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Creating Coherent Incidental Learning Journeys on Smartphones Using Feedback and Progress Indicators:

Jones, Ann; Gaved, Mark; Kukulska-Hulme, Agnes; Scanlon, Eileen; Pearson, Charlie; Lameras, Petros; Dunwell, Ian and Jones, Jan (2014). Creating Coherent Incidental Learning Journeys on Smartphones Using Feedback and Progress Indicators:. International Journal of Mobile and Blended Learning, 6(4) pp. 75–92.

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URL: http://dx.doi.org/10.4018/ijmbl.2014100105
DOI (Digital Object Identifier) Link: https://doi.org/10.4018/ijmbl.2014100105
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Abstract

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 argue that well-designed feedback and progress indicators (FPIs) offer guidance and structure that may encourage mobile app users to move from fragmented learning episodes towards a longer term, reflective learning journey. Drawing from relevant literature we consider how FPIs can be used in the EU-funded MASELTOV project which explores how a suite of smartphone apps can support recent immigrants to Europe to become integrated in their new cities. These apps allow learning episodes to be part of daily activities and interactions. The authors discuss what kinds of FPIs should be provided and introduce the SCAMP model which emphasises five types of FPIs-Social, Cognitive, Affective, Motivational and Progress. Finally, the authors provide examples of FPIs that will be used in the MASELTOV project.

Item Type: Journal Item
ISSN: 1941-8647
Academic Unit/School: Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
Learning Teaching and Innovation (LTI) > Learning & Teaching Development
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Centre for Research in Computing (CRC)
Item ID: 42078
Depositing User: Ann Jones
Date Deposited: 11 Feb 2015 15:42
Last Modified: 02 Mar 2017 17:28
URI: http://oro.open.ac.uk/id/eprint/42078
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