Adaptive Hypermedia M-Learning Application

A Project Study Presented to

the Faculty of the Graduate Program
College of Information Technology and Computer Sciences
University of the Cordilleras

In Partial Fulfillment

of the Requirements for the Degree

MASTER IN INFORMATION TECHNOLOGY

by

ERNA-KRISTI NAÑASCA MARTINEZ

March 2013
 APPROVAL SHEET

This project study entitled ADAPTIVE HYPERMEDIA M-LEARNING

APPLICATION prepared and submitted by ERNA-KRISTI N. MARTINEZ in
partial fulfillment of the requirements for the degree of MASTER IN
INFORMATION TECHNOLOGY, has been examined and is recommended for
acceptance and approval for oral examination.

Gieselle V. Kwo, MIT

Adviser

Project Study Committee

STEPHANIE B. PABLO, MSIT THELMA D. PALAOAG, MCS

Member Member

RAYMUND D.CASTILLO, MIT

Chairperson

JEFFREY S. INGOSAN, MCS NANCY M. FLORES, MIM

Graduate Program Coordinator Dean, College of Information
College of Information Technology and Computer Science
Technology and Computer Science
Title: AHMA: Adaptive Hypermedia Mobile-Learning Application

1.1 Total Number of Pages:

Researcher: MARTINEZ, ERNA-KRISTI

Type of Document: Project Study

Type of Publication: Unpublished

Accrediting Institution: University of the Cordilleras

Governor Pack Road, Baguio City

CHED-CAR

Keywords: Mobile Learning, Adaptive hypermedia, non-traditional

learning style, Computer-Aided Instruction, Learning

Style, mobile context, multimodal learning style.

Abstract:

Rationale/Background

The design and development of an innovative m-learning

application is part of the efforts to learn, discover and

contribute a possible solution to some m-learning issues. An

Adaptive Hypermedia M-Learning Application (AHMA) will be able

to provide the learner with rich user experience, flexible

learning content, and a cross-platform mobile learning solution.

As the generation of learners are adapting to new technology and

where blended learning enriches the final outcome of the

learning task, new learning solutions are expected to support

the current learning culture. Adaptive Hypermedia M-Learning

Application (AHMA) will facilitate learning by providing multi-

sensory learning content that support and focus on

multidimensional learning style, flexibility and goal-directed

learning.

Summary

The purpose of the study was to design and develop an

Adaptive Hypermedia M-Learning Application (AHMA).

Principally, the study was conducted with the following

objectives:

1. Determine the mobile framework to be adopted in the

design and development of AHMA.

2. Identify the learning style model to be used in the

design and development of AHMA.

3. Determine the key features to be considered in the

design and development of AHMA.

 Findings

The following were the summary of findings of the study:

1. The study was designed using the following mobile

framework:

Design and Development Framework:

 AHMA Design and Development Framework

Platform:

 Cross-platform – iOS.

2. The study was designed and developed for the non-

traditional learning style or the multimodal learning

style. AHMA adopted the Memletics Learning Style Model

which assesses multiple learning preferences.

3. The requirements for AHMA which served as a hand over to

the design phase are the following:

Functional/Specific Requirements

a. Read Lessons

b. View Simulations

c. View Videos

d. Listen to Audios

e. Take Drill Exercise

f. Take Quiz

g. Review Answers from Quizzes

 Non-Functional Requirements

a. Usability

b. Maintainability

c. Reliability

d. Flexibility

e. Performance

f. Adaptability

Conclusions

Based on the findings of the study, the following

conclusions were drawn:

1. The AHMA design and development framework was suitable

in creating similar adaptive m-learning applications with

hypermedia implementation. However, improvements to the designed

framework would be recommended for further study and analysis.

2. The NeoMillenial Learning Style model was appropriate

in providing the basis of designing the learning context for the

multiple learning styles of students with multimedia influence.

3. All the requirements that were identified were

feasible; however, some need to be recommended for the next

phase to implement adaptability on all of AHMA’s domains to make

it a completely adaptive mobile learning application.

 4. The technical designed solutions for the identified

requirements were restricted to the time allotted for the

development of the system.

Recommendations

The proponent recommends the following for future

researchers that wish to undertake a similar study.

1. Since technology, users and knowledge continue to evolve,

there will not be a perpetual and standardized mobile

learning development framework that can be utilized for

technology mediated learning. Therefore, further study,

analysis and modifications need to be implemented on both

existing and future design and development frameworks to

address issues that affect all the domains intertwined

with mobile learning.

2. Similar to the previous recommendation, the researcher

would also suggest the same on learning style models. A

vast majority of available learning style model resources

and references cater to specific learning styles which

made it challenging for AHMA to be developed for the non-

traditional learning style. This would, of course,

require more time, manpower and other research resources.

3. Learner performance evaluation on the learning assessment

tools will also be recommended to provide feedbacks based

on the learners’ performance and learning progress.

