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Ricchello, Alessandro. "Gamification e micro-learning in app per l'apprendimento della matematica." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2015. http://amslaurea.unibo.it/8234/.
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Tibyampansha, Dativa [Verfasser]. "LEARNING WITH SMARTPHONES: Case study of learning drug prescribing using the PharmaFrog app / Dativa Tibyampansha." Mainz : Universitätsbibliothek der Johannes Gutenberg-Universität Mainz, 2020. http://d-nb.info/1224895975/34.
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Pamidi, Swathi. "Development of an iOS App for Learning Intonation of Wind Instruments." Wright State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=wright1527083617720508.
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Tang, Lynda (Lynda Y. ). "Constrained sets : the effects of multi-layered environments in learning app inventor." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119707.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages 75-76).<br>MIT App Inventor is a mobile application development platform that seeks to democratize the construction of mobile apps by making app development accessible to people with little to no experience with script-based programming. It uses block-based programming to introduce and teach programming concepts to its users. Users drag and drop functional and visual components onto their planned app in the screen editor, and construct the logic behind those components by using blocks in the block editor. In this thesis, we design and implement Constrained Sets, a system that allows instructors and developers to allow access to only a subset of App Inventor functionality by hiding component and block access. This system allows for the construction of multi-layered interfaces, which we then use to conduct an experiment that explores how novice App Inventor users learn App Inventor in different interface environments. Furthermore, we discuss and test the possibility of using a React based implementation of the App Inventor designer, and what implications that may have on creating more flexible user interfaces.<br>by Lynda Tang.<br>M. Eng.
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Nelson, Lars. "App based ski management with performance predictions." Thesis, Mittuniversitetet, Institutionen för data- och systemvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37949.
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This report aims to solve a problem for the waxers in the Swedish National Cross-country Ski Team, which hereafter will be referred to as the national team. The problem in hand is that currently, the national team lacks a system for book-keeping of ski pairs and ski tests. Also, the project intends to provide a tool for predicting the best ski pairs in given conditions. The report describes cross-country skis and factors that affect the performance of these skis. Moreover, this report presents the testing procedure of the national team. The project provides a solution to the problem in hand by developing a web service based on Django and Django REST Framework and an iOS application to handle the user interaction. The app was tested and approved by the waxers of the national team. To predict the best performing skis in given conditions, the three Machine Learning algorithms Support Vector Machine (SVM), Decision Tree, and Artificial Neural Network (ANN) is implemented and evaluated. Experimental results indicate that the ANN algorithm has better accuracy than the Decision Tree, and that the SVM algorithms and that the SVM was performing slightly worse than the other two, when applied on test data which is artificially generated based on the experience of the national team. All three Machine Learning algorithms perform better in terms of mean accuracy which is significantly higher compared to the accuracy of a baseline algorithm. The report suggests that the accuracy of the ANN algorithm is high enough to be useful for the national team.
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Kulkarni, Keyur. "Android Malware Detection through Permission and App Component Analysis using Machine Learning Algorithms." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525454213460236.
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Camacho, Herrero Sonia. "Gamified Learning of Software Tool Functionality : Design and implementation of an interactive in-app learning interface for complex software." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-255004.
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Almost every application or platform that is developed nowadays includes a user onboarding experience. Onboarding is a process that starts the moment users enter an application and it aims to show the benefits of using the application, teach how the functionality works and motivate users to return. When the target application is considered a complex software, the teaching methodology needs to be carefully studied and designed. Through the example of a complex project management software, this master thesis aims to develop an in-app teaching interface that allows the users to understand the different functionalities and improve their work performance in a complex application. In this work, we developed an integrated learning platform as a result of methodical research-oriented design processes. The outcome of the research is a modular onboarding experience called the Learning Center. It includes a collection of courses based on video tutorials and interactive guided tours. Gamification elements such as progress bars and checklists are included as a way to engage users and encourage them to complete the courses. User tests showed an improvement in functionality understanding and a reduction in error rates. The Learning Center was considered useful and adequately approached. Future research includes making the appropriate learning material directly available from each software feature.<br>Nästan alla applikationer eller plattformar som är utvecklade idag har en “user onboarding experience”. “Onboarding” är en process som börjar när en användare startar en applikation. Processen ämnar visa fördelar med att använda applikationen, lära användaren funktioner och att motivera vidare användning. När applikationer uppfattas som komplexa behövs noggrann studie och design av potentiella lärometoder. Genom en komplex projektledningsapplikation ämnar detta masterarbete utveckla en “in-app” utbildningsgränssnitt som möjliggör det för användare att förstå diverse funktioner och förbättra deras arbetsprestation i en komplex applikation. I detta arbete utvecklade vi en integrerad utbildningsplattform som ett resultat av metodiska forskningsorienterade designprocesser. Resultatet av forskningen är en modulär “onboarding experience” kallad “the Learning Center”. Den innehåller en uppsättning kurser baserade på videohandledning och interaktiva guidade rundturer. Spelifieringselement så som framstegsmätare och checklistor är inkluderade som ett sätt för att engagera och uppmuntra de att fullfölja kurser. Användare visade en förbättring i förståelsen av funktionalitet och en minskning i antal fel. “The Learning Center” sågs som användbart och adekvat bemött. Framtida forskning bör göra passande läromaterial direkt tillgänglig från varje mjukvarufunktion.
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Alimadi, Azhar, and Alexander Chamma. "App eller papp? : En studie om hur Matteappen påverkar elevernas motivation." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-38867.
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I det här examensarbetet kommer vi att synliggöra hur användning av Matteappen påverkar elevernas motivation i matteundervisning på högstadiet. Syftet med arbetet är att undersöka hur mycket traditionell undervisning skiljer sig från undervisning som använder Matteappen samt vilken inställning elever har till Matteappen. Vi har besökt skolor och genomfört en rad enkäter, fokusgruppsamtal och undersökningar för att få data som möter syftet. Vi har tagit del av tidigare forskningar kring hur digitaliseringen kan påverka elevernas resultat och inställningar till ett visst ämne. Enkäterna visar en stor variation över vilken typ av läromedel som eleverna tycker är bäst för dem. Majoriteten av elever anser fortfarande att det är bäst att jobba med matteboken eller blandat med Matteappen. Vår undersökning pekar inte på några större skillnader mellan de olika arbetssätten. Gruppsamtalen har gett oss svar på elevernas inställningar till Matteappen och i vilka sammanhang de tycker det lämpar sig bäst att jobba med de olika läromedlen. De resultat vi har kommit fram till pekar på att Matteappen i sig är ett bra verktyg med mycket potential och möjligheter. Den är under utveckling och i nuläget fungerar den mer som en mattebok fast på en iPad. Vår slutsats är att innehållet i appen inte erbjuder mycket nytt för att eleverna ska jobba bättre eller bli mer motiverade, det är snarare de alternativa tjänster som ett digitalt läromedel erbjuder som gör appen attraktiv.
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Cruz, Renata de Fátima Santana. "APP MIX GAME : ferramenta educacional para adolescentes com deficiência intelectual /." Bauru, 2020. http://hdl.handle.net/11449/192242.
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Orientador: Eliana Marques Zanata<br>Resumo: O presente trabalho teve por objetivo desenvolver e avaliar a usabilidade um aplicativo no formato de jogo, como uma ferramenta de apoio para a aprendizagem, tendo como público-alvo adolescentes com deficiência intelectual, cursando do sexto ano do ensino fundamental a terceira série do ensino médio, que recebem atendimento educacional especializado. Foram conduzidos dois estudos, o primeiro sendo o desenvolvimento do aplicativo – Mix Games e o segundo a aplicação do produto educacional desenvolvido e a avaliação da execução e usabilidade do mesmo. O app Mix Game foi desenvolvido para dispositivos móveis que utilizam o sistema Android, visto que 65% dos participantes da pesquisa tem celular ou tablet e 30% utiliza de algum familiar ou amigo. Para a avaliação da usabilidade do produto foram utilizados como instrumento de avaliação dois diferentes questionários do System Usability Scale (SUS), um modelo para professores e outro modelo adaptado para alunos com perguntas sobre o jogo e a escala Likert adaptada com a utilização de emotions para sua classificação. Pudemos verificar que tanto alunos quanto os professores consideraram o aplicativo aprovado quanto a execução e usabilidade do produto.<br>Abstract: This work aimed to develop an application in the game format, as a support tool for the learning of students with intellectual disabilities, targeting adolescent students with intellectual disabilities, from the sixth grade of elementary school to the third grade of education medium, who receive specialized educational assistance. We conducted two studies, the first being the development of the application - Mix Games and the second the application of the developed educational product and the evaluation of its execution and usability. The Mix Game app was developed for mobile devices that use the Android system, since 65% of the survey participants have a cell phone or tablet and 30% use a family member or friend. To evaluate the usability of the product, two different questionnaires of the System Usability Scale (SUS) were used as an assessment tool, a model for teachers and another model for students adapted with simple and clear questions about the game and the Likert scale adapted with the use of emotions for your rating. We were able to verify that both students and teachers considered the application approved as the execution and usability of the product.<br>Mestre
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Simsek, Orhan. "Use of a Game-Based App as a Learning Tool for Students with Mathematics Learning Disabilities to Increase Fraction Knowledge/Skill." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6390.
