Mobile Subject: M-Learning Student Profile

Laura Krimberg

, Anna Helena Silveira Sonego

, Leticia Rocha Machado

Ketia Kellen Araújo da Silva

and Patricia Alejandra Behar

Núcleo de Tecnologias Digitais Aplicadas à Educação (NUTED), Universidade Federal do Rio Grande do Sul,

Avenida Paulo Gama 110, Porto Alegre, Brazil

Keywords: M-Learning, Mobile Subject, Mobile Devices, Education, Student, Technology, Social Media.

Abstract: This article aims to present the profile of M-Learning students, called Mobile Subject. For this, a mapping of

their characteristics related to mobile learning was carried out. The study establishes a relationship between

students engaged in educational activities through their mobile devices. For this purpose, questionnaires were

applied to students from two undergraduate and two extension courses, characterizing research as a case study,

with a qualitative-quantitative approach. The analysis consisted in the evaluation of the data, outlining the

profile of the Mobile Subject by identifying four main characteristics: Speed, Connectivity, Immersion in

Social Media and Multitasking and their respective elements. It is hoped that this research may contribute to

new discussions about the profile of the Mobile Subject student, proposing parameters and new strategies

focused on mobile learning.

1 INTRODUCTION

Currently, the use of mobile devices (smartphones

and tablets) has grown considerably and, due to its

democratization, M-Learning has become more

important in a wide range of fields (Bates, 2017).

However, the accentuated use of these devices in the

pedagogical process demands from the subjects

continuous learning in relation to the multiple

resources employed in such devices.

In this context, it becomes significant to

investigate the students profile, analyzing their

characteristics and their relation with mobile devices.

In addition, the integration of mobile technology,

such as smartphones and tablets, collaborates with the

motivation of the students through the interactions

and explorations made possible by the apps.

Thus, the article initially has a section that

presents "M-Learning and the new challenges". It

then identifies "the subjects and mobile digital

technologies”. Next, the methodology of this

research, the collected data, the discussion of the

https://orcid.org/0000-0002-9127-5223

https://orcid.org/0000-0002-9238-1327

https://orcid.org/0000-0003-4102-2225

https://orcid.org/0000-0003-4722-8072

https://orcid.org/0000-0001-6939-5678

results and, finally, the final considerations and

references used are presented.

2 M-LEARNING CHALLENGES

M-Learning emerges as a new educational possibility

for the use of mobile devices. Its concept, according

to UNESCO (2014, p. 8), "involves the use of mobile

technologies, alone or in combination with other

information and communication technologies (ICT),

to enable learning anytime, anywhere "Including

smartphones and tablets. Thus, it is observed that a

distinct concept of learning has emerged and is now a

reality. These technologies are characterized by the

possibility of spontaneity and customization, due to

their portability and lightness, being an informal

digital environment that complements the new profile

of the students of society (Behar, 2013).

According to the ICT Education research on the

Use of Information and Communication

Technologies in Brazilian private and public middle

236

Krimberg, L., Sonego, A., Machado, L., Araújo da Silva, K. and Behar, P.

Mobile Subject: M-Learning Student Proﬁle.

DOI: 10.5220/0008344502360242

In Proceedings of the 11th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management (IC3K 2019), pages 236-242

ISBN: 978-989-758-382-7

and high Schools, 97% of students accessed the

Internet by cell phone in 2017, highlighting their

growth for educational purposes (CGIBR, 2018). In

addition, the data points to an increase in teachers'

access to the Internet through mobile devices, from

38% in 2013 to 97% in 2017. Therefore, a wide

dissemination of the Internet through these devices is

observed both in the use of resources by teachers in

the classroom and by students in different school

activities.

However, it is not possible to state that only the

use of mobile devices in the performance of

classroom activities enhances learning situations

(Sonego and Behar, 2015). It is observed that

“Resistance to mobile learning implementation and

adoption can be minimised by providing training to

the users (Chugh & Grandhi, 2012), i.e. students in

this case”. In this sense, the planning of the teacher,

involving the curricular content, didactic materials,

the use of the applications and the way that the mobile

devices are used become fundamental. Therefore,

exploiting the features of these devices, such as

shooting, recording and playing videos and audios,

downloading and annotating, editing texts,

transferring data, accessing Internet pages and

sending e-mail, can help in the learning process.

