Design of a micro-learning framework and mobile application using design-based research

Traditional learning techniques have evolved slowly and have yet to adapt the course content delivery to today’s students’ approaches to acquiring new knowledge. However, micro-learning has become popular in e-Learning environments as a course design technique due to short attention spans, demand fo...

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Veröffentlicht in:PeerJ. Computer science Jg. 9; S. e1223
Hauptverfasser: Robles, Heydy, Jimeno, Miguel, Villalba, Karen, Mardini, Ivan, Viloria-Nuñez, César, Florian, Wendy
Format: Journal Article
Sprache:Englisch
Veröffentlicht: United States PeerJ. Ltd 09.03.2023
PeerJ, Inc
PeerJ Inc
Schlagworte:
Application
Applications programs
CAI
Cloud computing
Collaboration
College students
Colleges & universities
Computer architecture
Computer assisted instruction
Computer Education
Curriculum development
Design
Design analysis
Design-based-research
Distance learning
e-Learning
Education
Educational objectives
Frame analysis
Internet
Knowledge acquisition
Language instruction
Learning
Learning environment
Learning strategies
Methodology
Methods
Microlearning
Mobile and Ubiquitous Computing
Mobile application
Mobile applications
Mobile computing
Mohammed, Wakil
Motivation
Online education
Online instruction
Reading comprehension
Reading strategies
Redesign
Research applications
Research design
Research methodology
Social networks
Strategies
Student participation
Students
Usability testing
Wireless telephone software
Colombia
United Kingdom
Microlearning
e-Learning
Mobile application
Design-based-research
ISSN:2376-5992, 2376-5992
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Zusammenfassung:Traditional learning techniques have evolved slowly and have yet to adapt the course content delivery to today’s students’ approaches to acquiring new knowledge. However, micro-learning has become popular in e-Learning environments as a course design technique due to short attention spans, demand for small chunks of information, and time constraints. Hence, it has been selected for creating reading mobile applications provided to the nature of its learning approach. In order to describe the multiple iterations of design, development, and evaluation of this general framework, a methodology named Design-Based Research (DBR) is implemented. First, the article presents the abstract framework components and a cloud-based software architecture that allows a modular approach to creating such applications. The pathway developed through adapting the iPAC framework, which involves personalization, authenticity, and collaboration, is part of the methodology used to design the app under pedagogical and technological considerations. The process demanded the following phases: analysis and exploration, design and construction, evaluation and reflection, redesign and reconstruction, and final critical reflections. Four applied instruments also validate the framework implementation: The iPAC Rubric, an aphorisms checklist, a pre and post-test, a focus group, and a usability test taken by 28 students in a private university in Colombia. Findings indicated that Design-Based Research (DBR) methodology emerged as an appropriate tool to encounter the needs behind reading applications design due to its sequence of operations yields results successively closer to adequate usability standards and smooth implementation. They also reveal the positive impact of new types of texts on students’ motivation and awareness toward other reading strategies and micro-learning. This impact indeed proved the proposed framework’s effectiveness for designing micro-learning applications.
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ISSN:2376-5992
2376-5992
DOI:10.7717/peerj-cs.1223