The Open UniversitySkip to content

Creating coherent incidental learning journeys on mobile devices through feedback and progress indicators

Gaved, Mark; Kukulska-Hulme, Agnes; Jones, Ann; Scanlon, Eileen; Dunwell, Ian; Lameras, Petros and Akiki, Oula (2013). Creating coherent incidental learning journeys on mobile devices through feedback and progress indicators. In: 12th World Conference on Mobile and Contextual Learning (mLearn 2013), 22-24 Oct 2013, Doha, Qatar,

Full text available as:
PDF (Version of Record) - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (122kB) | Preview
DOI (Digital Object Identifier) Link:
Google Scholar: Look up in Google Scholar


Timely and appropriate feedback and indicators of progress can motivate learners. Mobile learning poses a challenge to established instructional strategies with respect to delivering feedback and monitoring learner progress, particularly in informal and incidental learning occurring outside of formal structured learning environments. We argue that well-designed and managed feedback and progress indicators can offer guidance and a sense of structure to learners in the absence of a formal curriculum, accreditation or set outcomes. Furthermore, they can encourage casual users of mobile applications to move from fragmented learning episodes towards a more long term and reflective learning journey. In this paper we describe how we are developing feedback and progress indicators for the EU-funded MASELTOV project, which explores how smartphones can support language learning and social inclusion for recent immigrants to Europe. Presenting educational services and materials on mobile devices allows learning episodes to be incorporated into daily activities and schedules, to be accessed at times and in places that suit learners best. Feedback and progress indicators embedded into these services may motivate such an audience to reconceptualise fragmentary, ephemeral educational experiences into a more coherent, sustained learning journey. We describe how feedback and progress indicators have been used successfully in web-based and games-based learning, and our assessment of which types may best support incidental mobile learning and the challenges we face.

Item Type: Conference or Workshop Item
Copyright Holders: 2013 The Authors
Project Funding Details:
Funded Project NameProject IDFunding Body
Keywords: incidental learning; feedback; progress indicators; informal learning; language learning; serious games; immigrants
Academic Unit/School: Institute of Educational Technology (IET)
Research Group: Centre for Research in Computing (CRC)
Centre for Research in Education and Educational Technology (CREET)
Related URLs:
Item ID: 37816
Depositing User: Mark Gaved
Date Deposited: 23 Oct 2013 13:17
Last Modified: 12 Jun 2020 15:13
Share this page:


Altmetrics from Altmetric

Citations from Dimensions

Download history for this item

These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.

Actions (login may be required)

Policies | Disclaimer

© The Open University   contact the OU