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The aim of this study was to investigate the effectiveness of a game-based app (Motion Math: Fraction) to help students with Mathematics Learning Disabilities (MLD) to gain fraction skills including comparison, estimation, and word problem solving in an after school program. The researcher used multiple baseline design by extending with follow-up phase to determine whether students retained the knowledge they learned while engaging with the app. Even though six students participated to the study, the researcher withdrew two of them and analyzed data came from four students. The result o the study showed that all of the students improved their fractions skills after engaging with Motion Math: Fraction and maintained the knowledge after no longer playing. The researcher presented recommendations for further studies, for implementation into classroom, and recommend for app developers to increase app efficiency for students who have different learning profiles, and needs variety learning materials while learning the content matters.
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Wilkinson, Kate. "The integration of mobile learning app-based quiz-games in higher education teaching of anatomical sciences." Thesis, Middlesex University, 2017. http://eprints.mdx.ac.uk/22164/.
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Background: Mobile learning (mLearning) and gamification are two potential pedagogical tools that are continuously evolving in Higher Education. Their efficiency as learning tools is not fully understood and their use by staff is sporadic and sometimes viewed poorly compared to traditional methods. Aim: To determine a framework of best practice for the integration of mLearning app based quiz-games into the Higher Education (HE) teaching of anatomical sciences. This thesis presents three studies, which aim to 1) evaluate mLearning quiz-games as a revision tool for an anatomy online examination 2) and 3) investigate the effect of pre-seminar mLearning quiz gameplay on knowledge acquisition, retention and engagement in anatomy. Method: The data collection was performed over a two year period in a level 4 anatomy module for Sport and Exercise Science students. All three studies employed an experimental mixed methods approach within an action research framework to allow the development of the project in a naturalistic way. Study One was completed over two cohorts, 2014-15 (n=125) and 2015-16 (n=121). The module has four assessment points, A1, A2, A3, A4 where A1-3 are online assessments with a mixture of Multiple Choice Questions, labelling and matching questions and A4 is a viva voce. Students did A1, A2 and A4 as normal but at A3 they were offered a choice to revise as normal, the control group (n= 164) or to play mLearning games (n=87) for 15 minutes prior to the assessment on a tablet or smartphone device. All students completed a modified Study Process Questionnaire (SPQ) post-assessment and then for triangulation of data online focus groups were completed (n=84) as well as extended semi-structured interviews (n=9). Study Two was completed in 2015-16 using the same module as Study One. Over two consecutive weeks students were videoed in a two hour seminar session where in week one they did 15 minutes of no formal class preparation (n=87) and in week two they did 15 minutes of mLearning games (n=87). Students did a plenary and recap class Socrative quiz every week where the plenary scores indicate knowledge acquisition and the difference between the plenary and recap scores of subsequent weeks indicates knowledge retention. Observational behavioural engagement analysis was completed using an adapted coding system and students completed the National Survey of Student Engagement following each seminar. Study Three was completed on the same cohort in semester two using a randomised repeated measures design for the knowledge acquisition and knowledge retention scores over three weeks with three 15 minute interventions; Games, Control and Games plus question generation before class. Results: Study One found that the Games group performed better at A3 with no difference at A2 or A1 (p < 0.0.01) but no differences were found in the SPQ surface and deep learning motives and strategies. Students revealed reasons for using mLearning quiz-games were primarily the fun, visual stimulation, instant feedback and accessibility. Study Two found that playing quiz-games prior to class increased on-task behaviours and peer interaction and improved knowledge acquisition and retention scores (p < 0.01). Study Three agreed but found no difference in the Games-plus questions group compared to the control or games groups. Conclusions: The studies reveal the positive effect that mLearning quiz-games can have on achievement and engagement both in class and as a revision tool prior to assessment. The results of all three studies have been used to inform the proposed Mobigames framework for the integration of mLearning quiz-games in HE teaching. The framework has four key aspects: Information, Facilitation, Learning and Timing.
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Gabrielli, Manuel. "Sviluppo app Android per Smart Gardening con Reti Convoluzionali e Crowdsourcing." Bachelor's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/21842/.
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L'agricoltura è da sempre uno dei capi saldi della vita dell'uomo. Con l'avanzamento della società verso una presenza sempre più predominante della tecnologia nella vita quotidiana, anche l’agricoltura ha subito un forte cambiamento e una forte modernizzazione, grazie all’aiuto di nuove tecniche e strumenti sempre più all'avanguardia. L'aumento dell’interesse, negli ultimi anni, verso orti privati e giardini comunitari ha portato anche le persone non esperte a cimentarsi in questo settore, attraverso anche il supporto di attrezzi sempre più autonomi e innovativi e a nuove tecnologie.
Questo progetto nasce con l'obiettivo di sviluppare un'applicazione per i dispositivi mobili con sistema operativo Android che abbia lo scopo di facilitare le persone non esperte nella coltivazione del proprio orto o giardino oppure nella partecipazione a progetti di community garden.
In questo elaborato sono descritti i temi principali che hanno portato alla realizzazione dell'applicazione e le tecnologie utilizzate per l'implementazione. Inoltre, verrà presentato il progetto implementato, descrivendo nel dettaglio le componenti e le funzionalità, e i risultati ottenuti in seguito ad un test eseguito su un campione di partecipanti, il quale ha contribuito ad individuare i punti di forza e gli aspetti da migliorare in eventuali sviluppi futuri.
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Galle, Thor. "Designing and using gamification elements to improve students’ user experience in a video-based mobile language learning app." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-280575.
