Title:	FINDING MEANS ENHANCING NOMADIC LEARNERS’ MOTIVATION
Author(s):	Jessica Kohlbecker , Stéphane Jacquemart , Pierre Brimont , Damien Hanser , Luc Vandenabeele , Thibaud Latour
ISBN:	978-972-8924-36-2
Editors:	Inmaculada Arnedillo Sánchez (series editors: Piet Kommers, Pedro Isaías and Nian-Shing Chen)
Year:	2007
Edition:	Single
Keywords:	Motivation, learning context, mobile learning, nomadicity, geolocation
Type:	Poster/Demonstration
First Page:	291
Last Page:	291
Language:	English
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Paper Abstract:	Motivation plays a strong role in learning, but what role precisely does it play in mobile learning? It has been demonstrated that many learners are motivated to use mobile technologies, but it is difficult to explain why exactly. However, motivation should not be envisaged only on the technological side, but also on the pedagogical side. How learning activities that could not be envisaged without the use of mobile devices can motivate learners? This question implies that motivation has on impact on the design of learning scenarios using mobile technologies. But to integrate motivation in those scenarios, we cannot base ourselves on what we know concerning motivation in non-mobile learning, as transposition to the mobile learning paradigm has not yet been validated. This is what we will investigate in our new project. This project will enquire nomadic learners’ conditions of motivation, be it from a pedagogical point of view as well as from a technological one, and on the impact of their learning context on their motivation. Indeed, based on situated learning theories, we think that the way their context is exploited in the learning activities can have a strong impact on motivation. Among others, still in negotiation with potential partners, a use case relying on geolocation will be used to verify our hypotheses. Mobile learning has already been experimented in the tourism and museum sectors. In this project we wish to investigate the effectiveness of providing learning objects containing only activities and interactions with feedback, while the surrounding environment is used as the learning content. When visiting a city, depending on where you are located, learning objects will be sent to your mobile device. For instance, if you are in front of the Luxembourg cathedral, you will have a learning object with the most important information about it. Activities will also be suggested to learn more about the cathedral in situ, by going to specific places inside or around it. There will also be a personalization process. Depending on what you are interested in (history, architecture ) and your profile (student, tourist, art lover ) you will not have the same in situ activities and the same amount of information. This constitutes the first modality of our foreseen mobile learning scenario. The second modality consists in rating what you see, depending on how interesting you think it is and if you possibly wish to learn more about it. The system tracks where you have been and your rates, and once you are home again, the resulting profile can be used to personalize your learning path even more. You may also further explore the subject discovered in situ and evaluate yourself. The third modality consists in using this profile as a recommender system to receive more targeted information and elearning courses propositions. In this use case, the learning content is actually what you see and do in the place you are and the mobile device will mainly be used to support the learning process. We think that what learners see in real life and the learning process they have initiated in situ, can motivate them to continue to learn once they are back home. Final project’s results will have to identify what motivates nomadic learners using mobile technologies, to identify how to design a mobile-learning scenario based on this motivation and how to develop mobile technologies to enhance the motivation to learn.
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