ACKNOWLEDGEMENT
 TABLE OF CONTENTS
Page
TITLE PAGE…………………………………………………………………………………………………………………………… 1

APPROVAL SHEET………………………………………………………………………………………………………………… 2

ABSTRACT………………………………………………………………………………………………………………………………… 3

ACKNOWLEDGMENT………………………………………………………………………………………………………………… 8

TABLE OF CONTENTS………………………………………………………………………………………………………… 9

LIST OF TABLE……………………………………………………………………………………………………………………11

LIST OF FIGURES………………………………………………………………………………………………………………12

CHAPTER

1. PROJECT OVERVIEW

Background of the Study………………………………………………………………13

Importance of the Study………………………………………………………………26

Statement of the Problem……………………………………………………………27

Objectives…………………………………………………………………………………………………28

Definition of Terms…………………………………………………………………………28

2. METHODOLOGY

Software Development Methodology………………………………………31

Scope and Delimitation…………………………………………………………………34

Data Gathering Techniques…………………………………………………………36

Sources of Data……………………………………………………………………………………36

3. DISCUSSION OF FINDINGS

Mobile Framework ………………………………………………………………………………38

 Learning Style Model………………………………………………………………………38

Key Features of Learning Style Driven

M-Learning…………………………………………………………………………………………………40

4. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary…………………………………………………………………………………………………………43

Findings………………………………………………………………………………………………………44

Conclusions………………………………………………………………………………………………45

Recommendations……………………………………………………………………………………45

REFERENCES……………………………………………………………………………………………………………………………57

APPENDICES

A. Use Case……………………………………………………………………………………………………………52

B. Mobile Framework Evaluation Worksheet………………………………65

C. Mobile Framework Evaluation Result………………………………………71

D. Learning Style Assessment Questionnaires………………………77

E. Screen Shots………………………………………………………………………………………………

CURRICULUM VITAE…………………………………………………………………………………………………………
 Chapter 1

PROJECT OVERVIEW

This chapter discusses the background and importance of the

study, statement of the problem, objectives of the study, and

definition of terms.

Background of Study

Schools have come a long way in the use and integration of

new technologies in teaching. Through the invention of the

modern computer, mobile devices, the internet and wireless

technology, learning has never been the same again. Innovations

in technology have led to the development of contemporary

learning tools to support both the educator and the learner. Its

implementation has revolutionized how teachers teach, and how

students learn. Initial reservations towards the use of

technology in education, from educational institutions,

teachers, and parents, gradually lessened as soon as they

realized its potential as a teaching/learning tool. Nowadays,

the same people are bidding governing bodies to mandate and

support the use of technology in schools.

The concern these days is not the lack of available and

useful technology. There is an abundance of technology available

in the market. The mobile device, for instance, is one of the

most prevalent devices among the new innovations in technology.

The versatility of a mobile device (i.e. netbooks, notebooks,

PDAs, smart phones, slates, pads and tabs, etc.) makes it an

appealing learning delivery tool. Because of the growing use of

mobile devices, new and better ideas are developed to address

specific needs of today’s learner. The modern mobile device has

gone through radical changes; it has evolved in terms of form,

performance and features. It is designed with a wide range of

features and functionality that can be very beneficial to mobile

learning (m-learning) systems and/or applications.

Its wide acceptance has brought about a flood of mobile

technology assisted-learning solutions from countless

developers. M-learning tools and resources have permeated the

market thereby making it increasingly difficult to determine

their quality and effectiveness. Additionally, there is no

guarantee that the available m-learning systems/tools and

application have actually undergone quality assessments from

credible institutions. Likewise, the rapid advancement in

technology creates significant challenges for (poor) countries,

schools, teachers and students to catch up. Even some researches

and studies that are conducted to determine their educational

effectiveness are rendered irrelevant because a new technology

would have, already, emerged again. This makes the lifespan and
usefulness of some m-learning too last only as long as the next

innovative increment to mobile devices is released.

Vosloo (2012) confers,

..mobile learning is not without its challenges,

some of which are unique to mobile technology

while others apply to ICT and education more

generally. Challenges include limited

opportunities for teachers to learn how to

incorporate mobile technologies into their

classroom practices; concerns about privacy and

online safety; negative perceptions regarding th

use of mobile phones in education by some

teachers and parents; and inequity of device

ownership, which still exists despite the fact

that mobile phones are the most ubiquitous ICT in

history. Finally, around the world some national,

regional, district, and institutional rules

strictly prohibit the use of mobile devices in

schools. These policies effectively forbid

educators from engaging with mobile learning and,

as a consequence, thwart potential educational

innovations.
 Furthermore, the design and development of m-learning

applications is also affected by the mobile device’s own

technical and/or physical limitations. While mobile devices have

made it easier for users to communicate as well as access

information from anywhere anytime, it is not without its own

limitations. Most, especially the more affordable ones, mobile

devices have limited system resources; it can be limited in

anyone of the following features/resources: small screen size

and minimal screen resolutions, input tools/mechanisms/devices,

battery life, different technologies and standards, storage

capacity, and stable connectivity. Unless a strategic plan is

used to address this issue without having to create a new

device, a developer may sacrifice the usability of the m-

learning applications.