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With the rise of the smartphone industry, the domain of mobile-assisted language learning (MALL) has increasingly grown. A large number of language learning applications have been developed aiming to support individuals’ second language acquisition on various levels, e.g., by teaching vocabulary and grammar to improve reading and listening comprehension. The viability of these applications has been examined in literature and shows overall positive but mixed results. On one side, their success is partly attributed to gamified design elements. These are reported to improve the user experience (UX) and boost learners' motivation. On the other side, the primary reliance on decontextualized vocabulary and grammar exercises is criticized. In response, one such application, SVT Språkplay developed by the Swedish non-profit Språkkraft, incorporated television programs as a longer form of context. This introduced novel video-based learning functions. The first aim of this thesis was to start filling a gap in research by evaluating the usability and user experience of these functions. This was performed through user tests and interviews with seven second language students who used the app to learn Swedish over a period of at least two weeks. The second aim of the thesis was to improve the usability and user experience of the problematic learning functions through a user-centred design process with the ultimate goal to improve learner support and vocabulary acquisition outcomes. The study participants consisted of doctoral researchers and students recruited from a basic Swedish course at KTH. They represent a demographic that benefits from learning Swedish to improve their job opportunities. The initial evaluation results were analysed through the lens of the MUUX-E theoretical framework [10] , a framework for evaluating the “user experience and educational features of m-learning environments”. The evaluation showed that the core vocabulary learning aids directly integrated into the video watching experience were perceived as useful. Conversely, the gamified learning functions outside of the video watching experience were found to be scarcely used as intended. The subsequent user-centered design process improved upon the design of problematic learning functions by adhering to the principles of the MUUX-E framework. Concretely, more varied contextualized vocabulary exercises were designed, more options for user customization were included and feedback and progress metrics such as “streaks” were highlighted. An evaluation of the design with the same participants as the initial evaluation suggests that these changes would improve the usability and user experience of the application. Further research should evaluate an implemented end-product based on the proposed designs in a real-life setting. In that case, its pedagogical merit should also be evaluated. In summary, this thesis found that mobile video-based MALL apps such as Språkplay can provide usable and enjoyable language learning functions.<br>Med tillväxten av mobiltelefonbranschen har domänen för mobilassisterad språkinlärning (MALL) ökat alltmer. Ett stort antal språkinlärningsapplikationer har utvecklats för att stödja individers förvärv av andraspråk på olika nivåer, t.ex. genom att lära ut ordförråd och grammatik samt för att förbättra läs- och hörförståelsen. Dessa applikationer har undersökts i litteraturen och visar positiva men blandade resultat. Å ena sidan tillskrivit deras framgång delvis spelelementen. Dessa rapporteras förbättra användarupplevelsen (UX) och öka elevernas motivation. Å andra sidan kritiseras det primära förlitandet på dekontekstualiserade ordförråd och grammatikövningar. Som ett svar skapades en sådan applikation, SVT Språkplay, utvecklad av den svenska ideella föreningen Språkkraft, vilken använder TV-program som en längre form av språkligt sammanhang. Detta introducerade nya videobaserade inlärningsfunktioner. Det första syftet med denna uppsats var att börja fylla ett hål i forskningen genom att utvärdera användbarheten och användarupplevelsen av dessa funktioner. Det gjordes genom att genomföra användartester och intervjuer med sju andraspråkstudenter som använde appen för att lära sig svenska under en period av två veckor. Det andra syftet med arbetet var att förbättra användbarheten och användarupplevelsen för dessa inlärningsfunktioner genom en användarcentrerad designprocess med det slutliga målet att förbättra studentens stöd. Studiedeltagarna bestod av doktorander och studenter rekryterade från en nybörjarkurs i svenska på KTH. De representerar en demografisk nytta av att lära sig svenska för att öka deras tillgång till den svenska arbetsmarknaden. De första utvärderingsresultaten analyserades genom tillämpning av MUUX-E-ramverket, ett ramverk för att utvärdera “ u ser experience and e ducational features of m -learning e nvironments” [10] . Det visade att de grundläggande ordförrådets inlärningshjälpmedel som direkt integrerades i video upplevdes som användbara. Omvänt användes knappt alls de spelifierade inlärningsfunktionerna utanför videon. Den efterföljande användarcentrerade designprocessen förbättrades vid design av problematiska inlärningsfunktioner genom att följa principerna i MUUX-E-ramverket. Konkret utformades mer varierade kontextualiserade vokabulärövningar, fler alternativ för användaranpassning inkluderades och feedback- och framstegsmetriker som “streaks” lyftes fram. En utvärdering av designen med samma deltagare som den första utvärderingen tyder på att dessa förändringar skulle förbättra användbarheten och användarupplevelsen. Ytterligare forskning bör utvärdera en implementerad slutprodukt baserad på de föreslagna designförbättringarna i en verklig miljö. I så fall bör dess pedagogiska meriter också utvärderas. Sammanfattningsvis fann vi att videobaserade MALL-appar som Språkplay kan ge användbara och roliga språkinlärningsfunktioner.
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England, Rebecca Louise. "The use of hand-held mobile devices as aids to learning within flexible learning spaces in tertiary Information Technology classes." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/87965/1/Rebecca_England_Thesis.pdf.
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Mobile devices are very popular among tertiary student populations. This study looks at student use of hand-held mobile devices within the context of a first year programming unit. This research sought for ways in which an educational app on these devices could be successfully integrated into such a class's learning.
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Martinez, Matthew, and Leon Phillip L. De. "A Smartphone-Based Gait Data Collection System for the Prediction of Falls in Elderly Adults." International Foundation for Telemetering, 2015. http://hdl.handle.net/10150/596377.
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ITC/USA 2015 Conference Proceedings / The Fifty-First Annual International Telemetering Conference and Technical Exhibition / October 26-29, 2015 / Bally's Hotel & Convention Center, Las Vegas, NV<br>Falls prevention efforts for older adults have become increasingly important and are now a significant research effort. As part of the prevention effort, analysis of gait has become increasingly important. Data is typically collected in a laboratory setting using 3-D motion capture, which can be time consuming, invasive and requires expensive and specialized equipment as well as trained operators. Inertial sensors, which are smaller and more cost effective, have been shown to be useful in falls research. Smartphones now contain Micro Electro-Mechanical (MEM) Inertial Measurement Units (IMUs), which make them a compelling platform for gait data acquisition. This paper reports the development of an iOS app for collecting accelerometer data and an offline machine learning system to classify a subject, based on this data, as faller or non-faller based on their history of falls. The system uses the accelerometer data captured on the smartphone, extracts discriminating features, and then classifies the subject based on the feature vector. Through simulation, our preliminary and limited study suggests this system has an accuracy as high as 85%. Such a system could be used to monitor an at-risk person's gait in order to predict an increased risk of falling.
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Martinez, Matthew, and Leon Phillip L. De. "Unsupervised Segmentation and Labeling for Smartphone Acquired Gait Data." International Foundation for Telemetering, 2016. http://hdl.handle.net/10150/624183.
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As the population ages, prediction of falls risk is becoming an increasingly important
research area. Due to built-in inertial sensors and ubiquity, smartphones provide an at-
tractive data collection and computing platform for falls risk prediction and continuous
gait monitoring. One challenge in continuous gait monitoring is that signi cant signal
variability exists between individuals with a high falls risk and those with low-risk.
This variability increases the di cultly in building a universal system which segments
and labels changes in signal state. This paper presents a method which uses unsu-
pervised learning techniques to automatically segment a gait signal by computing the
dissimilarity between two consecutive windows of data, applying an adaptive threshold
algorithm to detect changes in signal state, and using a rule-based gait recognition al-
gorithm to label the data. Using inertial data,the segmentation algorithm is compared
against manually segmented data and is capable of achieving recognition rates greater
than 71.8%.
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Lommatsch, Christina W. "Learning Logic: A Mixed Methods Study to Examine the Effects of Context Ordering on Reasoning About Conditionals." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7011.
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Logical statements are prevalent in mathematics, the sciences, law, and many areas of everyday life. The most common logical statements are conditionals, which have the form “If H..., then C...,” where “H” is a hypothesis (or condition) to be satisfied and “C” is a conclusion to follow. Reasoning about conditionals is a skill that is only superficially understood by most individuals and depends on four main conditional contexts (e.g., intuitive, abstract, symbolic, or counterintuitive). The purpose of this study was to test a theory about the effects of context ordering on reasoning about conditionals. To test the theory, the researcher developed, tested, and revised a virtual manipulative educational mathematics application, called the Learning Logic App.
This study employed a convergent parallel mixed methods design to answer an overarching research question and two subquestions. The overarching research question was “How does the order of teaching four conditional contexts influence reasoning about conditionals?” The two subquestions examined this influence on reasoning in terms of performance and perceptions. This study involved two phases. During Phase I, 10 participants interacted with the Learning Logic App in a clinical setting. The researcher used information gathered in Phase I to revise the Learning Logic App for Phase II. During Phase II, 154 participants interacted with the Learning Logic App in a randomly assigned context ordering in an online setting. In both phases, the researcher collected quantitative and qualitative data. After independent analyses, the researcher made meta- inferences from the two data strands. The results of this study suggest that context ordering does influence learners’ reasoning. The most beneficial context ordering for learners’ performance was symbolic-intuitive-abstract-counterintuitive. The most beneficial context ordering for learners’ perceptions was intuitive-abstract-counterintuitive-symbolic. Based on these results, the researcher proposed a new context ordering: symbolic-intuitive-abstract-counterintuitive-symbolic. This progression incorporates a catalyst at the beginning (symbolic context) which aids the learner in reassessing their prior knowledge. Then, the difficulty of the contexts progresses from easiest to hardest (intuitive-abstract-counterintuitive-symbolic). These findings are important because they provide an instructional sequence for teaching and learning to reason about conditionals that is beneficial to both learners’ performance and their perceptions.
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García-Jiménez, Sergio. "Studio-Based Learning (SBL) en Secundaria a través de la programación con APP Inventor: un estudio de caso." Doctoral thesis, Universidad de Alicante, 2016. http://hdl.handle.net/10045/73296.
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Nygren, Marcus. "Developing a Mobile Learning Application for Entrepreneurship Education in Uganda and Zambia." Thesis, Linköpings universitet, Medie- och Informationsteknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-131770.
