How to Design a Mobile Learning Environment
Recommendations Based on Student Perceptions
Pablo Rebaque-Rivas, Eva Patricia Gil-Rodríguez and Irene Manresa-Mallol
Community Initiatives (Office of Learning Technologies), Universitat Oberta de Catalunyaet, Barcelona, Spain
Keywords: Mobile Learning Environment, Mobile Learning, User-centered Design, Mobile Strategy.
Abstract: The rise in sales of smartphones, the importance of anywhere connectivity, the general adoption of mobile
apps, and the opportunities brought by mobile devices in educational settings underline the delay with
which universities have moved to adapt their virtual learning environments for mobile devices. Providing
students with a means to access the learning environment from a mobile device is therefore a pressing need.
In this paper we present a series of recommendations designed to guide universities in the development of
mobile learning environments, based on a case study of the Universitat Oberta de Catalunya (Open
University of Catalonia, UOC), an online university. A focus group was organized to gather students’ views
on the three mobile developments for the UOC’s Virtual Campus: a native app, an adapted version for
mobile browsers, and an e-mail client app.
1 INTRODUCTION
Smartphones and tablets are increasingly used by the
general population and Spain, in particular, is one of
the countries of the European Union with the highest
levels of smartphone sales (Europapress, 2013). The
expansion of the apps market appears unstoppable
(Ticbeat, 2013), and uses are being found for mobile
devices and apps in an increasing number of areas,
including leisure, city management, public
administration, education, etc.
The spread of mobile devices and apps has given
rise to various debates, which centre around the
technology itself, how this technology should be
used (Maceiras et al., 2011; Piguillem et al., 2012;
Rathi et al., 2012), how to guarantee a satisfactory
user experience (Ballard, 2007, Nakhimovsky et al,
2009), and the relative merits of native, web and
hybrid apps (Budiu, 2103; Charland, 2011).
In education – particularly the higher education
sector – debate over mobile apps must also
incorporate consideration of the use of mobile
devices and apps for teaching and learning, or m-
learning, (see, for example, Barnes, 2013).
As such, if a university wants to adapt its virtual
learning environment for mobile devices it will need
to take decisions regarding educational content,
technological structures, and the desired form of
human-computer interaction (HCI).
While there is already a body of literature on m-
learning (Barnes, 2013; Gikas, 2013), the
relationship between m-learning and UX (Dirin,
2013), and the types of technology and platforms
that can be used to in adapting a virtual learning
environment for mobile devices (Xhafa et al., 2010),
there is an obvious lack of studies addressing the
views of students, not with regard to the learning
process itself but in respect of their capacity as users
of both mobile devices and mobile learning
environments. In other words, the literature contains
little consideration of the extent to which virtual
campuses are adapted to the real needs of their
users.
Questions that must be asked include the
following: If a university offers a wide range of
services, which are the most relevant to students
when they connect from a mobile device? Would
students prefer to use a virtual campus specifically
adapted for mobile browsers, a native app, or the
choice of both? If the university intends to develop
an app, would students prefer a single app that
combines only the most relevant services or
individual apps for each of the services offered?
In this paper we aim to shed light on the options
open to a university when developing a mobile
learning environment, based on the perspective of
the student-user. Specifically, we present a series of
recommendations based on a case study (Eisenhardt,
145
Rebaque-Rivas P., Gil-Rodríguez E. and Manresa-Mallol I..
How to Design a Mobile Learning Environment - Recommendations Based on Student Perceptions.
DOI: 10.5220/0004835301450152
In Proceedings of the 6th International Conference on Computer Supported Education (CSEDU-2014), pages 145-152
ISBN: 978-989-758-022-2
Copyright
c
2014 SCITEPRESS (Science and Technology Publications, Lda.)
1989) of the Universitat Oberta de Catalunya (Open
University of Catalonia, UOC), an online university.
A focus group was held with UOC students to gather
their views on the mobile developments currently
offered at the UOC and the direction work on these
developments should take in the future.
The mobile developments discussed in the focus
group were: an adaptation of the UOC Virtual
Campus for mobile browsers; a native app of the
Virtual Campus; and a native e-mail client app.
In the following sections we describe the three
mobile developments and explain the objectives and
composition of the focus group and the results
obtained from the discussion. Finally, we present a
series of conclusions and the recommendations for
other universities.
2 MOBILE DEVELOPMENTS
AT THE UOC
As stated above, the focus group was used to discuss
the adapted version of the Virtual Campus for
mobile browsers, the Virtual Campus native app,
and the e-mail client app.
The UOC Virtual Campus works as a portal
where students have access to all the different
services necessary to carry out their studies, such as
e-mail, the agenda, classrooms, news, library,
secretariat, and so on.
