Classroom Mobile Devices: Evaluation about Existing Applications

Fabiando Sardenberg Kuss

, Marcos A. Castilho

and Chee Kit Looi

Computer Science Department, Federal University of Parana, R. Evaristo F. Ferreira da Costa,

383-391 - Jardim das Americas, Curitiba - PR, Brazil

Learning Sciences & Technologies, National Institute of Education, Nanyang Technological University,

1 Nanyang Walk, Singapore

Keywords: Education, Educational Ecosystem, m-Learning.

Abstract: Mobile devices are tools that provide resources for building a seamless teaching and learning process.

Smartphones offer features such as sensors, interfaces, and wireless interfaces that are still little explored in

classrooms. The identification of programs for mobile devices adapted to a new model of use of information

technologies allows recognition on the current panorama of use of mobile devices in the modality of

classroom teaching. Smartphones in schools present a new reality about the insertion of the technologies in

the school environment in conflict with the ways of trying to use computers as an educational tool. In this

work, it was sought to identify, in a database, applications for mobile devices products that may be adequate

to support the teaching and learning process in the context of an educational ecosystem.

1 INTRODUCTION

The use of information and communication

technologies in the school environment was initially

delineated by managers and administrators. This

model of adoption of the new technologies defined

by the holders of formal power can be represented

by a tax format, the top down type. The major

challenge of this process was the definition of

strategies and procedures to leverage new

technologies to support the teaching and learning

process.

In addition to the entertainment offered by some

computers, such as personal use, these were brought

a tool to simplify the calculation, write texts as well

as create and show presentation (Turkle, 2017). The

emergence of the Internet presented the possibilities

of using this technology for the wide dissemination

of knowledge through browsers. At school, specific

spaces were made available for use of computers

and access to networks for use by students and

teachers in a supervised manner (Castilho et al.,

2007b; Vaca, 2005).

On the other hand, mobile technologies emerged

at school with students and teachers bringing their

devices into the classroom (Kraut, 2013) While the

insertion of computers into schools took place in a

more gradual and controlled fashion, mobile devices

quickly became present in schools. This new wave

of technology use, where students, teachers and

school employees become agents of insertion of

tools, has a bottom up representation.

The bottom up model of introducing new

technologies in schools poses new challenges for an

appropriate use of emerging computing and

communication technologies (ICTs). This model

tends to be preponderant in the coming years, faced

with an uncertain future of new devices resulting

from the popularization of the Internet of Things

(IoT). Wearable things, particularly smartwatches,

are already realities that offer virtually untapped

educational potentialities.

Studies evaluating the growth of mobile device

processing capacity (Sharples and Beale, 2003;

Viberg and Grönlund, 2013) with their capacities in

the educational context. These studies focused on the

equipment available at the time since the great

popularization of this type of equipment had not yet

arrived.

The reduction in the price of mobile devices

since the mid-2010 (Viberg and Grönlund, 2013)

allowed greater access to these tools for people with

different socio-economic profiles. Teachers and

students demonstrate knowledge in the use of

applications and resources of embedded systems in

their daily activities, but in the classroom there is a

496

Kuss, F., Castilho, M. and Looi, C.

Classroom Mobile Devices: Evaluation about Existing Applications.

DOI: 10.5220/0007759604960504

In Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019), pages 496-504

ISBN: 978-989-758-367-4

restriction on the use of new technologies (Grinols

and Rajesh, 2014).

The traditional model of teaching and learning is

still prevalent in schools around the world. Desktop

computers are less commonly used than

smartphones, while computer labs are underutilized.

This does not mean that laptops or desktops should

be abandoned as an educational tool. The integration

between different architectures advocates integrated

environments using smartphones, single board

computers, embedded technologies, cell phones

among others in an ecosystem model.

Ubiquity (Pimmer et al., 2016), context-aware

(Kalaivania and Sivakumar, 2017) and seamless

(Looi et al., 2010) provide a vision of an innovative

educational model, capable of promoting effective

improvements in the teaching and learning process.

Learning anywhere at any time, seamlessly and

seamlessly becomes a reality with proper strategies

for using mobile tools. The presence of mobile

devices adapted to the context of classrooms allows

the applicability of ubiquity and seamless concepts

in the teaching and learning process.

Although smartphones and tablets have great

potential as teaching and learning tools, little is

known about strategies for adopting them as an

instrument for improving the quality of education in

the school environment. Applications aimed at the

proper use of mobile devices in the classroom are

instruments for more intensive use of these tools in

the school context.

Modern smartphones and tablets have different

communication interfaces in data networks, are

mobile and have input and output interfaces that

provide interactivity. Applications that are able to

take advantage of these features can adjust to

context much more efficiently than older computers.

