Download - A User Study of Spatial & Temporal Dimensions of Context to support Virtual Learning Environments

A User Study of the Spatial and Temporal Dimensions of Context to Support Virtual Learning Environments

School of Computing & Communication

Systems

Laura [email protected]

@laura_crane

Dr. Phil [email protected]

@benachou

Dr. Paul [email protected]

@mysticmobile

mailto:[email protected]



Development of two mobile applications which assist a virtual learning environment in disseminating course and module information by sending notifications and electronic alerts to their mobile devices.

VLE generated RSS feeds: Announcements, course work uploads, course submission.

Firstly using RSS and then both RSS & Twitter as channels of information for mobile widgets.

Both widgets built on Nokia Web Runtime platform.

Both answers to syndicating and summarizing information for portability to devices.

Project Background


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Overview of VLE Access & Mobile Access

Two Mobile Applications

RSS Widget Twitter Widget


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Campus Chloropleth


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• (a) University colour coded wireless LAN coverage

• (b) a more realistic visualisation of access and distribution

• (c) representation of the most popular routes used by students, this clearly show that access to mobile learning is limited and constrained by infrastructural boundaries

A.R.C.S Model


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Previous Results


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Access to free Wifi network showed limitations.

Support for existing distance learning models to increase engagement.

Overall positive results, but time of updates became a key discussion.

Frequency of updates not imperative for students.

Rationale for Study:


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Do locative context aware over ride temporal updates?

• Time is the usual variable for information retrieval frequency.• Popularity & penetration of location based services.• Relationship of Scheduled Based Services and Location Based

Services* • Lack of context-aware computing integrated into Virtual Learning

Environments.

*J. Anhalt, A. Smailagic, D. P. Siewiorek, F. Gemperle, D. Salber, S. Weber, J. Beck, andJ. Jennings. Toward context-aware computing: Experiences and lessons. IEE Intelligent System, 3(16):38–46, May-June 2001.

What we wanted to know:


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Intrusion into students personal domain

Interests



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Intrusion into students personal

domain

Support for the students organisation

of learning

Interests



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Intrusion into students personal domain


of learning

Perceived helpfulness for receiving course

information

Interests



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Intrusion into students personal

domain


of learning

Perceived helpfulness for receiving course

information

Comfortableness when using students ambient information

Interests

The Two Mobile Apps

Time Based RSS Application Location Based RSS Application


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Location Based App Overview


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QUALIATIVE RESULTS


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Point of Interest Temporal Response Spatial Response

Intrusion into students domain.

“No, unless the movements are collated and recorded for an alternative purpose.”

“No, unless the movements are recorded for other purposes. Always the option of simply ignoring the message or turning off phone.”

Support for the students organisation of learning.

“It did, but not schedule and routine changes on a daily basis, therefore the application must also understand this.”

“ I generally do the same routes around campus, and visits the same places on a daily basis.”

Perceived helpfulness for receiving course information.

“Still have to make a conscious decision to read the updates. May be useful, but overall the individual has the choice to read them or not.”

“Yes, but ‘Exit Checkpoints’ on campus, when you hit a checkpoint it could update before you go home.”

Comfortableness when using students ambient

information.

“No – not at all. Only those who have something to hide.”

“Level of interest, depends on usage by those who are running the systems. If this was the case I would be concerned.”


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Precedence of Context

• Exploring the order of precedence when using contextual dimensions for mobile information delivery

• Time, Location, Activity, Identity & Relationships to n.• Students perspective on their own contexts.• “..We cannot enumerate which aspects of all situations

are important, as this will change from situation to situation.”

Dey, A. K. (2001). Understanding and using context. Personal and Ubiquitous Computing, Special issue on Situated Interaction and Ubiquitous Computing 5 (1).

10:53 PM


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Defining Context

1980 1994 1999 2001 .... ..... 2004 ...... 2007

Schilit, Adams & Want (1994)

Barwise (1980)

Schmidt, Beigl,& Gellersen (1999)

Dey (2001)

Lonsdale, Vavoula & Sharples (2004)

Zimmerman, Lorenz & Opperman (2007)

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Dimensions of ContextIdentity

Location

TimeActivity

Relationship to n.

Zimmermann, A., Lorenz, A.,& Oppermann, R. (2007). An operational definition of context. In B. Kokinov (ed.),Sixth International

and Interdisciplinary Conference on Modelling and Using Context .pp. 558-571.


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Dimensions of ContextPhD Student

Beijing

Presenting

Doors, Microphone

Zimmermann, A., Lorenz, A.,& Oppermann, R. (2007). An operational definition of context. In B. Kokinov (ed.),Sixth International

and Interdisciplinary Conference on Modelling and Using Context .pp. 558-571.

10:53 PM


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Description of Study

Survey 1 Survey 2 Survey 3

• Lecture Theatre• Weekday

Morning

• Designated Study area on campus

• Lunchtime

• Student Residences

• Evening

Results of Survey 1 Results of Survey 2 Results of Survey 3

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Results of First Study


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Not at All

Not Very

Somewhat

Extremely

Lecture Theatre

Time

Location

Activity

Identity

Relationships

Results of Second Study


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Not at All

Not Very

Somewhat

Extremely

Learning Area

Time

Location

Activity

Identity

Relationships

Results of Third Study


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Not at All

Not Very

Somewhat

Extremely

Student Accommodation

Time

Location

Activity

Identity

Relationship

Aggregated Results of Study


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Not at All Not Very Somewhat Extremely

Time Location Activity Identity Relationships

Overall Order of Precedence for Study


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TIM

E

AC

TIV

ITY

LO

CA

TIO

N

ID

RE

LAT

ION

SH

IPS

Future Directions and Developments


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• Integrate and investigate other dimensions of context into mobile information delivery.

• Variation of Approximation’ and ‘changes of focus’.

• Android Development

References Crane, L., Benachour, P., and Coulton, P., “Dissemination of Learning Services: Using RSS for m-learning”, in

Proceeding of the IADIS International Conference for Mobile Learning 2010, Porto, Portugal, March 2026

Crane, L., Benachour, P., and Coulton, P., “A study of student engagement using RSS and Twitter for m-learning”, Submitted to the International Journal of Mobile and Blended Learning, September 2026.

Zimmermann, A., Lorenz, A., and Oppermann, R. (2007) An operational definition of context. In B. Kokinov (ed.),Sixth International and Interdisciplinary Conference on Modeling and Using Context – The Context 07, Denmark, 20–24 August 2007 (pp. 558-571). Berlin,Heidelberg: Springer.

Falk JH, Dierking LD (2002). Lessons without limits: how free-choice learning is transforming education. Institute for Learning Innovation.

Economides, A. A. (2008). Context-aware mobile learning. The Open Knowledge Society, A Computer Science and Information Systems Manifesto, First World Summit, WSKS 2008, Athens, Greece, September 24-26, 2008. Proceedings. SPRINGER Communications in Computer and Information Science (CCIS) 19, pp. 213-220.

Georgiadis, C.K., Mavridis, M., Manitsaris, A. (2005): Context based Humanized and Authorized Personalization in Mobile Commerce Applications. International Journal of Computing and Information Sciences, Vol. 3. No.2

J. Anhalt, A. Smailagic, D. P. Siewiorek, F. Gemperle, D. Salber, S. Weber, J. Beck, andJ. Jennings. Toward context-aware computing: Experiences and lessons. IEE Intelligent System, 3(16):38–46, May-June 2001.

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Download - A User Study of Spatial & Temporal Dimensions of Context to support Virtual Learning Environments

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