Understanding what constitutes an m-learning application is

the initial step to its design and development. This knowledge

can ensure an effective, sustainable and scalable m-learning

application. An effective m-learning application does not rely

on technology alone. It is imperative that an m-learning system

should be designed and developed by considering teaching,

learning, design and development concepts. Using a framework,

for instance, is important to hasten and simplify some the

design and development processes for the m-learning project. A

framework can help in integrating the ideas from mobile

connectivity and e-learning into application requirements for

mobile learning. The framework utilizes these pedagogical

approaches to extend learning in a mobile environment. Some of

these frameworks include APIs and some offer additional

commercial tools or publishing capabilities for packaging the

content as a native app. To be able to include the newer

smartphone touch devices or mobile devices that support HTML5,

then this is a cost-effective alternative to native app

development. There are available frameworks that can be

considered for m-learning solution development; these include

the following: iPhone User Interface Framework (iUi), iWebkit,

JQTouch, Sencha Touch, JQuery Mobile, The M Project, PhoneGap,

and PhoneGap Build.

The Sharples (2000)also discusses a framework that provides

five approaches for using technology in learning:

(1) intelligent tutoring systems that have attempted

to replace the teacher; these have never been

successful due to their limited knowledge

domains; (2) simulation and modeling tools that

serve as learner’s assistants or pedagogical

agents embedded in applications that act as

mentors providing advice; (3) dictionaries,

 concept maps, learning organizers, planners and

other resource aids that help learners to learn

or organize knowledge with system tools and

resources; (4) personalized communication aids

that can present materials depending on user

abilities and experience with the system; (5)

simulated classrooms and labs that engage

teachers and learners in an interaction similar

to the real classrooms.

Moreover, Olsen (2011) also noted that, “a well-defined and

a clear perspective on who the audience is, what the content

should be, and which platform to use”, are all critical in

designing and developing m-learning solutions.

In 1977, Allan Kay and his colleagues from PARC (Palo Alto

Research Center) developed concept models of a handheld

multimedia computer which they named the “Dynabook” (Shaples

2002). It was the concept models of Dynabook that led others to

pursue its realization. Mobile learning often referred to as m-

learning generally refers to the use of mobile devices in an

educational context (So, 2012). Another study by Shaples (2000)

also notes that, the availability of advanced mobile

technologies today, such as high bandwidth infrastructure,

wireless technologies, and handheld devices, has provided the

means to apply their concept of e-learning which eventually

extended towards m-learning.

The study of Sharples, Taylor and Vavoula (2005) noted

that,

There is a need to re-conceptualize learning for the

mobile age, to recognize the essential role of

mobility and communication in the process of learning,

and also to indicate the importance of context in

establishing meaning, and the transformative effect of

digital networks in supporting virtual communities

that transcend barriers of age and culture.

Kelly (nd) adds that, learning with mobile devices should

constitute new learning-interaction experience for the different

types of learners. Each person has a “learning style” that is

best for his intake and comprehension of new information.

“Learning style” is a term that refers to the concept that

individuals differ in regard to what mode of instruction or

study is most effective for them. Proponents of learning-style

assessment contend that optimal instruction requires diagnosing

individuals' learning style and tailoring instruction

accordingly (Pashler, McDaniel, Rohrer, and Bjork. 2008).

However other studies contend that the use of well-designed

combinations of text, images, sound and kinesthetic is more

effective than just one mode of instruction. Through different

data gathering methods, developing a flexible multi-sensory

learning system is able to cater to combined learning

modalities. Graf, Kinshuk, and Liu (2009) contemplate that

although learning styles are considered as an important factor

in education, students often have to learn in courses that do

not support their learning styles. A challenge of technology

facilitated learning is therefore to assist and help students to

cope with courses that do not match their learning styles by

training and developing their less preferred skills. Sham and

Seitz (2008) also stated that human experience in the real world

involves constant multisensory environments. Supporting this

concept, a neuroscience research has discovered that

“significant increases in learning can be accomplished through

the informed use of visual and verbal multimodal learning”

(Fadel 2008, p.12). Sanky and Birch (2011) reiterates the “even

though it has been seen that there is a real need to design

learning environments to cater for a range of different learning

styles and modal preferences to aid student cognition,

consideration of students’ metacognition is equally necessary”.

Moreover, Picciano (2009) concludes that a major benefit of

multiple modalities is that they allow students to experience

learning in ways in which they are most comfortable, while

challenging them to experience and learn in other ways as well.

An m-learning application should also be able to ensure

good user experience and maintain its consistency across a broad

platform. The challenge of this is the assortment of available

devices and APIs (Application Program Interface) to consider.

Elias (2011) notes Steads findings and concludes that

There is no single solution to push richly interactive

mobile content onto every possible phone. Rather,

there is a spectrum of possible solutions: On one

side, going for the richest possible

interactivities...and on the other side going for the

widest possible phone coverage.

Inclusive and accessible education should aspire to

include all learners. Mobile learning appears to have

the potential to do that. SMS and MMS technologies

offer excellent opportunities to open up education to

many who have long been excluded from it. This

effort, however, will involve the development of

creative techniques for relatively simple technologies

and the design of universally accessible educational

materials for them. The challenge will force

educators to rethink their current approaches to

 teaching. They should not look exclusively for the

next great technological advance, but should focus on

the accessible design of materials using tools that

are currently available.