Optimized access to this learning environment
from mobile devices was both a necessary step and
an inevitable development. The growing use of
smartphones across society as a whole, and the
general profile of UOC students, who want to make
the most of any chance to carry out activities related
to their studies, have made it increasingly important
to provide an effective means of connecting to the
Virtual Campus from mobile devices (Gil-
Rodríguez, 2010).
Following a user-centered design methodology
(ISO; 2010), in an initial phase a series of focus
groups (Rebaque-Rivas, 2010), context studies (Gil-
Rodríguez, 2010) and usability tests (internal
document) were organized with UOC students to
find out about their requirements and to assess the
different design proposals deriving from their
comments. The results were used to define the
functions and services that students consider
essential in a mobile learning environment.
Having completed the initial research in 2011 the
UOC launched the adapted version of its Virtual
Campus for mobile browsers (Office of Learning
Technologies - Open University of Catalonia, 2011).
The new version has three main tabs: My UOC,
which gives students access to the principal range of
academic services (e-mail, virtual classrooms,
calendar, etc.), adapted for mobile devices; Menu,
which lists the other services available in the
standard Virtual Campus, which are not adapted for
mobile devices but are considered useful enough for
links to be provided; and Alerts, which provides
direct access to the main information and
notification spaces of the Campus (e-mail, virtual
classrooms, work groups, teacher board, etc.).
The simultaneous availability of conventional
and mobile services was one of the main points
considered during the focus groups.
Development of the native app began in 2011
through a joint initiative with Orange Spain to
design a Virtual Campus for exclusive use on iPads
(Gil-Rodríguez, 2011). The app was refined and
enhanced before being made available in late 2012
as a download from Google Play and the Apple
Store for the UOC community.
Unlike the adapted Virtual Campus for mobile
browsers, the native app only contains those services
that students identified as essential: e-mail, virtual
classrooms, alerts, news, agenda, and learning
resources.
The e-mail client, launched for Android at the
beginning of 2012, was the first UOC app to be
released. It is essentially a “light” version of the
standard web client, providing a smaller number of
key functions (inbox, folders, and compose
messages).
3 FOCUS GROUP
In this section, we describe the objectives,
methodology and composition of the focus group
and the principal results obtained.
3.1 Objectives, Methodology
and Composition
The Virtual Campus native app was launched in
September 2012, alongside the mobile browser
version and the native e-mail client. The
simultaneous availability of multiple mobile
developments was considered to be a potential
source of confusion among students, who would
have to consider the relative usefulness of three
different tools, the type of use they would be likely
to make of each one, and their preference for a
CSEDU2014-6thInternationalConferenceonComputerSupportedEducation
146
native app or an adapted learning environment for
mobile browsers.
A focus group was organized with UOC students
to find out the extent to which they are aware of the
mobile tools developed by the UOC, the use they
make of each one, and their satisfaction with the
functions provided. The students were also asked to
give their opinion of the combination of sections
adapted to mobile browsers and sections for
traditional browsers within the mobile version of the
Virtual Campus.
Specifically, we hoped to obtain information on
students’ patterns of use and connection habits
beyond strictly quantitative data (4% of total
connections to the UOC’s Virtual Campus are made
from smartphones, of which 50% are iOS handsets,
38% are Android, 8% are BlackBerry and 4% are
other platforms (internal document). This data
differs from the Spanish market shares of the major
smartphone operating systems: Android, 92%; iOS,
4,2%;, Windows 8, 1,9%; Symbian 0,9%;
BlackBerry 01% (Europapress, 2013). We also
aimed to determine the degree to which students are
aware of the different mobile developments offered
by the UOC, the use they make of each one, and
their views on the simultaneous availability of
different tools, as the basis for consideration of
possible improvements and potential developments
in the future.
For the focus groups, smartphones and tablets
were used to access the different mobile
developments, with demonstrations projected in
real-time to facilitate in-depth discussion and
evaluation of the students’ views. Students were also
given the chance to access and browse the tools
themselves (although they used their owned devices
for these tasks).
The sample taking part in the focus groups
contained representative proportions of male and
female students, 50% of whom had been UOC
students for more than one year and 50% less than
one year. The students were aged between 25 and 45
and were enrolled in different degree courses
(Business Administration and Management,
Communication, Public Relations, Systems
Engineering, and Criminology). Students were
selected on the basis of being regular users of a
smartphone and tablet (some had actually bought
their smartphone or tablet with their UOC studies in
mind, together with other factors). In addition,
almost all of the students divided their time between
study and work.