Programs developed to enhance the use of the

interfaces of networks allied together as sensors and

input and output peripherals allied with IoT tools are

decisive in the empowerment of mobile devices as

an educational tool.

The objective of this work is to evaluate

applications, declared with educational by their

developers, from the perspective of supporting the

process of teaching and learning context-aware

classroom.

2 BACKGROUND

The approach closest to an educational ecosystem is

brought about by the concepts presented in context-

aware and U-Learning studies. The notion of an

ubiquitous and individualized education refers to the

relationships between devices and people as tools of

teaching and learning. This session presents a critical

reading on the state of the art applied to these

concepts.

2.1 Ubiquitous and Context-aware

Education

Ubiquitous computing in education through the use

of mobile devices (Pimmer et al., 2016) depends on

specific hardware. Traditionally, ubiquitous

computing is characterized by the use of portable

devices, initially in the use of personal digital

assistant (pdas) and, more recently, in the use of

smartphones (Al-Emran et al., 2016). The IoT

concepts, however, suggest new opportunities for

educational environments that can hardly be solved

by software alone on tablets or smartphones.

Kalaivania and Sivakumar (2017) present works

related to concepts of context-aware and learning, in

a review of the literature. In this work the authors

emphasized approaches that involve integration

between different devices and architectures focused

on solutions of specific problems. However, none of

the papers presents a strategy focused on generic

problems through an architectural proposal about an

ecosystem approach.

In a presentation of the concepts relevant to

understanding U-Learning (Lopez et al., 2016), and

from its environment are explored various devices

and how these interact in the context of teaching and

learning.

Recent studies on contextualized and ubiquitous

education concepts highlight the relevance of IoT

(Kalaivania and Sivakumar, 2017; Yamada et al.,

2017). In the identified studies there is a concern

with the insertion of this new technology in the

context of education, but none of them presents

strategies for the use of integrative tools capable of

providing the necessary infrastructure for a truly

ubiquitous and context-aware implementation.

Knowledge of the context applied ubiquitously in

the educational context depends on a large amount

of information so that it is possible to select the

content or approach most appropriate for each

student or teacher. Forkan, Khalil, Ibaida and Zahir

(Forkan et al., 2015) assess the need to use strategies

from Big Data to a context-aware environment.

Although the work does not address educational

issues, the need for infrastructure to process context-

aware information is in line with the proposal of this

research.

Classroom Mobile Devices: Evaluation about Existing Applications

497

These uninterrupted concepts present the

importance of using different portable or fixed

technologies, online or offline, acting together for a

seamless learning experience for students. Teachers

act as facilitators and use technologies for content

delivery, management and monitoring of the

teaching and learning process (Sharples, 2015).

2.2 Top down based Projects

The top down model was used in computer projects

in schools and defines the taxing way of adopting

computers as an educational tool. This model has

been used since the adoption of the first computers

for students and teachers, but it is not suitable for the

growing use of mobile devices as a teaching and

learning tool. In this model students and teachers are

elements that receive a ready computational

infrastructure and must be trained to potentiate the

use of the available devices.

By the year 2012, this model had already been

started in about 50 countries with more than two

million devices distributed (Beuermann et al., 2015).

Data from the year 2015, however, indicate that only

two countries, Peru and Uruguay, were able to fully

implement the use of XO computers

in their schools

(James, 2015).

Despite its educational approach, the use of

devices proposed by On Laptop per Child project

(OLPC) did not present classroom contents or

instigated changes in pedagogical practices by the

use of laptops (Cristia et al., 2012). Sharma (2012)

highlights slightly positive results in teaching

mathematics and language negatives due to the use

of computers in public schools in Nepal.

The recent migration to other types of mobile-

based computer technologies represents an important

factor for the review of the hardware model used by

programs using the XO architecture (James, 2010).

The cost of modern mobile devices, their increasing

popularity and ease in transport and handling tend to

show that this type of equipment may be more

suitable for use in one computer mode per student

(Hockly, 2016) than laptops used by Classmate or

XO.

In Spain, a technology insertion project called

Educational Technological Network (ETN),

translated in English as Technological Educational

Network, (Berrocoso, 2008; Vaca, 2005) proposed a

model of use of technologies for incorporation into

A low-cost personal computer manufactured by Quanta

computer for children.

the educational system of the state of Extremadura.

This project was concerned with the creation of

infrastructure, research and support to the installed

computer park. In search of vendor independence,

the project adopted the use of free software as a

form of autonomy and control of the technologies

used (Berrocoso, 2008).

