widely extended, the establishment rate of campus wireless internet has vastly increased, along with the flourishing development upsurge of mobile vehicles ─ “Smart phones” and convenient diverse cell phone software features are widely popular among consumers and have become the fashion trend for the future communication market. If we can combine the internet’s borderless feature with the smart phone’s mobile internet connection and real-time transmitting features, along with mobile learning and related applications, we can breakthrough the traditional dogmatic book-teaching method and change it to multimedia sharing, giving the knowledge teaching content audio and visual entertainment effects. Thus will increase interest in learning and leave deeper impressions for the learners. 　Therefore, this research referred to mobile learning related research combined with multimedia data of Taiwan’s rare bird types for value-added development. It also referred to the syllabus of normal high school’s basic biology classes set up by the Ministry of Education as a basis. This research developed and built a mobile communication teaching software platform by mainly using mobile vehicles to broadcast digital multimedia, and by making questionnaires for smart phone usage attitude and needs for applying it on outdoor bird-watching activities. It’s the main purpose of research to understand the needs attitude for smart phone function applications of current smart phone users and use questionnaires to find out their feasibility acknowledgement for combining bird ecology outdoor teaching applications. The problems were compiled and analyzed, and then the “Exploring the Digital Formosa” mobile learning platform was developed and built. Junior high school and senior high school biology teachers, information development professionals and smart phone users were interviewed with a platform satisfaction research questionnaire; at the same time, an actual platform testing and satisfaction semi-open questionnaire researches for junior high school and senior high school biology related teachers were conducted. 　The result of this research showed that current smart phone functions are suitable for digital multimedia combined with mobile learning; however, for the software it requires connection to mobile communication services or wireless internet to download and install updates and related mobile value-added software to achieve maximum effects for a complete digital multimedia combined with mobile learning. The research results for user’s attitude toward smart phone usage, the need for applying it towards bird-watching activities, and the result of the teacher’s satisfaction level of actually testing out the mobile learning platform all show positive appraisals. Yet, since smart phones have too many functions and the screens are too small which made it difficult to operate and thus obstruct the user’s interest in learning on cell phones. Based on the research results mentioned above, we suggest that cell phones should be combined with the emerging technologies of e-books, and extended development on this research’s learning platform value-added content into the application of digital content publishing of e-books. This will surely increase the platform’s content value. Keywords: Digital Multimedia, Mobile Devices, Smart Phone, M-Learning
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Books on the topic "Mobile multimedia learning"

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Adobe Captivate 7 for mobile learning. Birmingham: Packt Publishing, 2013.

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Book chapters on the topic "Mobile multimedia learning"

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Gullapalli, Ujwal, Lei Chen, and Jinbo Xiong. "Image Classification with Transfer Learning and FastAI." In Mobile Multimedia Communications, 796–806. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-89814-4_59.

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Bagi, Alexandra M., Kim I. Schild, Omar Shahbaz Khan, Jan Zahálka, and Björn Þór Jónsson. "XQM: Interactive Learning on Mobile Phones." In MultiMedia Modeling, 281–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67835-7_24.

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Guo, Huihui, Li Yang, and Zeyu Liu. "UserRBPM: User Retweet Behavior Prediction with Graph Representation Learning." In Mobile Multimedia Communications, 613–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-89814-4_45.

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Yang, Shuaipeng, Yang Yu, Xiaoming Liu, Hong Zhang, and Haoyu Wang. "BMP Color Images Steganographer Detection Based on Deep Learning." In Mobile Multimedia Communications, 602–12. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-89814-4_44.

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Liu, Tsung-Yu, Tan-Hsu Tan, and Yu-Ling Chu. "QR Code and Augmented Reality-Supported Mobile English Learning System." In Mobile Multimedia Processing, 37–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-12349-8_3.

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Ma, Zhili, Hongzhong Ma, Xiang Gao, Jiyang Gai, Xuejun Zhang, Fucun He, and Jinxiong Zhao. "An Improved DDoS Attack Detection Model Based on Unsupervised Learning in Smart Grid." In Mobile Multimedia Communications, 550–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-89814-4_40.

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Chiu, Thomas K. F. "Effects of Prior Knowledge on Mathematics Different Order Thinking Skills in Mobile Multimedia Environments." In Mobile Learning Design, 373–86. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-10-0027-0_22.