3.2 Principal Results
In this section, we present the principal results for
the main aspects discussed in the focus groups: 1)
patterns of use, connection habits and choice of
devices for connecting to the Virtual Campus; 2)
evaluation of the adaptation of the Virtual Campus
for mobile browsers; 3) evaluation of the Virtual
Campus native app; 4) evaluation of the e-mail
client app; and 5) future of the developments.
3.2.1 Virtual Campus: Patterns of Use,
Connection Habits and Choice
of Devices
For most UOC students, one of the main factors in
choosing to study at an online university is the need
to combine their studies with other activities, in
particularly their jobs.
As such, the patterns of use identified in the
focus groups were not completely uniform, varying
according to the students’ non-academic
commitments. Nevertheless, a few general
observations were made:
Students connect almost every day to check for
messages and notices, including updates to forums,
email or messages from lecturers, work groups,
debates, etc.
Students generally browse the Virtual Campus or
connect to study at night or after lunch time.
The students’ view on the importance of the
flexibility that the UOC provides depends to an
extent on the number of subjects in which they are
enrolled (which, in turn, depends on the time
available for study and each student’s budget).
The periods during which students connect are
determined in part by the academic calendar, with
more frequent connections registered when
assessment tests are due for submission or when
marks are posted.
Two distinct uses of the Virtual Campus were
detected: 1) to obtain information, for example by
checking for alerts and notices, viewing documents,
obtaining marks and consulting documentation on
continuous assessment tests; and 2) to work, for
example by downloading, completing and
submitting continuous assessment tests, and sharing
information with other students, lecturers or tutors.
With regard to the choice of devices for
connecting to the Virtual Campus, the primary
options are laptops or desktop computers,
complemented by less frequent use of smartphones
and/or tablets.
Laptops and desktop computers are used for both
HowtoDesignaMobileLearningEnvironment-RecommendationsBasedonStudentPerceptions
147
of the principal activities referred to above
(obtaining information and working) as the students
find them easier to work with. This is due in part to
the screen size, but also reflects the availability of
material and the ease of carrying out continuous
assessment tests on the larger devices. Students also
suggested that they feel more secure about carrying
out their work on laptops and desktops.
In the case of smartphones, during the initial
research we found that most students were not aware
of the developments we aimed to test in the focus
groups and that comments on connection habits
actually related to an unofficial mobile version of
the Virtual Campus developed by a UOC student as
a final degree project, or to the standard Virtual
Campus accessed from a mobile browser. As such,
the data on connection habits via mobile devices
could not be considered conclusive.
Students use smartphones devices mainly to
check for daily updates and notices in the
communication areas of the Virtual Campus. One
student explained: “Whenever I have a break from
work I check my mobile to see if anything new has
come up”. The students value the mobility and
immediacy of a smartphone for obtaining
information, although they acknowledge that it is not
very practical for consulting documentation; indeed,
a common complaint was the incompatibility of
smartphones with Office tools.
Finally, the students use tablets primarily for
viewing documents. They define tablets as
comfortable and practical devices that enable them
to read in situations where it is easier and more user-
friendly to use a handheld device than a computer.
As one student described: “… While you’re away, at
the weekend, on the train, on the sofa …”.
3.2.2 Virtual Campus for Mobile Browsers
Following a demonstration of the mobile version of
the Virtual Campus and having been given to chance
to access the adapted version from their own
devices, students were asked to give their opinions
of the development (see Figure 1).
We found that there was generally little
awareness of the mobile version of the Virtual
Campus. Most students were more accustomed to
checking the standard Virtual Campus from their
smartphone or tablet, either because the standard
version opened automatically or because they had
not found the link to the mobile version.
Having watched the demonstration and used
some of the functions of the mobile version from
their own devices, students commented that they
particularly valued the practicality of the adapted
Virtual Campus, in the sense that it contains all of
the most relevant information for connections from a
mobile device.
The most negative comments reflected the
students’ dissatisfaction with the fact that some
sections, such as Secretary’s Office and Tutor, had
still not been adapted for mobile browsers, while
there were links to other sections that students were
unlike to use from a mobile device, including
Library and News.
Figure 1: Virtual Campus adapted for mobile browsers.
Students were not critical of the combination of
sections adapted for mobile browsers with other
sections designed for traditional browsers, as they
understood that the mobile version was still in the
development stage. However, students did stress that
it would only be necessary to adapt those sections
they were most likely to connect to from a mobile
device, such as the academic record, alerts and
notifications, the teacher board, forums, subject
work areas and agenda.
3.2.3 Virtual Campus Native App
Students were shown an on-screen presentation of
the native app and were given the chance to use it on
their own devices (see Figure 2).
