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The perspectives of a variety of evaluators
(content and application developers, students,
lecturers, administrators, e-learning experts)
contributed to participative evaluation findings that
led to iterations of redevelopment of a successful
mobile learning application. The empirical findings
of this study show that the varying expertise and
idiosyncrasies of participants provided a broad
spectrum of issues and positive contributions. A
design and development strategy should
accommodate the viewpoints from each of these user
groups.
Due to the dynamic and rapidly evolving nature
of mobile technology, the task of formulating a set
of guidelines is unlikely to be complete. Hence the
framework synthesized in Tables 1 and 3, begs
augmentation over timelines and application within
other tertiary education contexts. Moreover, it is
likely that different device types will be brought to
the classroom.
The application of the guidelines will evolve
further as capabilities and affordances of new
technologies are accommodated. Furthermore, it is
acknowledged that the current framework is lengthy
due to its comprehensive nature. Synthesis of the
categories into a tighter framework could facilitate
practical application. Finally in transferring the
application of the guidelines to other mobile
environments, they can be reduced and customized
to the context and content.
Whereas literature sources may provide an initial
foundational set of guidelines based on theoretical
underpinnings, this study demonstrates that
empirical findings based on participative user-
centric designs can extend and enrich a framework
of design guidelines.
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