M-Learning can become a viable reality in the

teaching process, inside and outside the educational

environments (UNESCO, 2014). The profile of the

student inserted in the context of M-Learning is

presented below.

3 STUDENTS AND DIGITAL

TECHNOLOGIES: OUTLINING

A PROFILE

A systematic review was carried out with the authors

who investigate students and digital technologies. It

is verified that the characteristics of this profile have

been developed over the years and different

generations, together with the evolution of digital

technologies. It was possible to observe that several

characteristics of these subjects are related to the use

of mobile devices and the relation of this profile with

them. Table 1 highlights the evolution of these

concepts according to 14 authors, used as a basis for

the definition of Mobile Subject:

Table 1: Chronological evolution of different generations

and their relationship with technologies.

Characteristics of the

generation and its

relation with

technologies.

Author

Year of

publication

Speed in Internet

searches; multitasking;

linked to digital social

networks; need for

constant recognition.

Prensky

2001

Flexibility; individuality;

critical relationship with

the information found;

integrity; collaborative;

speed; creativity; need

for entertainment.

Tapscott

2010

Connected for most of

their lives; development

of social relationships

through mobile devices;

interact with information

from the Internet;

multitasking.

Palfrey and

Gasser

2011

Multitasking; speed, both

in handling of the devices

and in access to

information; need to feel

challenged or stimulated;

blind trust in digital tools;

smartphone addiction;

technological tutors.

Bortolazzo

2015

Familiar with new

technologies;

smartphones as additional

members of the bodies;

difficulty in solving

problems without the

technologies; need to be

connected all the time.

Vidal and

Dantas

2016

Difficulty in

systematizing

information; questioners;

anxious; constant need

for recognition;

impatient; individuality;

range of online

relationships; they can

not conceive of a world

without the devices.

Oliveira

2016

Invest in your own image

on the internet; need for

speed; competes with

others; impatient

Citelli

2016

Need to always be online;

difficulties in

communicating face to

face; user of online

information.

Patrão

2016

Mobile Subject: M-Learning Student Proﬁle

237

Table 1: Chronological evolution of different generations

and their relationship with technologies (cont.).

Characteristics of the

generation and its

relation with

technologies.

Author

Year of

publication

Able to participate in

learning experiences in

which they act in an

active way; view M-

Learning as the successor

to DE.

Ligi e Raja

2017

Immersed in social

networks; want to use

technologies on anything.

Bates

2017

They reject the traditional

rules of society; insecure;

extension of childhood to

adolescence.

Twenge

2017

Personal

entrepreneurship;

building your own

knowledge; autonomous

access to technologies.

Loureiro

and Klein

2017

They have learned to use

privacy in technology;

Will to change the world;

Mentality centered on the

good of all; preference

for learning that they can

apply in their real lives;

observers; they learn by

visualizing examples;

autonomous; learning at

their own pace; see

educators as resources;

need for jobs that bring

personal fulfillment and

happiness.

Seemiler

and Grace

2017

Accustomed to the use of

digital media; need to

learn to use technology to

enrich education; open to

different teaching

methods and

technologies; use their

mobile devices both to

pursue knowledge and to

build virtual learning

environments; participate

actively and responsibly

on the Internet, reflecting

on their studies and

qualification.

Witt and

Gloerfield

2018

The extension courses were Mobile Learning: mobile

devices use possibilities in the classroom and

Construction of Educational Applications: a focus on

Different approaches to the definition of these

subjects can be observed in the Table 1, and

constituting attributes related to their relation with

digital technologies. It is verified that elements such

as impatience, ability to use mobile devices, use of

media and social networks and their connection to M-

Learning are presented by the great majority of

authors. The description of the profiles identified by

them can contribute as a basis for the mapping and

comparison of data of the characteristics of Mobile

Subject. The methodology of the study is presented

below.