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Entrepreneurship educations in developing countries have not yet been able to take advantage of digital tools. The Ugandian non-profit YoungDrive has 60 coaches teaching entrepreneurship to 12 000 youth in rural areas. The coaches have a problem during and after their education with assessing and improving their abilities to learn and teach entrepreneurship. The purpose of this study was to investigate how an app can be designed to address this issue. Methods within service design, agile development and interaction design has been used and combined to construct and analyse interviews, workshops, question sets, and app tests with the coaches in Uganda and Zambia. In total, three months were spent testing and iterating on low-detailed and high-detailed prototypes. The result is a launched hybrid app for Android, iOS and web. A formative test shows coaches are more reliably correct using an improved design of multiple-choice questions than a standard multiple-choice design. Interviews shows the coaches has become more aware of what they know and do not know, and feels more confidence before their youth lesson with an increased quiz result. Further research should evaluate that the actual quality of the youth lesson improves. Increasingly well-constructed multiple-choice questions with thoughtful feedback could stimulate creativity and problem-solving, deemed important by entrepreneurship education research. After overcoming usability issues, the final app could reach both low and high-order learning objectives within entrepreneurship. The app did seemingly improve the quality of entrepreneurship education for the coaches in this specific developing world context. Further research should also investigate the design and implications of a digital-only entrepreneurship education for the coaches, having in mind that the teacher is believed the main factor of entrepreneurship education. As of now, the app is an effective compliment and assistance to the physical training.
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Ianuzziello, Enrica. "Riflessioni sull’apprendimento linguistico e il Mobile learning: un contributo al progetto CALL-ER." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2021. http://amslaurea.unibo.it/22924/.
Full textAbstract:
Questo lavoro di tesi si inserisce nell’ambito del progetto di ricerca CALL-ER (“Context-Aware Language Learning in Emilia Romagna: turismo esperienziale e apprendimento nelle città del Multicampus UNIBO”) e ha l’obiettivo di osservare le funzionalità e le caratteristiche di cinque app progettate per veicolare l’apprendimento delle L2: Duolingo, Babbel, LingQ, HelloTalk e UniOn!. Nella prima parte si fornisce un quadro teorico su alcuni concetti chiave afferenti al settore del Mobile learning: si descrivono i tratti principali del Mobile-assisted Language Learning (MALL), del Context-aware mobile learning, dell’apprendimento incidentale e dell’apprendimento esperienziale. Nella seconda parte si offre una panoramica teorica sulle nozioni di lessico e pragmatica: entrambe le componenti della lingua assumono un ruolo di rilievo nel presente studio e sono state considerate criteri discriminanti nell’analisi delle app. La terza parte introduce la metodologia adottata per la selezione delle app, che verranno in seguito analizzate e presentate sotto forma di schede, nelle quali si evidenzieranno rispettivi punti di forza e di debolezza. La quarta parte del lavoro descrive il progetto di ricerca e, successivamente, propone alcuni suggerimenti personali mirati a inserire nella futura app CALL-ER sezioni e attività intese a valorizzare l’apprendimento del lessico e della pragmatica dell’italiano come L2. Il fine ultimo del lavoro è quello di richiamare l’attenzione sugli elementi attraverso i quali la app CALL-ER, o una simile applicazione mobile di apprendimento context-aware ed esperienziale, possano favorire l’acquisizione o il consolidamento della dimensione lessicale e della dimensione pragmatica dell’italiano L2.
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Mateus, Patrícia Isabel Fonseca. "Aprendizagem baseada em projetos e ensino da programação com recurso ao App Inventor." Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29786.
Full textAbstract:
A aprendizagem da programação constitui um desafio de elevada exigência para uma grande maioria dos estudantes do ensino secundário. A necessidade de adoção de métodos de aprendizagem com maior pendor na participação ativa dos estudantes e com oportunidade de “aprender fazendo” podem constituir uma estratégia efetiva, considerando os efeitos positivos na motivação e no envolvimento dos alunos na resolução dos problemas que decorrem deste tipo de atividades. O objetivo deste estudo consiste em investigar o impacto da adoção do método de aprendizagem baseada em projetos como forma de aumentar a participação dos alunos nos processos de aprendizagem, facilitando a aquisição e aplicação de conceitos e lógica de programação com recurso a um ambiente de programação visual, em particular ao App Inventor, criado no MIT. O contexto da investigação será o ensino da programação no âmbito da disciplina de Aplicações informáticas B, envolvendo uma turma de 12ºano de escolaridade, no âmbito da Prática de Ensino Supervisionada do Mestrado em Ensino de Informática. A metodologia de investigação adotada é de natureza qualitativa e quantitativa, com recurso a observação de aulas, análise de projetos de programação e questionários aos alunos. Com base nos resultados obtidos, verificou-se que esta metodologia de ensino e por se ter usado uma linguagem de programação visual, contribuiu para aquisição e consolidação dos conceitos de programação, e que tanto a autonomia como a motivação foram sempre elevadas no decorrer do trabalho. Como se tratou de um estudo de caso, não são autorizadas extrapolações para além do próprio contexto onde o estudo foi realizado; Project-based learning and Programming teaching using The App Inventor.
Abstract:
Learning programming is a high-demand challenge for a large majority of secondary school students. The need to use learning methods with greater support in the active participation of students and with the opportunity to "learn by doing" can constitute an effective strategy, considering the positive effects on the motivation and involvement of students in solving the problems that result from this type of activities. The aim of this study is to investigate the impact of the adoption of the project-based learning method to increase students' participation in learning processes, facilitating the acquisition and application of concepts and programming logic using a visual programming environment, in particular in the Inventor App, created in MIT. The context of the research will be the teaching of programming within the discipline of Computer Applications B, involving a class of 12th year of schooling. The research methodology to be adopted is qualitative and quantitative, using the observation of classes, analysis of programming projects and questionnaires to students. It is expected that research can contribute to a better knowledge of the processes involved in the implementation of the project-based learning method and the potential benefits and constraints in this target audience. Based on the results obtained, it was found that this teaching methodology and because it used a visual programming language, contributed to the acquisition and consolidation of programming concepts, and that both autonomy and motivation were always elevated during the work. As this was a case study, extrapolations beyond the context in which the study was conducted are not allowed.
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Ramos, Diogo José Lopes. "APP Inventor: android based m-Learning tool." Master's thesis, 2016. http://hdl.handle.net/10348/6382.
Full textAbstract:
Dissertação de Mestrado em Engenharia Electrotécnica e de Computadores<br>Com o constante desenvolvimento da tecnologia móvel, o seu uso
por estudantes está crescer cada vez mais. Isto levou a criação de um novo
conceito na educação chamado Mobile Learning. Este novo modelo proporciona ao estudante uma maior exibilidade no seu processo de aprendizagem, através do uso de dispositivos móveis em contexto educacional. Quem lida com estudantes
já se apercebeu que estes possuem uma forte ligação com os dispositivos móveis.
Assim, torna-se necessário criar novas formas de explorar este domínio e tornar a sua utilização vantajosa para o processo de ensino/aprendizagem, tanto dentro como fora da sala de aula.
O trabalho desenvolvido no âmbito desta dissertação consiste no desenvolvimento de duas aplicações com o intuito de ajudar professores e estudantes no seu processo educacional. No desenvolvimento destas aplicações a plataforma usada foi o MIT App Inventor 2, um ambiente visual de projeto e programação baseado em blocos de código que torna possível a criação de aplicações Android acessível a uma ampla gama de utilizadores, com ou sem conhecimento de programação. As aplicações desenvolvidas Teach2Student e Student2Teach destinam-se a ser utilizadas respetivamente
por professores e alunos de uma forma articulada.<br>With the constant development of mobile technology, its use is increasing
by students. Therefore, it has led to the creation of a new educational paradigm
named Mobile Learning. This new parading provides students with exibility in
their learning process, with the use of mobile devices for learning purposes. It is
already known that students have a strong connection with their mobile devices.
Thus, it is necessary to create new forms to explore this field, and make it an
advantageously way to the teaching/learning process, both inside and outside the classroom.
The work developed under the scope of this dissertation consists in the development of two Android applications with the aim of helping teachers and students in their educational process. To develop this applications the platform used was MIT App Inventor 2, which is a visual block-based development environment that makes Android application creation accessible to a wide range of users with or without programming knowledge. The developed applications: Teach2Student and Student2Teach were designed to be used by teachers and students respectively, in an articulated form.
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WANG, GUO-LONG, and 王國龍. "Serious Games of App on Mobile Learning." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/32041979490232004075.
Full textAbstract:
碩士<br>東海大學<br>資訊工程學系<br>101<br>The popularity and fast development of mobile device, which can replace the conventional role of paper in distributing and recording information, has made it a daily commodity for every person in the future.
Since the most widely downloaded mobile applications (APPs) are in the game category, we were motivated to use gaming apps as a means to implement M-learning and to reduce paper consumption.
The current trend of mobile app development and an analysis of serious games are covered in the present study. We used the open-source game, Devana, to design a serious-game learning platform; and we used Google Android SDK and a Java-language tool, Eclipse, to practically devise a mobile app as a mobile learning tool to access this platform.
Our method was combining 3G network and PHP scripting as a mediator for the MySQL database server in order to achieve synchronization between the mobile device and learning platforms.