The implementation use hypermedia can be a very useful tool to

help facilitate diversity of instruction in an m-learning

environment. Chen, Fan and Macradie (2002) studied that

hypermedia presents information in a non-linear format. The non-

linearity allows learners to have greater navigational control

and freedom, and gives learners the opportunity to access and

sequence information according to their information needs. Jason

Haag (2012),Advanced Distributed Learning (ADL) Initiative’s

2012 Mobile team lead, suggest that deciding on a mobile

development and distribution approach is important or any

organization or company looking to develop mobile applications.

The objective of developing an m-learning application is to be

able to expand the reach of education. To specify a device would

be contradictory to that objective. The development approach

should offer wider support over many devices, without needing to

redevelop the content itself. It also allows developers to

compensate for failings in mobile browsers on specific devices

by adding extra “native” features where the mobile browser

cannot cope (Stead, nd).

 Having recognized the factors and issues that affect the

design and development of m-learning systems/applications, it is

important to seek for and implement the best possible solutions.

By understanding the status of m-learning in relation to the

digital natives (today’s learner), the resulting, m-learning

system/application should be able to facilitate diversity of

instruction and device as well as focus on the multimodal

learner. It should be equipped with a presentation tool to

deliver information in various formats to accommodate any type

of learner.

The design and development of an innovative m-learning

application is part of the efforts to learn, discover and

contribute a possible solution to some m-learning issues. An

Adaptive Hypermedia M-Learning Application (AHMA) will be able

to provide the learner with rich user experience, flexible

learning content, and a cross-platform mobile learning solution.

As the generation of learners are adapting to new technology and

where blended learning enriches the final outcome of the

learning task, new learning solutions are expected to support

the current learning culture. Adaptive Hypermedia M-Learning

Application (AHMA) will facilitate learning by providing multi-

sensory learning content that support and focus on

multidimensional learning style, flexibility and goal-directed

learning.

Importance of the Study

The study will benefit the following stakeholders socially

and economically:

Students/Users. The study will allow the users to

comprehend better certain topics in the subject through a net of

illustrative examples, exercises, quizzes, and simulations.

Students will also be given the benefit of having to

ubiquitously access the topic or concept where he or she has

difficulty in dealing with since the project ensures the

availability of the topic anywhere and anytime. The project will

also serve as records to students, deterring them into

capturing/jotting the details of the lessons, so they can focus

into understanding the topic instead, which by far is more

important.

Teachers. The study will also be beneficial to the teachers

because the system will serve as a supplementary mean for

efficiently and effectively teaching certain topics as well as

demonstrating particular concepts underlying the subject. Since

the system is perceived into making the students better

comprehend the topic, the system will then spare the teacher in
having to undergo the trouble of explaining topics recurrently

just so the students can fathom.

University User. The study will enable the university to

increase its standards of teaching since the integration of

information and communications technology is now largely being

utilized. Also, the university’s aim of empowering its faculty

will further be enhanced. Nonetheless, the university will be

considered to be at par with other advanced technological

institutes for the primary level in the country because of the

use of these technologies.

Other Researchers. The study will allow other researchers

to explore and also study systems similar to AHMA. It will

likewise give improvement which researchers can additionally

incorporate in the application. Moreover, the study will also

serve as a basis in their future undertakings.

Proponent of the Study. The study will allow the proponent

to explore the world of information technology especially in

software development, m-learning applications and

documentations, thus making the proponent more competent.

Statement of the Problem
The study will aim to design and develop an Adaptive

Hypermedia M-Learning Application (AHMA). In particular, the

proponent will seek answers to the following questions:

1. What mobile framework shall be adopted in the design and

development of AHMA?

2. What learning style model shall be used in the design and

development of AHMA?

3. What key features are to be considered in the design and

development of AHMA?

Objectives

The study will aim to design and develop an Adaptive Hypermedia

M-Learning Application (AHMA). In particular, the study will

intend to:

1. Determine the mobile framework to be adopted in the

design and development of AHMA.

2. Identify the learning style model to be used in the

design and development of AHMA.

3. Determine the key features to be considered in the design

and development of AHMA.

Definition of Terms Commented [J1]: 1.Some terms were not defined.
2. Definitions should be based on how you used the term in the
study and not from the dictionary
The following terms were used in this paper with the following 3. Include in your terms the terms that were used in the Title,
SOP, and Objectives = redefined the existing terms and included
additional terms
meaning:

3G. It is a mobile internet service provided over wireless

network that will enable future users to access the proposed

system.

4G. It is the 4th Generation of wireless mobile

communication technology designed for high quality audio/video

streaming over end to end internet protocol that will be used to

gain access to the proposed system.

ADAPTIVE. It refers to tailoring what the user will see to

adjust the learner's goals, abilities, interests, and knowledge

by offering a selection of links or content most appropriate to

the current user.

AHMA. This is an abbreviation for Adaptive Hypermedia M-

Learning Application

ARCHITECTURE. It refers to the specification of the

relationship between different hardware components of a computer

system which will be employed in the development AHMA.

ANIMATION. This is a rapid display of a sequence of images

to create an illusion of movement. This will be used to model

the topic presented by the proposed AHMA.

 API. This is an abbreviation for Application Program

Interface. It refers to a set of routines, protocols, and tools

for building software applications. This is used as an interface

by software components to communicate with each other.