4 METHOD

This section presents the methodology of this

research, characterized as a case study, with a

qualitative-quantitative approach, having as main

strategies: theoretical survey, questionnaire

application and content analysis. The case study was

set up in two unique cases, using replication, that is,

the use of the same pattern of classroom activities and

applied questionnaires. The analysis was performed

from the triangulation of data. The research involved

students as subjects from undergraduate courses of

universities of Porto Alegre, city located in the state

of Rio Grande do Sul, Brazil.

In total, 92 students participated in the research,

among those enrolled in the subjects and courses

offered

. The students’ ages where between 18 and 49

years, being 78.1% female. During these classes,

several topics related to the use of digital technologies

in education were presented. The content of these

classes was mobile learning and the creation of

educational applications for mobile devices. Initially,

it was discussed the use of these technologies in

education and the relation of the students with them,

to later apply a questionnaire related to mapping the

characteristics of these individuals. The steps outlined

in this study are detailed below:

1. Development of the theoretical basis: includes a

review of the literature on the subject of students'

profile and their relationship with technologies,

mainly considering their performance in distance

education and mobile learning.

2. Multiple case study: application of four cases,

using, for data collection, a questionnaire with

open and closed questions. This step aimed to map

mobile learning, conducted from April to July 2018 and

from September to November 2018, respectively.

KMIS 2019 - 11th International Conference on Knowledge Management and Information Systems

238

characteristics related to the profile of the

students. The cases were as follows:

a. Case 1: Media, Technologies and Education

subject, held in 2018/1, of the pedagogy course of a

university from Porto Alegre, Brazil;

b. Case 2: Media, Technologies and Education

subject, held in 2018/2, of the pedagogy course of a

university from Porto Alegre, Brazil;

c. Case 3: Extension course open to the academic

community in 2018/1, at a university in Porto Alegre,

Brazil;

d. Case 4: Extension course open to the academic

community in 2018/2, at a university in Porto Alegre,

Brazil;

3. Construction of the Mobile Subject profile: from

the analysis of the data collected in the cases through

content analysis (Moraes, 1999), with the objective of

identifying characteristics of the Mobile Subject

profile.

The next section details the results of each step.

5 ANALYSIS AND DISCUSSION

OF RESULTS

As it was presented, the study was based on the

theoretical survey of 14 authors that point out the

characteristics of the generations with respect to the

evolution and use of mobile digital technologies.

Afterwards, these concepts were compared to the

result of a characteristics' mapping of the Mobile

Subject profile with undergraduate students, based on

the methodology of Yin (2015) and Moraes (1999).

Four categories were defined, among them Speed,

Multitasking, Connectivity and Immersion in Social

Media. Figure 1 shows the description of each feature

and the complete profile of the Mobile Subject.

Thus, it was possible to observe different

characteristics of the Mobile Subject. Connectivity is

related to the difficulty in accomplishing problems

without access to the Internet and / or personal mobile

devices, depending on the task that the subjects

perform. Likewise, it is characterized by the ability to

know how to select information in a critical way,

mainly distrusting news spread by social networks

and registering on reliable news sites. As a result, they

become skilled in the search of sources cited in

portals of newspapers, magazines, academic articles,

etc. In addition, this element shows that the use of

smartphones and tablets in classrooms can contribute

to a greater attention and enthusiasm of this profile in

relation to the contents that are being presented.

However, it should be noted that educational

applications should be used as a complement to the

traditional classes for this profile, not neglecting the

importance of the teacher and his pedagogical

practices.

As for the Speed element, it is characterized by the

ease of this profile in operating his smartphone with

agile, performing functions quickly by the device. In

the same way, virtual search for educational activities

becomes much easier because of this feature,

available collection and the possibility of easily

finding keywords in a text. The learning of the Mobile

Subject is also influenced by this element, since it is

indicated a preference for activities and shorter

classes, that require less time. This demonstrates that

these individuals exhibit a need for minor activities

due to their lack of patience for very long tasks. Thus,

the use of technologies for learning is seen positively

for this type of student, since they show the need to

act with speed.