As a result of the RTE, Extremadura has 60,000

computers in elementary and secondary schools in

2016 (Dı

az, 2016). However, computer use adopts

the model of computer labs with the configuration of

one computer for every five or six students. Despite

all state investment, the appropriation of the

technologies offered by RTE by teachers is still very

small (Dı

az, 2016).

The ecological-informative term used by

Berrocoso (2008) to describe the implementation of

RTE shows the integrated vision offered by the

project and the approach to the theme of this

research. Recent project evaluations (Dı

az, 2016)

point to problems related to the change in the use of

computers arising from the growing use of mobile

technologies and IoT in education.

In 2008, in Brazil, one computer-by-student

(UCA) project was created to promote access to

information technologies for students and teachers in

elementary and high school (de Casio, 2018). The

OLPC had a great influence on this project, mainly

in the tools adopted for its implementation, focusing

on the delivery of laptops to students. Another

Brazilian initiative, the UCA project (ProUCA),

sought a digital inclusion model in which the student

acts as a focal point in the dissemination of

knowledge, promoting access to communication

technologies for the family (Direne et al., 2012).

Experiments with hardware solutions such as

multi-terminal (Castilho et al., 2007a) and

multimedia TVs have demonstrated that new device-

based technologies can be an important tool for

reducing costs and improving the computing

environment. In this project, more than 40,000

computers with internet access were available in all

public schools in the state of Paraná (Castilho et al.,

2007b).

2.3 Bottom up Model based Projects

The use of mobile devices such as smartphones and

tablets assumes the role of tools to support the

teaching and learning process (Milrad et al., 2013).

Affordable prices for a large part of the world's

population (Viberg and Grönlund, 2013; Dabney et

al., 2013) favors the use of these devices as

individual tools.

CSEDU 2019 - 11th International Conference on Computer Supported Education

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The ability to use mobile technologies in the

production and presentation of educational objects is

still limited. Looi (Looi et al., 2010) shows the

growing trend of the presence of mobile devices in

educational processes generates a new phase in

technologies applied to education. As a result of the

tendency of a greater insertion of these devices in

the school environment, a reaction contrary to their

use by students and teachers is perceived.

Low-cost boards, equipped with some form of

communication, with other devices through network

infrastructure is a new way of interacting with ITCs

(Borgia, 2014). IoT tools can provide a relevant

resource in the teaching and learning process,

allowing interaction with real-world objects, not just

simulations (Marquez et al., 2016). This type of

technology is perfectly adequate so that the

equipment brought by the students can be added as a

tool to improve the teaching and learning process

(Kuss et al., 2018).

Mobile technologies and the Internet of Things,

IoT, have been one of the most important topics on

new forms of education (Traxler and Vosloo, 2014).

While using devices such as smartphones or

smartwatches has become a part of people's lives,

using it as an educational tool does not have a

consensus on how to bring it into the classroom

(Grinols and Rajesh, 2014).

The inadequacy of the school environment to the

use of mobile devices promotes the inappropriate

use of the same in the classroom. Teachers are

concerned about how distracting these tools are for

students (Mc-Coy, 2016). However, the

administration of the insertion of the technologies,

considering that these tend to occur even more

intensely in the coming years, is the main

responsibility of the managers in the bottom up

model of insertion of technologies in the school

environment.

3 METHODOLOGY

This study evaluated information on mobile apps

that use Android OS available from the Play Store

virtual store. Data was obtained from the database in

a large mobile application service provider. This

database is updated daily and counted on January 11,

2018 with 2,879,824 applications registered.

The option to use only applications for the

Android platform, developed by Google, stems from

the popularity of the product and variety of devices

that adopt this operating system. According to the

website www.statista.com (Portal, 2019) 88% of

smartphones use Android while 11.9% are marketed

with iOS, Apple's operating system. In this work was

made the identification of general characteristics of

applications, so in spite of the restriction of the

chosen operating system, the information acquired is

sufficiently representative.

Attempts to retrieve data by directly accessing

the Play Store have been unsuccessful since there is

no provision of services for information retrieval.

The virtual store also does not have adequate search

tools, limiting the search criteria to only the use of

keywords that return a limited number of

registrations.

The data was retrieved through HTTP requests

using the curl tool triggered by a shell script on a

computer with Linux operating system, Ubuntu

18.04 distribution. The application program interface

(api) provided by the web service allows the

application of several filters for more adequate

selection of data according to the demand of the

study. Once the data were retrieved, they were

inserted into a database on the local machine to carry

out a work identifying the suitability of each of the

applications found as a tool to support education.