APP. This is an abbreviation for application(s). This

refers to the Application Program Interface. It is a software-

to-software interface.

CROSS-PLATFORM. It is an perceived attribute of the proposed

AHMA that the proposed system will be implemented and inter-

operate on multiple computer platforms such as mac OS, android

and bada.

DATABASE. It is a structured collection of related data and

will house the information which will be presented by the

proposed AHMA.

DELIVERABLE. This refers to items created in the

development process of the proposed AHMA that are built and

should be available after this project.

FRAMEWORK. It is a universal, reusable software platform

used to develop the proposed learning style driven m-learning.

Frameworks include support programs, compilers, code libraries,

an application programming interface (API) and tool sets that

bring together all the different components to enable

development of the proposed AHMA.

 FUNCTIONAL REQUIREMENTS. These are the features that the

proposed AHMA shall provide. These define the behavior of the

application or describe what the application will do.

HYPERMEDIA. This refers to a system in which various forms

of information, as data, text, graphics, video, and audio, are

linked together by a hypertext program.

INTERACTIVE. This refers to the characteristic of the

proposed AHMA which accepts and responds to input from humans—

for example, data or commands.

METHODOLOGY. An organized, documented set of procedures and

guidelines for one or more phases of the software life cycle,

such as analysis or design to interpret or solve different

problems defined in the proposed study.

MOBILE DEVICE. This is the general used to refer to variety

of devices that allow people to access data and information from

where ever they are. This includes cell phones and portable

devices.

MULTIMEDIA. Human-computer interaction involving text,

graphics, voice and video.

MULTIMODAL LEARNING. This refers to an embodied learning

situation which engages multiple sensory systems and action

systems of the learner which can include a variety of inputs in

addition to text.
 NAVIGATION. This refers to an application interface that

allows the user to move around the application. It can be

through the use of menus or links.

NETWORK. It is a collection of computers and other hardware

interconnected by communication channels that allow sharing of

the proposed system’s resources and information.

NON-FUNCTIONAL REQUIREMENTS. These describe how the

proposed application will perform.

SIMULATION. This is an attempt to model the lessons or

topics on a computer so that it can be studied to see how it

works.

SPECIFICATION. Explicit set of requirements to be satisfied

by the proposed system.

WI-FI. A technology that allows the mobile device to

exchange data wirelessly over a network and will be used to

access the proposed system.

 Chapter 2

METHODOLOGY

This chapter discusses the software development

methodology, scope and delimitation of the proposed system, data

gathering techniques and sources of data which will be adopted

in answering the problems presented in chapter 1.

Crystal Clear Development Methodology

Throughout the development of the proposed project, the

author shall employ the Crystal Clear development methodology.

Crystal Clear is a highly optimized way to use a small, col-

located team, prioritizing for safety in delivering a

satisfactory outcome, efficiency in development, and

habitability of the working conventions (Cockburn 2005a, p303).

It is prioritized for project safety which means delivering a

system in adequate time / budget per the sponsor's priorities)

and for that to be effective and habitable (meaning the people

can live with it and will actually use it.

Crystal clear observes to the agile development process but

is more flexible on the basis of resource availability. Crystal

uses nested cyclic processes of various lengths: the development

episode, the iteration, the delivery period and the full project

(Chang, 2010). Figure 1 show the nested cycles of the

development episodes.
 Project Project
charter Delivery Delivery wrapup

Delivery
Iteration Iteration deliver reflect

Iteration
plan Day Day Day reflect & celebrate

Day
daily stand-up Integration Integration Integration

Integration
Episode Episode Episode build & test

Figure 1: Crystal Clear Process

Chartering (Development Episode). It is in the chartering

phase that the researcher will be performing a preliminary

feasibility analysis, shaping and fine-tuning the development

methodology, identifying the appropriate framework for

development, and developing the initial plan which will include

details regarding the needed for the requirements and technical

design considerations of the project. The deliverable in this

phase is the Project Proposal Document which will be subjected

for reviews and revisions by based on the specifications which

will be required by stakeholders and reviewers.

Cyclic Delivery (Iteration). The cyclic delivery is the

main development engine consisting of two or more Delivery

Cycles. Each delivery cycle will depend on the size of

requirements or functionality subject for development which

typically ranges from one week to three months. During the

cyclic delivery the researcher will update and refine the

release plan of the proposed project according to

recommendations that will be specified by the review committee.

The researcher will also implement a subset of the approved

requirements through one or more program-test-integrate

iterations. Within the iteration period, the researcher may

include additional sets of requirement after testing user

interface designs, and adding and/or removing some functionality

based on scheduled panel reviews and findings from each program-

test-integrate iteration. Moreover, the researcher will also

deliver the integrated project module to real users for

additional testing, verification and validation. Based on the

results of the aforementioned activities, the researcher will

review the adopted development methodology and the project plans

for further update and/or refinement if the need arises.

Wrap-up (Delivery Period). This phase constitutes the

deployment of the proposed application into the user

environment. A post deployment review and reflection is usually

performed during this phase, however due time constraint the

said activities will not be undertaken.