Finally, we discussed the difference between using APP and personal computer in serious games as a platform of digital learning, and explained possible future development of APP-associated serious games.
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Lei, He-Jun, and 雷禾鈞. "Mobile APP for Learning About Zoo Animals." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/zhbrx9.
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碩士<br>國立交通大學<br>多媒體工程研究所<br>107<br>In this work, a mobile phone-based app is designed to teach about animals in the zoo and highlight facts about them. The purpose is to encourage visitors to return. A survey is conducted to investigate users’ interaction with the content based on their previous experience inside any zoo they visited or their knowledge about animals.
The visitors who stop with the purpose of observing how an animal looks, moves and acts in real life are essentially engaged in free choice learning. The zoo is like a museum, a kind of exhibition except that the items are living creatures.
From the responses of users, we planned further improvement of the features such as ambient sound recording, mapping the layout of real zoo, using corresponding software such as ZBrush and SpeedTree to model rocks and trees for enhancing the digital zoo environment. Texture-painting for more accurate and realistic animals, Inverse-Kinematics, volume snapping of skeletal armature, motion tracking and using biovision data to animate the animals in app.
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Wong, Hao-Jian, and 翁豪健. "Application of APP Mobile Learning in Energy Education." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/55300994408792039947.
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碩士<br>國立高雄應用科技大學<br>電機工程系博碩士班<br>103<br>Mobile learning has received increasing attention in recent years because of the prevalence of mobile devices. This study elucidates the content of energy education and mobile apps and multimedia technology to plan and design teaching materials related to energy. In addition, an e-Learning platform is developed for learners to engage in mobile learning at any time and any place. We hope to enrich energy education through using creative learning methods, because mobile learning may facilitate the development and promotion of energy education as mobile devices grow in popularity.
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Syu, Jian-Siang, and 許健祥. "Research of Serious Games App on Children Learning." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/53473872792335364019.
Full textAbstract:
碩士<br>龍華科技大學<br>電機工程系碩士班<br>102<br>This thesis presents a serious game that combines smart phone application with the car in order for children to learn the applications. In the past, teaching methods were easy to make children lose their interests in learning. The reason is that the conventional educating methods for children were made only through pictures or text modes. Such approaches are very boring and unattractive.
After 2010 AD., however, a serious game has begun in this country by learned man. Because of the advantages of the characteristics of serious games and the popularity of smart phones, the application is designed by combining the two major areas of learning and games which is fit for children. This enhances the children to learn and makes it an indispensable necessities of life.
Therefore, this thesis will be useful for designing a serious game which can be used by widely popular Android Platform Smartphone. This will help children learn in the car and reduce children's visual impairment due to prolong look at the Smartphone. In addition, it will enhance the interaction between parents and children. The most important thing is that it will increase the interest of the game so that children will not feel boring in learning. Therefore, this will have a great effect for children in learning.
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CHIH-YUAN, CHANG, and 張智遠. "APP-based E-Learning Platform for Internet Security." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/05300206731639648960.
Full textAbstract:
碩士<br>亞洲大學<br>資訊多媒體應用學系<br>103<br>Taiwan's rapid move towards a new era of mobile Internet.Mobile Internet access is popular in Taiwan life.Whether it is a resource, network transactions, network communications and other information, are circulating on the Internet.So Internet safety education is an important issue not eligible for the missing.
So, how complicated and tedious network information security from the root Zhaqi knowledge, education is an important issue.This study will focus on the country for primary schoolchildren.Design video teaching a lively action APP application to enhance network security knowledge of school children, to avoid students being phishing, a capital leakage, and dangerous, to strengthen network security education.
Therefore, this study proposes a kaleidoscope APP network learning platform concept, design a fun game with a learning platform, through action learning APP application, which allows children in a happy atmosphere and feeling, learning safety knowledge network.
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Hsieh, Hsiao-Chien, and 謝小倩. "Using Augmented Reality build to mobile learning App." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/34687980635936131527.
Full textAbstract:
碩士<br>銘傳大學<br>資訊管理學系碩士班<br>103<br>Nowadays, mobile devices are popular because of the smaller size and being more convenient, and therefore, people use them every time and everywhere which means they are ubiquitously in our daily life. As the popularity of mobile devices increased, more applications are being developed and downloaded.
The research developed mAR system game app. It is an English learning game app that combines android platform and augmented reality. The user can answer questions in the app by kicking the wooden boards in the screen. As a result, the effect of learning might improve because of the interaction between the device and user.
The experiment is separated into two groups; we picked 63 people for traditional and 30 people for experimental group randomly from Ming-Chuan University. We discuss the relationship between both groups by the survey that we did. The result shows that the effect of learning is decreased in the traditional group. However, we find out the learning is significantly increased in experimental group which illustrates the importance of the app. It can be as a reference for other experiment in the future by the result.
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FANG, HUI-CHING, and 方惠卿. "Design and Development for Tsou Language Learning APP." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/q6hzb9.
Full textAbstract:
碩士<br>南華大學<br>資訊管理學系<br>106<br>Due to the popularity of smart phones, various apps are widely used. In addition to leisurely entertainment and promoting life convenience, apps are also used in mobile learning.By using apps individually, students can learn at their own pace and fully take ownership of learning.The design of the app is based on contextual learning theory to find out the difficulties of students when learning Tsou language.It may help students to remember words more effectively.Therefore, this study collects students' learning needs to design Tsou language learning app according to their demands.When students use the app to learn, not only does it add more fun, but it also helps students have more confidence in learning.Moreover, through memorization of individual words students will gain more understanding of and connection to their own language and culture.
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Yang, Shun Min, and 楊舜閔. "The Effects of English Vocabulary Learning APP with Self-regulated Learning Mechanism on Learning Performance." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/04098638055371331894.
Full textAbstract:
碩士<br>國立政治大學<br>圖書資訊與檔案學研究所<br>104<br>English is currently the commonest international language. English competence has become the basic competence of each student. English vocabulary learning is a primary basis to learn English well. How to help students learn English well therefore becomes more important.
Following the changeable development of information technology, computer assisted language learning has become a development trend. Research on utilizing self-regulatory mechanisms for e-learning proved that self-regulatory mechanism could enhance learning performance. Nonetheless, there is little research on the application of self-regulatory learning mechanism to English learning, particularly to English vocabulary learning. For this reason, a “self-regulatory learning supported English vocabulary learning APP” is developed in this study, allowing learners monitoring and reminding themselves of the preset English vocabulary self-regulatory learning goal. It is expected to promote learners’ English vocabulary learning performance by urging learners to achieve the preset self-regulatory learning goal and enhance students learning with trial time. To verify that the “self-regulatory learning supported English vocabulary learning APP” could enhance English vocabulary learning performance, two classes of G6 students are randomly selected as the research subjects. A class is randomly assigned as the experiment group with the “self-regulatory learning supported English vocabulary learning APP”, and the other class is the control group without the “self-regulatory learning supported English vocabulary learning APP” for the three-week English vocabulary learning. The experiment findings show that
(1) Learners in the experiment group present significantly better learning performance and learning motivation than those in the control group.
(2) Site-dependent learners in the experiment group show remarkably better learning performance and learning motivation than those in the control group.
(3) Male learners in the experiment group reveal notably better learning performance and learning motivation than male learners in the control group.
(4) Female learners in the experiment group appear significantly beter learning performance and learning motivation than femal learners in the control group.
(5) Learners in the experiment group remarkably enhance the learning performance and learning motivation after the self-regulatory learning.
(6) Femal learners in the experiment group reveal better learning performance and learning attitudes than male learners in the experiment group.
Summing up the research results, it is suggested that the future experiment time could be extended and the self-regulatory scaffolding could be removed to understand whether students would cultivate the self-regulatory learning ability. According to the students’ responses, it is further expected that the APP could show the function of leisure. In this case, the gamification of learning could be studied in the future.
Keywords：Self-regulated Learning, Learning Performance, Cognitive Style, English Vocabulary Learning
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HSU, YA-TING, and 許雅婷. "Verify learning effectiveness and Satisfaction by Mobil Learning - Example by APP Mobil Digital Learning Web." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/7adb8f.
Full textAbstract:
碩士<br>正修科技大學<br>資訊管理研究所<br>102<br>Nowadays, Smartphone (SP) has been commonly be used by human and the human's life is strongly dependent on the SP. Through the deep-learning and APP Mobil digital learning platform to collect and analyze data, the influence of learning effectiveness and satisfaction were discussed in this research. There are three main objectives as follows: 1) To understand the effect between the length of online study time and study result. 2) To understand the level of satisfaction when the user practice this e-learning platform.