3.1 Inclusion and Exclusion Criteria

The query used the following criteria: description

field and title containing the word learning or the

word teaching; should be application and not game;

must be registered as family of educational

applications and have at least 500 ratings. The query

resulted in 2,411 applications that matched the

criteria you selected. A representation in the

Javascript object notation, JSON format used is

presented in the List 1:

{ "query": {

"query_params": {

"full_text_term": "learning OR teaching",

"cat_keys":["APPLICATION"],

"family_filter":["EDUCATION"],

"ratings_count_gte": 500,

"sort": "title",

"sort_order": "asc",

"include_full_text_desc": true }

Listing 1: JSON format used in the query.

An application capable of showing the data was

developed, that was more appropriate to read the

information of each of the applications, especially in

the field description. This application also allowed

the insertion of additional information for each of

the applications. The additional information entered

Classroom Mobile Devices: Evaluation about Existing Applications

499

was the classification of the software according to

table 1 and the more detailed observation mark of

the product.

The classification of applications for their

educational use was based on the work of Cherner

(Cherner et al., 2014). While reading the description

of each of the 2,411 applications, new required

classifications were identified, resulting in the

proposed classification of applications according to

table 1. In the detailed evaluation of the selected

applications those that limited access to previously

registered institutions as well as those that did not

have a description in English.

For classification criteria, descriptions of app

was the main functionality. The rating used the Skill-

Based and Content-Based Apps Apps (Cherner et al.,

2014). as categories. When none of the categories

presented in the framework allowed classification,

they were initially grouped into a generic set and

later categories were created that extend the proposal

of Cherner .

After all the process of classification and

identification of the applications, the ones that

should be analyzed in more detail were selected. The

selected products underwent a revision from their

textual description, access to the page of the

developer when it existed besides searching for more

information on search engines. If the interest for the

study was confirmed, it would then be installed on a

smartphone to detail its capabilities.

4 RESULTS

From the description of the applications this were

classified by subjects (groups) and grouped by

theme (main groups) for a better representation. The

classification activity of the applications produced

the results presented in table 1.

When discarding the products that met the

exclusion criteria, 2333 suitable study applications

were counted. Among these, those which described

some specific use in the classroom, including

teacher support activities, were defined as relevant

for a more detailed investigation

Dictionaries, e-books and attendance can be used

as a classroom support tool. Among the applications

evaluated in this research were identified 470

applications that rely on the functionality of e-books

and 433 dictionaries. These are grouped according to

table 2, where only groups with one or more

applications are displayed.

Table 1: Applications classification.

Main Group

Group

Total

Invalidated

Not Educational

1.37

Not in English or

Portuguese

1.87

Language

Dictionary

141

5.85

Language

968

40.15

Management

tools

Class Support

1.74

Place Utilities

0.83

Management

1.62

Music and Sports

Music

0.95

Sports

0.21

Personal support

Self Help

0.58

Religion

3.57

Preparation and

Certification

3.65

College Entrance

132

5.47

Test Preparation

3.53

Preschool

Numeracy

0.62

Literacy

3.19

Ludic

170

7.05

Self-taught

How to

2.82

Memorization

0.66

Technology

3.90

Subjects

Geography

0.50

Science

1.45

Social Studies

0.25

Mutiple-Subjects

0.66

Math

2.61

Hight Education

Subject

1.16

E-Learning

Plataform

2.53

Video

0.71

Typical classroom applications are related to

presence control and timetable A search using the

key words attendance and timetable returned those

presented in the table 2. Only the major groups in

which the query obtained at least one application in

the result were shown.

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Table 2: Classroom features.

Main group

E-book

Dictionary

Attendance

Tot

e-Learning

20.51

2.56

3.83

Music and

Sports

21.43

Subjects

23.26

5.81

Manage-

ment tools

15.84

25.74

Personal

support

1.3%

Language

251

22.63

386

34.81

0.09

Preschool

8.70

0.76

1.15

Self-taught

7.87

4.49

Prep.

Certif.

15.74

4.59

0.33

Table 3: Data network and other devices integration.

Main Group

IoT

OffLine

Tot

E-Learning

2.56

25.62

Music and Sports

3.57

Subjects

8.52

Management tools

20.79

Personal support

Self-taught

16.25

Language

332

29.9

Preschool

0.38

9.54

Prep. and Certific.

2.30

20.98

5 DATA ANALYSIS

The application classification framework presented

by Cherner (Cherner et al., 2014). is a valid

reference but this study demonstrates the need to

update the classification. The groups listed in the list

below have their own characteristics and constitute a

large number of applications that fit appropriately in

these categories, as seen in the table1.