The concept of Multitasking, in this context, is

related to the subjects who can perform several

activities at the same time and / or alternate between

different functions. Related to this characteristic, it

was possible to observe that this profile, in addition

to being identified as multitasking, has the necessary

attributes to do multiple activities at the same time,

both virtually and in person. In addition, most

students visualize the potential of M-Learning

mobility because they can quickly switch between

different applications with different functions,

whether for study and research or for communication

and socialization.

Regarding the Immersion in Social Media

characteristic, this profile uses smartphones, mainly

to dialogue with others, either through e-mails or

social networks, reading class materials, access to

VLE, quick searches and entertainment. Moreover,

relationships built with other individuals through

these forms of conversation are not necessarily

superficial, and may be solid friendships, even with

the question of the time and space of the virtual world.

Regarding this element, it is also observed the use

of social networks to facilitate contact with people

closer to them and also individuals who live far from

their homes. In addition, it is verified the frequent

update of digital profiles through posting of different

media in these networks, with the objective of

contributing to the learning of other subjects. It stands

out mainly the possibility of developing collective

knowledge by conducting research, posting videos

and podcasts, exchanging ideas, reading and writing.

The final considerations are presented below.

Mobile Subject: M-Learning Student Proﬁle

239

Figure 1: Profile of the Mobile Subject.

6 CONCLUSIONS

The main objective of this article was to define the

profile of the Mobile Subject, defining the

characteristics of these students. The data showed that

the students demonstrate attributes in common with

the theoretical reference, related to the profile of the

Mobile Subject and M-Learning. It is observed that

the demand for the development of knowledge for the

accomplishment of educational tasks through mobile

devices increases more and more, for the different

scopes of life. However, in M-Learning it is necessary

to develop didactic-pedagogical activities together

with the constant updating of the new applications

KMIS 2019 - 11th International Conference on Knowledge Management and Information Systems

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and resources of mobile devices, in order to build

meaningful teaching-learning processes.

Based on these perspectives, Mobile Subject is

understood as a connected individual, fast, immersed

in social media and multitasking. In addition, it is a

profile that uses the mobile devices in their teaching

and learning process and that knows and relates to M-

Learning in a natural way.

It is understood that the knowledge of the Mobile

Subject's profile characteristics can contribute mainly

on the planning by teachers, identifying the behavior

of their students and enabling the development of

activities that use mobile devices focused on them. In

addition, it's noted the importance of this type of

study in the academic world, especially in what

concerns the Brazilian society, since several

international works related to the subject were

identified, but a small amount of national research in

this area.

In the same way, this study can help in the

qualification of professionals from different areas,

from the use of this profile as a basis for the creation

of educational applications for this public, identifying

parameters for the construction of these technologies.

These can include pedagogical aspects, such as the

division of content into modules and the availability

of videos, texts and animations of short duration, to

meet the difficulty of the profile in focusing on very

long activities. This way, it can be seen that the

teaching planning aligned to the use of the

applications, focusing on this profile, can contribute

to an engaging learning.

It is understood that motivation, interest, and

engagement in classes that use mobile devices, for

example, may be related to learning objectives, target

audience, and activities related to students' personal

interests.

This article noted the need for an investigation

about the relationship between students and M-

Learning, especially regarding the importance of

identifying the characteristics of this profile. It is

verified that observing their preferences and needs in

the use of educational applications for mobile

devices, such as smartphones and tablets, enables

teachers to develop motivational activities through

the construction of this type of technology. It should

be highlighted that the mapped indicators, in their

majority, have similarity to those that were pointed

out by several authors. However, those validated in

this research prioritized the importance of meeting the

specificities of the contemporary student profile.

The main result of this mapping was to investigate

the profile of the Mobile Subject and to understand

their needs regarding M-Learning. It is assumed that

this research can contribute to teaching practices in

relation to the development of students involved in

mobile learning. Finally, it is intended to conduct

future studies based on the profile of the Mobile

Subject in order to build pedagogical strategies for the

use of educational applications.

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