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首页> 外文期刊>International journal of mobile and blended learning >Mobile Devices as Support Rather than Distraction for Mobile Learners: Evaluating Guidelines for Design
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Mobile Devices as Support Rather than Distraction for Mobile Learners: Evaluating Guidelines for Design

机译：移动设备作为支持而不是使移动学习者分心：评估设计指南

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This article questions the design of mobile learning activities that lead students to spend time focusing on the mobile devices at the expense of interacting with other students or exploring the environment. This problem is approached from an interaction design perspective, designing andanalysinggeometry-learningactivities. The authors present six guidelines for designing mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. The guidelines are developed through video analysis of groups of middle school students doing learning activities outdoors and evaluated using the task model. The guidelines suggest that students (I) assume roles based on a different functionality of each device, (2) use devices as contextual tools, that the activities, (3) include physical interaction with the environment, (4) let teachers assume roles, (5) encourage face-to-face communication, and (6) introduce students to the mobile devices.
机译：本文对移动学习活动的设计提出了质疑，这些活动导致学生花费时间专注于移动设备，而却与其他学生互动或探索环境。这个问题是从交互设计的角度，设计和分析几何学习活动来解决的。作者提出了六项设计移动学习活动的指南，其中移动设备支持而不是分散学生对与学习目标相关的内容和上下文的注意力。通过对在户外进行学习活动的中学生群体进行视频分析，并使用任务模型进行评估，制定了指南。该指南建议学生（I）根据每种设备的不同功能来承担角色；（2）使用设备作为上下文工具；这些活动（3）包括与环境的物理交互；（4）让教师承担角色； （5）鼓励面对面的交流，以及（6）向学生介绍移动设备。

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