We again found that only a small number of
students were familiar with the app. In fact, the
students who had used it were generally those who
had enrolled at the UOC most recently. In some
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cases, as observed above, students confused the
native app with the unofficial tool that is also
available.
Figure 2: Virtual Campus native app.
The most positive comments reflected the students’
satisfaction with the fact that the app meets their
preferences and corrects the problems encountered
with the mobile version of the Virtual Campus; in
other words, it only contains the information
students consider relevant for connections from a
mobile device. As one student remarked: “It’s like a
pared-down version of the mobile version, it has
everything you need”. They also remarked that the
app is modern, innovative and functional, which
transmits a good image of the University as a whole.
The most negative comments received from
students – in line with their appraisal of the adapted
version of the Virtual Campus for mobile browsers –
referred to the absence of the Tutor and Secretary’s
Office sections (particularly as this prevents them
from consulting their academic records – they are
less concerned about being able to manage tasks)
and the lack of a general option to personalize the
app.
Students also suggested that the sub-folder
structure should be improved for communication in
forums, virtual classrooms and via UOC e-mail, as
the current structure creates a feeling of uncertainty
and generates concern that if students are unable to
connect to the full Virtual Campus they may be
missing out on information. It should be noted,
however, that at the time the focus group was
arranged, the native app was affected by a technical
issue and could only display the principal folders in
the forums, classrooms and e-mail.
3.2.4 e-Mail Client App
Finally, the e-mail client app was presented,
following the method adopted for the previous two
developments (see Figure 3).
Figure 3: UOC e-mail client app.
Students most highly valued that the app is a quick
solution for accessing their UOC e-mail. They were
less positive about the fact that the client app is
basically a substitute for the native Virtual Campus
app, making it both too specific and not sufficiently
comprehensive. As such, it does not meet the
students’ information requirements, as they will also
need to view other types of messages and alerts. As
one student explained: “When I want to check
something at the UOC it’s not just my in-box, it’s to
see whether there are messages on the notice board,
the forum…”.
In other words, the students considered that all of
this information should be gathered together in a
single app and that the e-mail client serves no useful
purpose, given that they can already check their e-
mail via the Virtual Campus native app. They
explained that having a number of different tools
creates a degree of uncertainty. As one student
pointed out: “If you have to check various apps, you
get the feeling that you might be missing out on
information”.
HowtoDesignaMobileLearningEnvironment-RecommendationsBasedonStudentPerceptions
149
3.2.5 Future of the Developments
Once the three developments had been presented,
students were asked to give their views on how they
should be developed in the future and what use they
are likely to make of each one.
The students indicated that they would connect
most frequently to the native app, as they see it as
the most direct form of accessing the Virtual
Campus and consider that it includes enough of the
necessary services (lacking only the Secretary’s
Office and Tutor sections, as they mentioned), unlike
the adapted version for mobile browsers.
The students also suggested functions that they
would like to see integrated into the native app.
These include a file storage and sharing system, such
as an internal server or a tool along the same lines as
Dropbox, compatible with all mobile ecosystems, in
order to access their records (documents, continuous
assessment tests, messages), and an instant
messaging tool similar to WhatsApp, to facilitate
interaction in specific tasks such as group projects.
With regard to the potential use of different types
of hardware (conventional computers and mobile
devices), the students consider that they will
continue to use a combination of the two, and that
mobile devices are unlikely to replace computers
altogether.
As tablets becomes more widely adopted, and
once assessment tasks can be carried out from these
devices, students believe that use will probably
increase, and that tablets could even become the
principal tool for certain tasks. The consensus is that
tablets could become an active part of their studies
and could even be the main device for connecting to
the Virtual Campus, as it was also pointed out in the
NMC Horizon Report 2013 (Johnson et al 2013) in
which tablets were identified as one of the key
trends in education and are regarded as having
immense impact on learning and teaching in the next
up to five years.
With regard to smartphones, students indicate
that they will continue to be an important means of
connecting to the Virtual Campus, as a complement
to computers and tablets.
As such, students believe that the ideal solution
in the future will be an offer of services that are fully
functional via mobile devices, although they
acknowledge that total adoption would be difficult to
achieve. Indeed, as one student commented: “It’s a
physical thing – It seems strange to think that I
could actually write or work on a tablet, let alone a
smartphone”.
Finally, in relation to the availability of the three
developments and the general lack of awareness
among students, and taking into account the
unofficial app that many students were aware of, it
can be concluded that students would like
improvements to be made in the way launches of
new developments and tools are communicated. As
one student pointed out for the specific case of the
mobile app: “We could have been sent an e-mail:
‘Download the app’.”