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Chi, Heng-Yu, Wen-Huang Cheng, Ming-Syan Chen, and Arvin Wen Tsui. "MOSRO: Enabling Mobile Sensing for Real-Scene Objects with Grid Based Structured Output Learning." In MultiMedia Modeling, 207–18. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-04114-8_18.

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Botha-Ravyse, Chrisna, Seugnet Blignaut, and Martin Booth. "Mobile Learning in a Flipped Multimedia Higher Education Classroom." In Communications in Computer and Information Science, 58–69. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25684-9_5.

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Virvou, Maria, and Efthimios Alepis. "User Modeling in Mobile Learning Environments for Learners with Special Needs." In Multimedia Services in Intelligent Environments, 7–17. Heidelberg: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00375-7_2.

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Conference papers on the topic "Mobile multimedia learning"

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Nguyen, Duc, Martin Guggisberg, and Helmar Burkhart. "Multimedia Information and Mobile-Learning." In Eighth IEEE International Symposium on Multimedia (ISM'06). IEEE, 2006. http://dx.doi.org/10.1109/ism.2006.111.

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Davcev, Danco, Slobodan Kalajdziski, and Kire Trivodaliev. "Multimedia Environment for Mobile Learning." In 2007 Second International Conference on Systems and Networks Communications (ICSNC 2007). IEEE, 2007. http://dx.doi.org/10.1109/icsnc.2007.54.

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Allela, Melisa Achoko. "Strengthening Resilience through Remote Multimedia Training." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9037.

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School closures and limited in-person learning as efforts to curb the Covid-19 pandemic impacted the regular delivery of education across all levels. This prompted learning institutions worldwide to embrace varied online and/or distance learning tools to facilitate the continuation of teaching and learning. To keep the doors of learning open during this period of uncertainty, two of several MOOCs developed with support from COL included the Mobile Learning with Multimedia course and Advanced Mobile Learning with Multimedia course. These two MOOCs were created against a backdrop of an acknowledged need for the increased participation of educators in the Global South to contribute to the creation and availability of OER resources. The courses thus sought to contribute to the capacity building of educators who can author or adapt OER multimedia resources. Post-pandemic, it is anticipated that technology-mediated learning/teaching will become entrenched as part of regular learning. Thus, the need for proficiency in the digital skills required to develop and facilitate such instruction becomes even more critical. This paper collates data from the two courses to share findings that can inform future implementations of similar remote capacity building efforts as a strategy for strengthening resilience in both teacher training.
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Liu, Yan, Ren-Fa Li, Cheng Xu, and Fei Yu. "Design and Application of Multimedia Mobile Learning Framework." In 2007 International Conference on Machine Learning and Cybernetics. IEEE, 2007. http://dx.doi.org/10.1109/icmlc.2007.4370883.

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Vuksanovic, Irena, Branka Zovko-Cihlar, and Damir Boras. "M-Learning in Croatia: Mobile multimedia systems for distance learning." In ELMAR 2007. IEEE, 2007. http://dx.doi.org/10.1109/elmar.2007.4418832.

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Koong, Chorng-Shiuh, Chi-Hung Wu, and Chia-Sen Huang. "A Multimedia Mobile Learning System to Support Auxiliary Collaborative Learning." In Second International Conference on Innovative Computing, Informatio and Control (ICICIC 2007). IEEE, 2007. http://dx.doi.org/10.1109/icicic.2007.41.

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Hamada, Mohamed, and Takahiro Mitsui. "A Mobile-based Multimedia System for Learning Japanese." In International Conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2536853.2536917.

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Nneji, Grace U., Jianhua Deng, Sarder S. Shakher, Happy N. Monday, David Agomuo, and Chiagoziem C. Ukwuoma. "A Multimedia Computer Aided Learning Software." In 2018 IEEE 9th Annual Information Technology, Electronics and Mobile Communication Conference (IEMCON). IEEE, 2018. http://dx.doi.org/10.1109/iemcon.2018.8614770.

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Nguyen, Viet-Anh, Yii Leong Ling, Xuan Jing, Koh Kok Sun, and Yap-Peng Tan. "Media-rich interactive mobile learning assistant." In 2010 IEEE International Conference on Multimedia and Expo (ICME). IEEE, 2010. http://dx.doi.org/10.1109/icme.2010.5583168.

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Schimanke, Florian. "The Impact of Spaced Repetition Learning on the Learning Success in Mobile Learning Games." In 2021 IEEE International Symposium on Multimedia (ISM). IEEE, 2021. http://dx.doi.org/10.1109/ism52913.2021.00054.