In this research, the dependent variable is “result of learning”; the independent variable is “online study time”. The result shows that 1) The learner’s performance is strongly dependent on spending of online study time. 2) The length of online study time affects the learner’s performance. 3) The learning effectiveness and satisfaction are satisfactory improvement after use of the APP Mobil digital learning platform to study.
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CHOU, CHUN-YEN, and 周君彥. "Development of an Interactive App Material on Swimming Learning." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/bt8cgf.
Full textAbstract:
碩士<br>國立高雄第一科技大學<br>電腦與通訊工程系碩士專班<br>105<br>Water sports are always popular in Taiwan but at the same time, we keep seeing drowning accidents occur. According to the "juvenile swimming drowning count" survey issued by WHO, Taiwan has the highest drowning rate. The Minister of Education has been encouraging students to learn swimming, however it happens a lot that students don’t know either the correct procedures, nor how they can practice by themselves when they learn, they end up quitting when difficulties hit them.This study will use Smart APP Creator 3.0 interactive multimedia e-book editing software to build a set of swimming support learning interactive teaching materials (hereinafter referred to as the textbook), the textbook reference to the Ministry of Education national primary and secondary school students swimming and self-help ability basic indicators and Taipei Education Department of Education Department of Sports (swimming expertise) teachers to provide practical teaching procedures, steps and essentials compiled. The course is designed in a step-by-step manner, and a validation game or self-view is performed at each stage. So that learners can arrange their own time and place reference exercises through mobile devices to reinforce traditional learning deficiencies. The textbook will be divided into three major spindles: For the water sports enthusiasts to get swimming knowledge, for beginners to be familiar with the basic skills of water and self-help, and for advanced swimmers to learn medley swim. So that learners of various degrees of swimming can choose their own units to learn, less prone to frustration in order to improve learning interest and effectiveness.
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Pinto, Luís António Galego. "Mobile app recommendations using deep learning and big data." Master's thesis, 2019. http://hdl.handle.net/10362/59930.
Full textAbstract:
Dissertation presented as the partial requirement for obtaining a Master's degree in Statistics and Information Management, specialization in Marketing Research e CRM<br>Recommender systems were first introduced to solve information overload problems in enterprises. Over the last decades, recommender systems have found applications in several major websites related to e-commerce, music and video streaming, travel and movie sites, social media and mobile app stores. Several methods have been proposed over the years to build recommender systems. The most popular approaches are based on collaborative filtering techniques, which leverage the similarities between consumer tastes. But the current state of the art in recommender systems is deep-learning methods, which can leverage not only item consumption data but also content, context, and user attributes. Mobile app stores generate data with Big Data properties from app consumption data, behavioral, geographic, demographic, social network and user-generated content data, which includes reviews, comments and search queries. In this dissertation, we propose a deep-learning architecture for recommender systems in mobile app stores that leverage most of these data sources. We analyze three issues related to the impact of the data sources, the impact of embedding layer pretraining and the efficiency of using Kernel methods to improve app scoring at a Big Data scale. An experiment is conducted on a Portuguese Android app store. Results suggest that models can be improved by combining structured and unstructured data. The results also suggest that embedding layer pretraining is essential to obtain good results. Some evidence is provided showing that Kernel-based methods might not be efficient when deployed in Big Data contexts.
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CHEN, HUI-CHIU, and 陳惠秋. "A Study on the App Assisted English Vocabulary Learning." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/28669441874666793653.
Full textAbstract:
碩士<br>聖約翰科技大學<br>機械與電腦輔助工程系碩士班<br>105<br>The aim of this study is to find out the effect of the app assisted learning on English vocabulary learning and to examine the students’ perceptions and students’ acceptance toward using the mobile learning program. A quasi experimental research method was adopted in the study. Two classes of the seventh grade from one New Taipei City public junior high school were randomly chosen. One class was the experimental group and the other was the normal group. The teacher, teaching methods and the contents were all the same in two groups. The only difference between the experimental group and the normal group was that the students in the experimental group used the app to assisted vocabulary learning. They used the app for 15-20 minutes in the morning on weekdays. The duration of the experiment was twelve weeks.
Three instruments were employed in this study, consisting of the App—Memrise, English vocabulary tests, a questionnaire about app assisted English vocabulary learning. A pre-test and a post-test of “English Vocabulary Test” were taken by both the groups ahead of and after the experimental period. In the end of the experiment, the experimental group additionally took questionnaire on app-assisted English vocabulary learning to express their point of views whether they’re highly motivated in the app-assisted mode or not.
The collected data was analyzed through statistical methods including the independent-samples t-test, the paired-samples t-test, and descriptive statistics, and was further illustrated by qualitative data. The major findings of the study are as follows:
1.The findings from the questionnaire and the interviews revealed that students had positive attitude toward the app assisted vocabulary learning. Students in the experimental group liked the app and would like to keep using it in the future.
2.The App—Memrise couldn’t highly enhance students’ interest in learning English.
3.The experimental group had significant improvement in spelling between the pre-test and the post-test. App is helpful for students in learning English.
4.There were no significant differences between the two groups in pronouciation and spelling.
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Chang, Hsin-Fang, and 張馨方. "Research Design of English Learning APP for Mobile Devices." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/19867097660006593254.
Full textAbstract:
碩士<br>正修科技大學<br>資訊工程研究所<br>102<br>In recent years, as surging smart phone as popular variety to satisfy people's daily life, study and work required smart phone applications have mushroomed shelves. In response to this trend of development and application of science and technology shares, this paper will introduce a help students and professionals to facilitate inquiries in English proper nouns, and the design of the smart phone application, called assisted learning English smart phone applications. This application is based on the Android development platform on Windows systems, integrated development environment for Eclipse, using the programming language Java, library system using the Android SDK. The main function of this application supported include: selectable difficulty levels in English, can be displayed in alphabetical order related English words can be selected to display a detailed explanation of English vocabulary and English vocabulary can enter a query such as voice.
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Tsai, Pi-Shan, and 蔡碧珊. "The Design and the Development of English Learning APP." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/2nkf33.
Full textAbstract:
碩士<br>國立交通大學<br>理學院科技與數位學習學程<br>105<br>In recent years, the number of people using smart phones is
increasing. Mobile devices have become convenient learning tools, many learning APPs also invented. Moreover, with the advent of technology, learning resources are easy to access. Learning is not limited by the time and the space.This purpose of this study is intended to develope an English learning through the cross-disciplinary cooperation between two English teachers and two technicians.
The English learning APP not only integrates Google voice recognition
to identify learners’ speaking, but also combines Arduino-driven technology to increase learners’ motivation.
This study aimed to record the process of cross-disciplinary cooperation for developing the APP. According to the interactions between the teachers and technicians, the strengths,weakness,and difficulties of cross-disciplinary cooperation are better understood.The conclusions of this study were served as suggestions for further studies regarding cross-disciplinary cooperation.
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Ho, Bo-Yu, and 何柏諭. "Teaching style made learning achievement compare differences─ A Case Study of Learning APP Inventor─." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/sahs3t.
Full textAbstract:
碩士<br>中原大學<br>資訊管理研究所<br>102<br>This study is to explore what is better way to teach computer programming courses. Currently, many teachers feel that the learning output of computer programming courses is not satisfactory due to no learning achievement. This study assumes the way of learning by doing is better than passive learning, the former is more suitable for computer programming courses because there is a “comprehension” status during the learning process, which creates higher learning achievement, and thus better learning output. Therefore, this study compares different learning achievements by different ways of teaching, namely, compares traditional step-by-step teaching with direction-oriented exploratory one to see which is better for computer programming courses or easier to generate “comprehension” for better learning achievement and output as well. Hopefully, the result of this study can help solve the problems encountered in computer programming teaching.
The result of this study found that different ways of teaching did not have significant relevance with neither learning achievement nor output, even with the comprehension. But using different ways to teach can cause differences in the learning process of self-evaluation. The traditional teaching is easy for students to get the sense of achievement, but the performance in the test is not really well. On the contrary, exploratory teaching won’t let students get too self-satisfied about the status of their learning, and the performance is even better than the traditional one. The exploratory teaching can help students quickly recognize their current status of learning. To avoid the phenomenon of learning gap, cause students’ learning depressed, and lose interest in learning.
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WANG, FENG-YU, and 王耀璿. "E-Learning APP for Taiwan History Course of Middle School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/h5j5h6.