4 CONCLUSIONS
The focus group with students yielded a series of
conclusions from which recommendations can be
drawn to guide other universities in planning the
adaptation of a virtual learning environment for
mobile devices. In this section we describe in detail
the conclusions of the focus group. The resulting
recommendations are presented in the following
section.
As a general conclusion, the students were
satisfied with the mobile browser adaptation and the
native app and considered that they provide a
comprehensive answer to their current connection
needs, as well as portraying the UOC as a modern,
innovative university. However, students also
suggested that they would only use the native app, as
it integrates and links to the most relevant services,
and ruled out using an e-mail client app or the
mobile version of the Virtual Campus.
For the native app to be fully satisfactory, three
principal improvements must be made: 1) direct
access from the app to a full range of services
demanded by students, who indicated that they
would like to see a section for consulting marks and
a link to the Tutor section; 2) an integrated instant
messaging system to allow fluid and fast
communication with fellow students; 3) a system for
storing, sending and sharing files.
On the other hand, the students’ regular use of
smartphones and tablets to connect to the UOC
Virtual Campus, their opinion about considering
tablets as the potential main device for these
connections in the near future, and as well as their
positive appraisal of the native app underline the fact
that the mobile learning environment is already an
integral part of students’ day-to-day activities. It is
therefore necessary to provide them with an
optimized means of accessing the Virtual Campus
from smartphones. The rise in sales of smartphones,
the importance of anywhere connectivity, the
general adoption of mobile apps, and the
opportunities brought by mobile devices in
CSEDU2014-6thInternationalConferenceonComputerSupportedEducation
150
educational settings (UNESCO, 2012, Johnson et al,
2012, Johnson et al., 2013) underline the delay with
which universities have moved to adapt their virtual
learning environments for mobile devices.
Finally, it should be noted that most students
were either unaware of the mobile developments
described in this paper, even though they have been
available for some time, or were familiar with
unofficial apps before they learned about the official
versions. It is clear, then, that efforts to
communicate the availability of these developments
failed, hence greater efforts should be made to
provide students with more direct information about
new tools and enhancements, rather than expecting
students to “discover” them unaided.
5 RECOMMENDATIONS
In the following table (see Table 1) we present a
series of recommendations drawn from the UOC
case study which may be of assistance to other
universities interested in developing mobile learning
technologies.
ACKNOWLEDGEMENTS
This paper has been done within the framework of
the MAVSEL project: Mining, data Analysis and
Visualization based on Social models in E-Learning,
TIN2010-21715-C02-02.
Table 1: Recommendations to guide universities in the development of mobile learning environments.
A single native app
Developments should be unified in a single app that brings together the most
relevant services for students. This is preferable to offering multiple apps, each
dedicated to a different service, which may be perceived as overly specific or
lacking functions, or an adapted version for mobile browsers, which would
provide access to a series of services that students are unlikely to use from mobile
devices.
What the student-user requests
Students periodically use a smartphone or tablet as an alternative to a computer.
But the services they are expecting to find and use in the mobile learning
environment may be different from the services found in the computer learning
environment. Therefore it is crucial to know what these students’ requirements are
in order to design and develop a mobile learning environment according to their
needs, and as a consequence to assure a satisfactory user experience. As referred
to in the previous recommendation, offering other services that cannot easily be
used via a mobile device could distract and hinder the students’ goals when using
the mobile learning environment and, as well as generating unnecessary
development costs. Employing a user-centered design perspective is an optimal
way to achieve these objectives.
Devices and contexts
Regular use of smartphones and tablets by students makes it necessary to design
and develop mobile learning environments taking into account both devices and
their respective contexts of use.
Document management function
Although it is difficult to create or edit documents from a smartphone, an option
within the mobile learning environment to save, manage and share documents
gives students greater in situ control over their work and records, without having
to wait until they can use a computer.
Instant messaging function
The emergence and mass adoption of instant messaging apps typified by
WhatsApp have created a need among students for rapid and efficient
communication within the mobile learning environment, particularly for group
work.
A good impression
The availability of a Virtual Campus app gives a good impression and portrays the
university as a modern, innovative institution.
Effective communication of new
developments
New developments, tools and enhancements must be communicated effectively.
Options include providing information on how to access a new development, for
example in the form of an e-mail with a link to the tool, or clearly marking links
to the enhanced version of an existing tool from the previous version. The strategy
should focus especially on students who have been enrolled at the university for
some time, who are more likely to have developed a routine and may be less
receptive to new tools or less active in the search for new options.
HowtoDesignaMobileLearningEnvironment-RecommendationsBasedonStudentPerceptions
151
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