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Reports on the topic "Mobile multimedia learning"

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Tkachuk, Viktoriia, Serhiy Semerikov, Yuliia Yechkalo, Svitlana Khotskina, and Vladimir Soloviev. Selection of Mobile ICT for Learning Informatics of Future Professionals in Engineering Pedagogy. [б. в.], October 2020. http://dx.doi.org/10.31812/123456789/4127.

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The research aims to theoretically justify and experimentally verify selection of mobile ICT for learning informatics to future professionals in engineering pedagogy. The research tasks include selecting groups of informatics subjects and mobile ICT tools for learning future professionals in engineering pedagogy. The research object involves selection of mobile ICT for the training process. The re-search subject is selection of mobile ICT for learning informatics to future professionals in engineering pedagogy. The research results imply analysis of the national and foreign researches into mobile ICT for learning informatics. The latest publications concerning selection of mobile ICT for teaching Informatics subjects (Mobile Learning Management Systems, Mobile Modeling and Programming Environments, Mobile Database Management Systems, Mobile Multimedia Authoring Tools, Audience Response Systems) are analyzed. Informatics subjects are united into 19 groups, mobile ICT tools – into five groups. The experimental research is conducted according to the syllabuses for Speciality 015.10 “Professional Education (Computer Technologies)”. The expert assessment results for each of the content blocks of informatics subjects allow determining leading and auxiliary mobile ICT teaching tools.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Stepanyuk, Alla V., Liudmyla P. Mironets, Tetiana M. Olendr, Ivan M. Tsidylo, and Oksana B. Stoliar. Methodology of using mobile Internet devices in the process of biology school course studying. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3887.

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This paper considers the problem of using mobile Internet devices in the process of biology studying in secondary schools. It has been examined how well the scientific problem is developed in pedagogical theory and educational practice. The methodology of using mobile Internet devices in the process of biology studying in a basic school, which involves the use of the Play Market server applications, Smart technologies and a website, has been created. After the analyses of the Play Market server content, there have been found several free of charge applications, which can be used while studying biology in a basic school. Among them are the following: Anatomy 4D, Animal 4D+, Augmented Reality Dinosaurs – my ARgalaxy, BioInc – Biomedical Plague, Plan+Net. Their choice is caused by the specifics of the object of biological cognition (life in all its manifestations) and the concept of bio(eco)centrism, which recognizes the life of any living system as the highest value. The paper suggests the original approach for homework checking, which involves besides computer control of students’ learning outcomes, the use of Miracast wireless technology. This demands the owning of a smartphone, a multimedia projector, and a Google Chromecast type adapter. The methodology of conducting a mobile front-line survey at the lesson on the learned or current material in biology in the test form, with the help of the free Plickers application, has been presented. The expediency of using the website builder Ucoz.ua for creation of a training website in biology has been substantiated. The methodology of organizing the educational process in biology in a basic school using the training website has been developed. Recommendations for using a biology training website have been summarized. According to the results of the forming experiment, the effectiveness of the proposed methodology of using mobile Internet devices in the process of biology studying in a basic school has been substantiated.
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Tarasov, Alexander F., Irina A. Getman, Svetlana S. Turlakova, Ihor I. Stashkevych, and Serhiy M. Kozmenko. Methodological aspects of preparation of educational content on the basis of distance education platforms. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3857.

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The urgency of application of technologies and means of distance learning in educational process of higher educational institutions is designated. The growing frequency of using cloud services and electronic textbooks in mobile and distance learning is noted. The importance of building educational environment is highlighted, where the key element is e-learning resources in digital form, including structure, subject content and metadata about the course. For higher educational institutions, the need for methodical support for the preparation of educational content on the basis of distance education platforms is determined. The experience of using the free distance education platform Moodle within the framework of the higher educational institution Donbass State Engineering Academy is considered. Methodical aspects of training content preparation on the basis of distance education platforms on the example of MoodleDDMA system are given. The General structure of the distance course and an example of evaluation of test tasks of the distance course (module) on topics are considered. An example of the presentation of the course on the basis of distance education platform MoodleDDMA is given. Conclusions about the experience of using the Moodle distance education system at the Donbass State Engineering Academy from the point of view of teachers and students are drawn. The perspective directions of researches and development of the Moodle distance education platform in completion and expansion of educational materials by multimedia elements and links, and also creation of the application for mobile devices for possibility of more effective use of the platform are allocated.
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