Scope and Delimitation

The proposed Adaptive Hypermedia M-Learning Application

will serve as a supplementary tool for student learning and

performance support. The proposed Adaptive Hypermedia M-

Learning Application scope and delimitations are discussed in

the succeeding paragraphs.

The proposed Adaptive Hypermedia M-Learning Application

will serve as a supplementary tool for student self-directed

learning and performance support. The proposed Adaptive

Hypermedia M-learning Application scope and delimitation of the

system are discussed in the succeeding paragraphs.

AHMA aims to facilitate an individual’s learning experience

by providing learning modules that will motivate students to

learn on the context of the mobile environment. The proposed

application shall be fitted with multimedia learning content to

move away from a traditional learning practice.

The proposed application will also provide users with a

straightforward and easy to follow user interface that is

suitable for mobile devices. It will be designed in accordance

to established design standards to ensure that it is well-

formatted for access via mobile phones. Content will be

structured in a manner that it can be easily accessed with less

interaction.
 Performance evaluation tools; i.e. interactive simulation,

activities, quizzes, games and exams will be included for self-

assessment and improve student comprehension and performance.

Results will be provided from the assessment modules in the form

of feedback. as additional features to keep students motivated.

Performance support such as alerts, reminders and

instructions or procedures will also be provided by the proposed

system for effective use of the modules as well as quick

references to necessary information.

Learning content will be broken down into small pieces for

modularity and reusability. The learning materials will be

collected and compiled from existing electronic multimedia

learning resources. Learning materials will be stored locally,

in the device, and remotely, on a web server. The shared

database will be used due to the limited storage capacity of

some mobile devices.

Optimized multimedia content for mobile devices will be

implemented to allow materials and content available on smaller

mobile devices. Content delivery and creation options will be

added to allow the user to download and upload multimedia files

to/from the device. Network and Web capabilities such as

integrating forms (textboxes, checkboxes, image, audio and video

recordings) that upload user content to the server; download new

content packages from the web server for updates; store viewed

content to mobile phones for quick reference; and links to

relevant web resources will also be provided.

Where possible, sites with high-quality online education

portals and large libraries of digital content for teachers and

learners will also be adapted to support access via mobile

phones.

The proponent will have roughly 2-3 months to develop the

application. Unforeseeable situations that are beyond the

control of the proponent such as the availability of

stakeholders or technical reviewers will also affect the process

of software development.

The researcher has limited technical knowledge about

developing m-learning programs which may directly affect the

development and delivery schedules.

The deliverables are also perceived to affect the delivery

of the system since the documents that will be submitted for

approval would require working days for review, not to mention

the dynamic review periods and approval cycles.

Any issues that will arise which are beyond the scope of

the study will be recommended for the next phase or future

studies.
Data Gathering Techniques

The following are the methods that will be used in

gathering the required data in the development of the project:

Brainstorming. This method will be used primarily by the

proponent in order to create a “storm of ideas” that would

contribute to the design development of Learning Style Driven m-

learning. This technique ranges from generating possible set of

functional requirements, development tools, and creative options

that is perceived to enrich the proposed system.

Interview. The proponent will conduct interviews with the

teachers and technical adviser about information concerning the

features as well as the resource materials for the project. The

technique will be utilized to verify the preliminary lists of

requirements and specifications which will be exuded by the

proposed system. This technique will also be used to collect

ideas regarding the case tools and other materials that will be

used to aid the development of the proposed system.

Review of literatures. The proponent will utilize books and

online resources for principal ideas/thoughts about the system

yet to be developed. The proponent will also utilize unpublished

project study of other UC-MIT students as basis in identifying

the learning styles of the future users.

Sources of Data

The following are the sources of data that will be

used in the development of the project:

E-books and Literature Study. Some data that will be used

in the development of the project will be coming from theories

of reference books. The study will be founded from both archival

data and data that will be collected from researches approved by

the UNF’s Institutional Research Board.

Data that will be used in assessing the learning style of

the user will also be coming from established literatures.

Interview. Insights from interviews will also be integrated

in the design and development of the proposed

application/system.

Theories given by Jeffrey Ingosan, Stephanie Pablo,

Raymond Castillo, Thelma Palaoag, Michelle Montalbo, Elizabeth

Calub, Melvin Acpal and Perry Agustin. Data suggested by the

members of the project committee, teachers who have a broader

knowledge of the subject supplied by the proposed study, as well

as teachers with proper training and experience in systems

development and mobile programming will also integrated in the

design and development of the project.

 Chapter 3

DISCUSSION OF FINDINGS

This chapter presents the findings from the study.

Mobile Learning Framework

The study was designed using the following mobile learning

framework:

Design and Development Framework:

 AHMA Design and Development Framework

Mobile context

Learning Adaptive
Context hypermedia

Figure1. The AHMA design and development framework.

Platform:

 Cross-platform – Android, Blackberry, iOS and

Windows Phone.
 Based on the issues and considerations discussed, a

conceptual design and development framework was derived.

Basically, the AHMA framework is a combination of several

essential elements that will make up the m-learning application.

The conceptual framework for the design and development of AHMA

is designed in response to the concerns of using mobile devices,

such as smartphones and tablets, in the m-learning context. The

AHMA framework is based on three critical domains; mobile device

usability, multimodal learner, and adaptive hypermedia. Since

the framework was designed specifically for AHMA, no evaluation

worksheets and results are available. However, as mentioned, it

is recommended for further research and analysis.