The data classification presented applications

dedicated to language teaching, however a small

number of applications of this category were

classified as relevant to this work. Few of the

applications in the Language group, presented, in

their description, innovative features or focus on

classroom activities. In table 4 it is noticed that

although the Language group represents 45.99\% of

the total number of applications identified, only 1 of

these presents some connectivity with key words

widely used in the literature.

Table 4: Literature influences.

Main Group

Seamless

Ubiquitous

Context-

aware

Tot

Subjects

1.61

Preschool

0.76

E-Learning

6.41

Management

Tools

6.93

Language

0.09

There is little connection between the

applications identified in the work with the most

relevant research in informatics in education. The

tool group that presented the best numbers was the

Management Tools with 6.93\% of applications

content the keyword seamless in the description or

title of the application. Ubiquity is a word widely

used in describing the role of mobile devices

(Kalaivania and Sivakumar, 2017) but has not been

used in any of the evaluated applications.

In relation to the integration with other devices

coming from the growing importance of IoT

(Yamada et al., 2017) this work identified little

concern of the developers with the theme as table 3.

The construction of integrated environments and

able to offer facilities in the use of ICT in

classrooms in an ecosystem model depends on

integration between devices. The bottom-up model

of insertion of technologies in school demands new

and low-cost technologies.

Although some of the applications tested in this

study use the term ecosystem in their definition none

of them presented integration capabilities with other

devices and generic infrastructure. The creation of

an integrated educational environment, based on a

basic computational infrastructure focused on all

aspects related to the educational system, differs

from other attempts to insert technologies focused

on specific aspects of teaching and learning

activities. Bonilla (2009) presents arguments that

Classroom Mobile Devices: Evaluation about Existing Applications

501

distinguish the demands of digital inclusion from the

use of ICT tools for a use as a tool to support

teaching activities.

The creation of own network infrastructure

proved to be an adequate tool to solve the

deficiencies identified by (Moreira et al., 2013) in

relation to access. Multicast-based technologies for

discovering addresses and services offered (Cirani et

al., 2014), popular technology in wireless printers

and multimedia devices, provide simplification in

building ad-hoc networks. These facilities were also

not cited or identified in any of the evaluated

applications.

5.1 Limitations

There are a number of applications that use the same

platform but have distinct content from a developer

in the Play Store virtual store that has generated

some distortion in the data. These applications offer

several of the features that have been identified in

this work and appear with 9 different application

titles. For methodological reasons each of the

applications was considered independently, but it

should be noted that in content presentation aspects

this factor may partially compromise the results.

Some of the applications that presented features

that could be better explored in this work contained

restricted access to their functionality. These

restrictions, often related to the link with an

educational institution, prevented the installed

application from running properly.

6 CONCLUSION

Providing individual computers for each student on

desktop or laptop models is still far from becoming a

viable country in poor, developing, and even wealthy

nations. However, mobile technologies have a

greater penetration in society than traditional

computers. Efforts to develop applications that can

bring educational services and usage to school are

paths to a change in the use of ICT as an educational

tool.

The change in the goal of one computer per

student has an impact on reducing the need for

financial investment by considering the difference in

the cost of acquiring mobile devices when compared

to laptops and desktops. The infrastructure to adapt

to the use of these new technologies is also reduced

and can be more functional if built properly. The

challenge of adopting solutions in a bottom-up

model of adoption of technologies in schools can be

a great opportunity for initiating various

governmental and institutional projects.

Applications developed for mobile devices do

not have a strong focus on use in the school

environment. None of the evaluated products

presented integration and connectivity

characteristics suitable for intensive use in

classrooms. Expansive aspects of computing

research in education such as ubiquity, context-

aware and seamless are not part of the approach of

mobile application developers.

There is an immediate need to migrate the

concepts applied to the model of a computer per

student to the reality resulting from the

popularization of mobile devices. The emerging

model of technology adoption resulting from the

bottom up model does not seem to have impacted

the application development environment. The

proper use of these tools is an important tool for

including technologies as a tool to improve the

quality of teaching and learning.

ACKNOWLEDGMENTS

This work was partially supported by the National

Fund for Education Development (FNDE) of the

Brazilian Ministry of Education "Research on

Dissemination and Collective Evaluation of

Educational Content for Use in Classroom"

We thank Alexandre Direne (in memorian) for

his support in the original project design, for C3SL

(Center for Scientific Computing and Free Software)

and Serpro (Federal Data Processing Service) for

which they provided, respectively, the infrastructure

and release of hours for dedication to the project.

Finally we could not fail to thank the Learning

Sciences Lab of the National Institute of Education

for its support.

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