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碩士<br>亞洲大學<br>資訊工程學系碩士在職專班<br>105<br>Mobile Internet has become popular in the lives of people in Taiwan, no matter trading information, or network communications, etc., information cannot be separated from the application of the network. People using smart phones and mobile Internet is very common, and downloading APP applications through the Internet in daily life is very usual, such as Line, Facebook, Youtube, and so on.
The students in Taiwan frequently download social community and game category APPs, but rarely download APPs for learning. Therefore, it is a good research topic to develop an APP-based learning platform to enhance the learning interest of the students.
This study focuses on the middle school curriculum of Taiwan history. As the history subjects are mainly focused on recitation and memorization in learning, it is necessary to let the students use the E-Learning APPs to study through the Internet. In this study, learning outcomes are evaluated to verify whether it is helpful for the students to understand the history of Taiwan. By analyzing the results of the learning platform for students' learning achievement, learning interest and satisfaction with the E-Learning platform, we hope to build an example of APP-based E-Learning platform and provide similar reference to the APP platform.
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Huang, Chu, and 黃筑. "Effects of Game-supported Interactive APP on Fraction Concepts Learning." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/65748893556169782299.
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碩士<br>國立臺灣師範大學<br>資訊教育研究所<br>104<br>This research was to design an interactive fraction APP for third graders whom often have misconceptions of fraction unit concepts when learning mixed fraction, proper fraction, and improper fraction. Different interactive games were used to help students learn fraction concepts and these effects on students’ mathematical learning attitude, learning performance, and APP satisfaction were assessed.
A Single-group pretest-posttest design was implemented. The participants were two classes of the third graders with 52 students in total at New Taipei city. There are three game-supported interactive APPs, the first APP is for the basic concept of the fractional unit, and the second APP is for the proper fraction, improper fractions and mixed numbers concepts and the conversion between them. And the third APP is for comparing the size of same denominator fraction.
The results indicated a significant improvement in students’ learning achievement, which means students could learn fraction concept via playing the game-supported interactive Apps. Students were holding a positive learning attitude toward fraction learning, having high satisfaction toward APPs and interaction. Interview data showed the APP not only can help students learn fraction concepts but also can make learning enjoyable. This study can provide the directions for designing digital game-based learning APPs for elementary students’ mathematics learning.
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LIN, MEN-TING, and 林曼婷. "A Self-learning Material Development of AR App Using Unity." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/2w4uc9.
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碩士<br>國立高雄第一科技大學<br>電子工程系碩士在職專班<br>106<br>Today’s rapidly advancing technology has facilitated the development of augmented reality (AR) techniques and mobile devices, which create an interactive experience of a real-world environment by bringing elements of virtual objects or content into the real world. AR has been applied in a great variety of fields. The purpose of this study is to develop a self-study program to guide non-professionals through the process of creating simple AR Applications as well as to experience AR techniques. Unity has been selected as the major development tool, along with simple Applications to provide practice and examples for the program material being developed. Based on previous learners’ feedback, the material has been modified so as to ensure learners’ positive experience of AR techniques and favorable response to the material.
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KAO, YU-CHEN, and 高語辰. "A Study of Mobile Learning APP at Elementary English Education." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/d529z4.
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碩士<br>國立屏東大學<br>資訊科學系碩士班<br>107<br>English is one of the common languages in the world. Under the trend of globalization, the importance of English has gradually increased. In recent years, the Taiwan government has attached great importance to the implementation of English education, hoping to enhance the ability of the people of the country and strengthen the international competitiveness. With the emergence of mobile vehicles such as smart phones and tablets, the application of digital technology has been greatly accelerated, and further into all aspects of modern society. In the area of national primary education, the introduction of action vehicles into the practical application of teaching sites in various disciplines has also become an important trend that has to be faced up.
This study explores the acceptance of English-language education software APP by Kaohsiung's English-speaking English teachers. The official in Kaohsiung City of English teachers are the subject of research. The urban and rural areas of Kaohsiung are different in different areas, so the relative educational system may be derived. There are differences. And use the questionnaire to further conduct sampling surveys. The results were further analyzed and judged.
The Mobile Learning App is applied to the English education of the elementary schools. First, Different ages, genders and seniority do not affect the willingness of English teachers in English to use English. Second, Different educational backgrounds will not affect the willingness of English teachers of English and Chinese to use English. Third, Both the English and Chinese teachers have positive and positive views on the English education software APP.
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Liu, Yu-Chia, and 劉又嘉. "Develop Mobile Learning App: Basic Makeup Technique As The Example." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/a3zpb9.
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碩士<br>國立臺中科技大學<br>多媒體設計系碩士班<br>102<br>With the advancement of information technology has gradually changed human lifestyle, such as recreation, social intercourse and education. The Ministry of Education had implementing integrate information technology into education has been encouraged for years. With the mobile device have been developed rapidly and became prevalent has changed human learning types gradually. Mobile learning currently become the newest learning generation trend already.
In recent years, with the progress of living level has changing people’s social attitude. People pay more attention to their appearance, raising the consumption amount of cosmetic, the learning needs of make-up also increased. The design of materials should also meet the needs of the latest technology devices. In this study, we developed an APP for markup learning. In order to increase interactive programs to improve students'' learning motivation by immediate feedback ways. The APP as after-school textbook or self-study aids can achieve a ubiquitous learning environment, where the user can launch learning activity at any time and any place.
In this study, the author utilized pre-test and post-test experiments; the pre-test was conducted written exam paper, and the post-test utilized online quizzes and questionnaires.The participants of subjects included undergraduate and graduate students aged between 18 to 30. The first part of the basic information of the subjects via by questionnaire survey were divided into two groups, one had makeup learning experience and the other none. Both groups had scores improved after course, but the group who had makeup learning experience had obvious progress. The second part of the questionnaire was used Likert scale satisfaction assessment to investigate the design of the mobile learning APP, the motivation of using, and learning effects. Lastly, the finding indicated that relevant improvements of the teaching materials and design can be used for reference when designing similar curriculum in the future.
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Chang, Tse-Tien, and 張澤天. "Development of Hazards Identification Learning App for Students with Disabilities." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/7t6yku.
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碩士<br>國立交通大學<br>土木工程系所<br>106<br>Taiwan has experienced various types of natural disasters for many years and has been listed as a Global High-Risk Country along with Japan, USA, and China in Natural Hazards Risk. Faced with the threats of natural disasters, there are many research studies focus on the theme of disaster prevention education. The government has also formulated a number of policy plans and teaching resources, hoping to establish an active concept of disaster prevention among the people of the country.
In the concept of disaster prevention, students with disabilities who are classified as disable evacuation have differences in both physical and psychological development. They are limited by studying attention and learning ability, also need more help in promoting disaster prevention education and develop suitable teaching resources. However, various researches and policy had less focus them.
The study used a questionnaire approach to interview the teachers in special school, understand the status and the types of teaching materials that they are lack of. Developed an iOS learning App with the theme of hazards identification which is special for students with disabilities. After the completion of development, provide the practical experiences for two special schools. All the students and teachers provided positive feedback and suggestions for this research. This can truly help them establish correct hazards identification knowledge and provide a usable teaching material for teachers.
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Jheng, Ming-Ren, and 鄭銘仁. "Using Geographic Mobile learning APP to Assist Taiwan Industry Learning for Junior high school students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/08786613615450854269.
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碩士<br>中華大學<br>資訊管理學系碩士班<br>102<br>Due to the rapid development of information technology, people have accustomed to using information technology, such as smart phone and tablet. Furthermore, the age group of using information technology is getting younger. The aim of this study is to develop a Taiwan industry geographic mobile learning APP to assist students’ learning of geographic class. The mobile device of Android operating system as an experimental tool and the purpose is to help students’ learning without limits of time and place. In the study, the knowledge of geographic is displayed by APP and combined with QRcode to let students blend into the scenario of learning. However, the research will investgate which whether students have significance in the learning. After that, the study will use social network to analyze that the influence between individual and group.
There are 57 students were invited as experimental participants form Taichung Tungshih junior high school. The experiment group has 28 students and the control group has 29 students. The research used the quasi experimental method. We will have a pretest of learning achievement questionnaire before experimental and compare with the influences of posttest. The control group used the traditional teaching method. After finished the experimental, we will have a posttest of learning achievement questionnaire. The results of study shown that the learning achievement of experiment group which using geographic mobile learning APP has significance. However, although the scores of control group have improved, the learning achievement has no significance.
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Lin, Yu-Hsuan, and 林育萱. "Remedial English Learning for Low Achievement Students with Interactive Multimedia App." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/50705671676477678952.