It allowed the researcher to efficiently design and develop

AHMA as a modern standards-based mobile-Web application that

delivers learning content to learners across multiple devices.

The conceptual framework for the design and development of

AHMA is designed in response to the concerns of using mobile

devices, such as smartphones and tablets, in the m-learning

context. The AHMA framework is based on three critical domains;

mobile device usability, multimodal learner, and adaptive

hypermedia. It will allow AHMA to be efficiently designed and

developed as a modern standards-based mobile-Web application

that delivers learning content to learners across multiple

devices.

a. Mobile Context

Mobile context is the main domain in the mobile learning

system. Issues addressed within this domain are: device

AHMAdevice features and m-
usability, mobile device type, mobile

learning app content design methods.

1. Design

 Cross-device and cross-browser

o Targeting the mobile browser

o Design for one web - same content for different

platforms not user experience.

o Separate content with styles and scripts

o Baseline of functionality – use progressive

enhancement.

 Use well-defined web standards (HTML, CSS, JavaScript) –

detect support for newer web standards (html5,

css3,..etc.)

o Use client-side feature detection (modernizer)

o Mobile-suited web standards – viewports

o CSS media queries

 o HTML5 local storage – store data locally

o Geolocation

 Crisp, clean and succinct

o Simplify

 Few fonts, few colors

 Interface design - Navi at the top

 Switch from mobile-to-web versions

 Light and dark view

o Cognitive Load

As mentioned earlier, physical limitations of the

mobile device is a primary concern in m-learning

development. The challenge is to determine: how to

guarantee seamless access to resources, tools and

services taking into consideration the end device

(i.e. mobile devices) and how to exploit the

possibilities of the devices in providing context-

aware adaptive learning experiences. As prescribed

by Zergas P. et al. (2011), it is important to

utilize educational resources adaptation mechanisms

for context-aware selection and/or automatic

transformation for delivery within learning

activities that are executed via mobile devices.

  Not too many graphics and animations to

optimize the device power source, bandwidth and

readability.

 The use of optimize multimedia content for

physically limited mobile devices.

o Minimized required input

2. Development

 Setting up the development tools

 Web server (local or hosted)

 Device emulators – test layout and functionality

(not performance)

 Test devices for performance testing

 Resources and documentation

 Build

b. Learner Context

The learner context domain will be concerned with the

learner. Issues that involve the users’ learning preference,

learner role and profile, user experience and learning content

design shall be the concerns within this AHMA framework domain.

AHMA shall be providing a multimodal learning environment that

allows learning components to be presented in more than one

sensory mode. According to Chen and Fu (2004), learning

materials presented in a variety of presentation modes may help

learners to perceive and/or make it easier for them to learn and

improve the learner’s attention, thus leading to improved

learning performance. Multiple studies have shown that some

students learn better by combining words with other media

formats.

Picciano (2009) reiterates this in his findings in

cognitive science which suggest that:

Multiple intelligences and mental abilities do not

exist as yes-no entities but within a continua which

the mind blends into the manner in which it responds

to and learns from the external environment and

instructional stimuli. Conceptually, this suggests a

framework for a multimodal instructional design that

relies on a variety of pedagogical techniques,

deliveries, and media.

The learner context shall incorporate cognitive styles in

the adaptability of AHMA. Cognitive style, which is a term used

in cognitive psychology, describes the way individuals think,

perceive and remember information, or their preferred approaches

to using such information to solve problems (Mampadi, F.,

Mogothwane O., and Mokotedi A. 2012).

 c. Adaptive Hypermedia

The adaptive hypermedia domain will be concerned with both

the mobile and learner context characteristics to create a model

for adaptation. Mampadi, F. et al (2012) adds that, educational

hypermedia was one of the first application areas of adaptive

hypermedia because, in an educational context, users with

alternative learning goals and knowledge require essentially

different. Their study describes four adaptive hypermedia

techniques they applied in their study. Table 1 summarizes the

said technique.

Table1. The differences between novices and experts interfaces.

Adaptive Hypermedia Novice Interface Expert Interface
Link hiding Hidden links Rich links
Adaptive layout Hierarchical Map Alphabetic Index
Additional support Advertisements No advertisements
Annotate links Traffic light No annotations
metaphor

AHMA will be adopting some of these techniques to address

the issues with regards to implementing adaptive hypermedia in

the m-learning app. Details of the said techniques, as discussed

in their study, are described in the following table (Table 2).

Some of these techniques were derived from the Adaptive

Hypermedia for All (AHA!)project that was conducted by de Bra,

P. and Stash, N. (2006).

Table2. Adaptive Hypermedia techniques and descriptions for
navigation design.
Technique Description
Link Hiding The idea of links hiding, which was used in the
novices‟ interface, is to limit the navigation
space and reduce the cognitive load by hiding all
links to the nodes that the student is not
expected to learn. There are two kinds of these
links: links to not-ready-to-be-learned nodes and
links to the nodes that are outside the users‟
current goal.
Adaptive Layout Because novice and expert users process
information in different ways, adaptive layout was
applied to identify the relationships of the
subject topics by providing different tools. The
novice interface provided a hierarchical map,
which could help novices to understand the content
structure. Conversely, the high prior knowledge
interface used an index to facilitate the location
of specific information. These tools allowed users
to go directly to any page of the system, and were
located in the top left-hand corner, within the
sidebar.
Additional Support This was implemented in AHA! in the form of
advisements and visual cues that recommended some
links based on learners‟ prior knowledge.
Furthermore, the navigational aids were used to
help novices ease disorientation problems.
Annotated Links The links for low prior knowledge students were
annotated to support local orientation by
providing information about the current state of
nodes behind the annotated links.

Learning Style Model

The multi-modal learning model was utilized in the study to

address the users’ learning preference. It was designed for

learning that use multimedia to augment learning. The meta-

analytics tool, attached in appendix b, was used to determine

the impact of multi-modal learning compared to uni-modal or the

traditional learning styles.

 Figure 3. Multi-analytic based analysis

represents the neomillenial learning style. The learning styles

include:

 Fluency in multiple media and in simulation-based virtual

settings.

 Communal learning involving diverse, tacit, situated

experience, with knowledge distributed across a community

and a context as well as within an individual.

  A balance among experiential learning, guided mentoring,

and collective reflection.

 Expression through nonlinear, associational webs of

representations.

 Co-design of learning experiences personalized to

individual needs and preferences.

aptitude

revised learni
Before getting into the design and development of an
adaptive mobile learning app, it is important to first
understand what it is that makes a mobile-learning different
from other forms of distance learning software development. It
is important to have a firm grasp of the mobile context to make
AHMA easy to use and productive for the user. It is most
important to understand that the mobile context is a usage
scenario and not a form factor. Just the very state of being
mobile changes the way that users access information and consume
information from a web-based learning system. Making mobile-
learning content easy and quick to consume is the primary
concern. In addition to the user’s state of mind, their physical
environment can also be unpredictable, which can dramatically
affect the learning ability to focus on and understand the m-
learning content. Different conditions have a profound effect on
how the learners access information from the m-learning app.
 The physical aspects of mobile devices are also important
to consider when designing and developing an adaptive m-learning
app. Today, mobile devices have varying features and
capabilities; all the more reason why adaptive software
development is important. Moreover, the desktop is no longer the
primary and/or dedicated technology used for accessing
information for distance learning. However the differences
between these two technologies are reasons why software
designing and developing for the desktop computer is different
for mobile devices.
The main physical differences between mobile and desktop
devices are very straightforward; a desktop is equipped with
keyboards and very accurate pointing devices aside from the
large monitor screens with high definitions. Desktops are also
complemented by high capacity storage along with powerful CPUs
and GPUs. Mobile devices, on the other hand, often have
physically limited keyboards or virtual onscreen keyboards.
There is no mouse or track pad, the user typically use their
finger or a stylus. The screen is much smaller, the CPU and GPU
are much less capable than the desktop.
These physical differences lead to experience differences
and how each device is used. Desktops, even laptops, are used in
fixed positions which allow the user to easily multi-task among
a variety of windows and applications; mobile devices, by
contrast, are often used on ‘on-the-go’ situations in
unpredictable environments. They lend themselves well in
situations where the user needs to quickly access information
that they need to know right then and there. Rather than multi-
task among groups of programs, the mobile learner is much more
likely to be focused on discrete, individual task.
 These experience differences has a profound impact on how
an m-learning app is perceived by learners. So, it is important
to design AHMA by taking all the crucial elements into
consideration before even writing a single line of code.

Accordingly, it is essential to use a mobile framework that

includes solutions that support a mobile-web learning

application. A mobile development framework will be able to

assist the developer in designing and developing a mobile

learning application throughout the phases of AHMA’s development

life cycle. Having defined the concerns in mobile learning

software design and development, the development framework

should be able to provide the guidelines for engineering AHMA.

Therefore, designing and developing for a mobile learning

environment should not be based on existing e-learning

development frameworks. Although both are considered distance

learning solutions, the environment within which they are meant

to be delivered in are different in so many ways. Sharples et

al. (2005) and Parsons et al. (2007) share the same general

requirements. They agree that the limitations of mobile devices

have to be noted and addressed accordingly in designing learning

materials with a mobile learning environment in mind.

To begin with, consider the user – who will be using the

app? What is the typical profile of the user of AHMA?

Understanding the main personas of the users will help shape the

features to make available. Providing the learner the ability to

customize the way they consume information provides flexibility

that maximizes the learner’s satisfaction among different

circumstances. Considering how the learner access information;

what devices do the learner use? By detecting the capabilities

of the user’s device, AHMA can allow the learner to customize

the richness of the experience the device can provide.

Hence, based on the considerations discussed, a conceptual

design and development framework could already be derived.

Basically, the AHMA framework is a combination of several

essential elements that will make up the m-learning application.

Learning Style Model

Mampadi, F., Mogothwane O., and Mokotedi A., Learning
Performance and Adaptive Hypermedia Learning Systems: Prior
Knowledge vs. Cognitive Styles. International Conference on
Advances in Computing and Emerging E-Learning Technologies,
2012.