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碩士<br>亞洲大學<br>資訊工程學系碩士在職專班<br>104<br>The importance of English has been attracted highly attention as the coming of global village. In elementary schools, the subject of English is started at the first grade. However, according to the observation in class, there are many students who lack of the interest toward learning. This situation causes the serious double peaking in language learning. The problem gets worse year by year.
To improve students’ learning achievement effectively and increasing their learning motivation is a vital lesson. Nowadays, mobile devices like tablets or smart phones influence on our living style, even the learning patterns. The study applies mobile devices to assist in research, and design of interactive multimedia App for low achievement students. The goal of this study is to use the features of interactive multimedia App to increase the interest of English learning.
The consequence of study reveals that most students are more interested in language learning by interactive multimedia App than traditional teaching. Students’ attitude toward learning becomes positive and initiative.
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Huang, Shang-En, and 黃上恩. "The Effectiveness of Multimedia Augmented Reality Teaching App on E-learning." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/6xhh6z.
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碩士<br>國立虎尾科技大學<br>多媒體設計系數位內容創意產業碩士班<br>106<br>With the popularity of Pokémon GO, more and more users apperceive the technology of AR. That is to say, people can interact with virtual items in reality, without limitation of space. In the past, teaching was mostly based on the traditional textbooks, which included excessive presentation of words and pictures. Some even use the form of film, which often resulted in insufficient learning due to low attraction. Therefore, interactive learning became more interesting than the traditional textbooks.
This study aims to creating an interactive learning app based on augmented reality. We will also explore the development and the usage of augmented reality in education.
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TSAI, YA-YUAN, and 蔡雅圓. "App and Device for IoT Course Learning, PCB Module Borrowing Management." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/86jh6x.
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碩士<br>明志科技大學<br>電子工程系碩士班<br>107<br>In an Artificial Intelligence (AI) and Internet of Things (IoT) booming era, either factories or families require the information of sensors to improve their daily lives. The collection of information needs microcontrollers as sensor nodes to assist data aggregation and processing or as bridges to upload data into Clouds. As a result, more people are required to engage in the development of IoT microcontrollers.
However, learning AI programming and intelligent controllers require time and resources. There are people, who desire to learn Firmware development on their own, cannot afford thousands of dollars on evaluation boards, sensors, as well as related books. Especially, the effectiveness of self-learning on Firmware development does not reflect well. Therefore, learning Firmware development requires high cost in terms of time and expense. It is a barrier for people to conquer.
From the experience of implementing projects regarding Self-making tutorials and teaching Problem-based learning (PBL), the study designs, develops and deploys tutorials, teaching aids, and teaching equipment for Firmware development beginners. The research assists the beginners to learn embedded system development. In addition, the research establishes a management system for borrowing or loaning teaching equipment.
The study, including the rental and leasing management system (management App) implemented in Android applications, constructed self-made teaching aids. The teaching equipment provides students to learn design of embedded system. From the Android application interfaces, users can borrow teaching equipment by themselves via the management system. Moreover, the research can generate tutorials for programs of embedded system design courses which can support teachers to instruct courses. In conclusion, as increasing engagements of professional programmers, this tutorials and teaching equipment project will be enhanced into an IoT platform.
Key words：IoT, Self-made Teaching Aids, Management App, 3D Print
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Yang, Zong-Han, and 楊宗翰. "A Study of Using Collaborative Learning and Memory Strategies to Develop English Vocabulary M-Learning APP." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/43483914415693206527.
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碩士<br>國立高雄師範大學<br>資訊教育研究所<br>103<br>Learning foreign languages is more important than ever by the trend of globalization. Moreover, vocabulary learning is vital for learning foreign languages，but learners encounter difficulties in memorizing words. Accordingly, this study proposes a mobile software App for learning English vocabulary based on Collaborative Learning and Memory Strategies. Using the App, learners can, firstly, record their Chinese speaking in their daily life and then the App will extract the corresponding English vocabularies automatically from the speaking records through Google voice recognition and Chinese word segmentation technologies. With the mobile learning software tool learners can learn these English vocabularies that they use daily. After learning, learners can through Social Networking share what they learn and testing result with friends then praise or encouragement each other Finally, 60 college students who were randomly selected to participate in the survey, The results of this survey showed that the students agree the system help them to learn English effectively.
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Chen, Hsinyi, and 陳欣宜. "A Study of Vocabulary Learning Strategies and Interface Usability of TOEIC Vocabulary Learning App on Smartphone." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/08183398176335732736.
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碩士<br>國立臺北教育大學<br>教育傳播與科技研究所<br>100<br>The study was about investigating the usability of Ivy English TOEIC, the most popular App software in the education category. The purposes of the study were to analyze the vocabulary learning strategies applied, to evaluate the interface usability, and to find out potential problems. The evaluation criteria were based on Oxford’s vocabulary learning strategies and Nielsen’s five usability features: learnability, efficiency, memorability, errors, and satisfaction.
The research methods adopted in this study included vocabulary learning strategies questionnaires, users’ hands-on test, heuristic evaluation, and satisfaction questionnaires.
The results of the study were listed below:
1. Vocabulary learning strategies: The questionnaires showed there were three vocabulary learning strategies that Ivy English TOEIC was able to support, including applying sounds, mechanical skills, and reviewing well.
2. Learnability: The users’ hands-on test showed the average rate of task completion was 84%. In heuristic evaluation, the problems brought out included the meaning of images and content were not clear enough, and instruction documentation was lacking. The satisfaction questionnaires showed 60% to 70% of the users were satisfied with the learnablity of the App.
3. Efficiency: The users’ hands-on test showed the average time of task completion was 52 seconds, and the average latency time of the software was one second. In heuristic evaluation, the software design corresponded with the concept of shortcuts from the usability guidelines. The satisfaction questionnaires showed 70% to 80% of the users were satisfied with the efficiency of the App.
4. Memorability: The users’ hands-on test showed the average number of tines of manipulation and the average frequency of error occurrence decreased considerably after repeated operations. In heuristic evaluation, the lack of built-in guidance might cause inconvenience and confusion for users. The satisfaction questionnaires showed 70% of the users were satisfied with the memorablity of the App.
5. Errors: The users’ hands-on test showed the average numbers of times of software failure was 0.01 times, and the average error rate was 43.5%. In heuristic evaluation, the lack of error messages when errors happened might cause inconvenience and confusion for users. The satisfaction questionnaires showed 50% to 70% of the users were satisfied with error rate of the App.
6. Satisfaction: The satisfaction questionnaires showed more than 90% of the users were satisfied with Ivy English TOEIC on the whole.
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Cao, Ding, and 曹鼎. "Effects of Design Factors of Game-based English Vocabulary Learning APP on Learning Performance, Emotion, and Attention." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/99664868900918177837.
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碩士<br>國立政治大學<br>圖書資訊學數位碩士在職專班<br>104<br>Game-based learning has been proved to effectively boost learners’ learning performance, while whether more enjoyment designed in the game brings better learning performance remains unknown. Besides, what game design factors will affect learning performance and simultaneously keep learners interested in the game is also worth investigating. Moreover, attention and emotion are two dimensions which should be taken into account when designing learning games. As a result, this study tries to assess the effects of using two different English vocabulary learning APPs with significantly different game design factors on learners’ performance, sustained attention, meditation, and vocabulary memory retention, respectively.
A pilot study was conducted beforehand to examine whether the two considered English vocabulary game APPs differ significantly in game design factors including concentration, feedback, challenges match player skills, control, and immersion. In the formal study, thirty-six Grade 12 students from Matsu senior high school participated in this study. They were randomly divided into two experimental groups based on gender and pretest scores, separately using two English vocabulary game APPs with significantly different game design factors for English vocabulary learning. The study lasted for four weeks. Analytical results show that students using game with lower scores in game design factors generated significantly better vocabulary learning performance, memory retention and meditation level than those using game with higher scores in game design factors, while sustained attention level was lower. Also, they were significantly correlated to one another. Moreover, this study further confirms that gender differences existed among English vocabulary learning games with different game design factors. Girls were found to have significantly better English vocabulary learning performance and memory retention in the game APP with lower scores in game design factors. Furthermore, “challenge matches players’ skill” was found to be the most important game design factor when designing game-based English vocabulary learning APPs.
In conclusion, this study confirms that English vocabulary game APPs with lower exciting elements have more positive learning effects on learning performance, memory retention than those with higher scores in game design factors. The result indicates that when designing games, higher exciting game design factors are not suitable for cognitive learning, such as English vocabulary learning. Finally, this study provides suggestions for future game-design developers to take gender differences into consideration when designing English vocabulary learning game APPs, and meanwhile tries to strike the balance between educational purpose and entertainment of the game APPs.