Facets of Mobile Lifelong Learning Services

Amir Dirin

, Teemu H. Laine

and Marko Nieminen

Business Information Technology, Haaga-Helia University of Applied Sciences, Helsinki, Finland

Department of Computer Science, Electrical and Space Engineering, Luleå University of Technology, Skellefteå, Sweden

Department of Computer Science, Aalto University, Helsinki, Finland

Keywords: Lifelong Learning, Social Media, Learning Media, Emotions, Feelings.

Abstract: In the era of digital services and digital connectivity, a massive amount of knowledge has become available

and accessible all the time and for all ages. This mandates significant structural changes in the ways in which

knowledge are shared and contents are presented. The ways in which knowledge is shared and learners

become engaged with that knowledge are crucial in lifelong learning. In lifelong learning the knowledge and

the content must be delivered to learners at the right time, without distractions and noise. The traditional

educational offering in classrooms is not anymore feasible and supportive as learning happens in a disengaged

manner in lifelong learning. In new lifelong learning services, user experience (UX) plays a key role in

delivering content appropriately and supporting transition of learning between different contexts with adaptive

learning media. The objective of this study is to illustrate and elaborate on the roles of feelings and emotions

in engaging students in lifelong learning applications. We have applied systematic literature review (SLR) to

identify emotional factors associated with lifelong mobile learning (m-learning) environments. Based on the

findings, we propose an application concept as a case study to demonstrate how emotional factors can manifest

themselves in lifelong learning applications. Finally, based on the findings of the literature review and the

case study evaluation, we propose a model illustrating the facets in lifelong learning applications.

1 INTRODUCTION

Technological advancement has significantly

impacted traditional educational offerings during last

three decades (Halili, 2019). Wireless technologies,

Internet, and smart gadgets have enabled lifelong

learning design and development to be more feasible

than ever. Already for more than two decades E-

learning, m-learning, and distance learning have co-

existed and provided educational offerings in various

forms by educational institutes. These technology-

assisted enhancements will continue to support

lifelong learning which extends beyond classroom-

based curricula. Technology-assisted lifelong

learning interventions are the results of the

popularity, affordability, and accessibility connected

mobile devices. These interventions anticipate and

overcome the existing constraints in traditional

educational offerings. For example, m-learning

overcomes the place and time restrictions of learning

which are apparent in traditional classrooms

(Mostakhdemin-Hosseini & Tuimala, 2005). Unlike

traditional learning where teachers directly interact

with learners, in lifelong learning the learners must be

motivated and engaged with the learning platform.

With further advancement of technology, m-learning

has become more feasible than ever before. Learners

in any context are capable of having access to

appropriate learning materials just when they are

needed. Therefore, learning may happen at any time

and any place regardless of age and qualifications of

the learner.

In this paper, we define the term lifelong m-

learning as self-regulated learning that happens in a

context, with help of mobile devices, where users

pursue to develop competence or update knowledge.

Chen et al (2015) define lifelong learning as a

continuous learning for retaining the knowledge. In

lifelong learning, learners often utilize unstructured

learning approaches. Kukulska-Hulme (2007)

emphasized that “for broad and long-term adoption

the experience really matters in learning.” Therefore,

learners’ engagement plays an important role in any

digital learning environment, including also lifelong

m-learning environments. Learners’ engagement

with digital learning platforms goes into the user

experience (UX) domain.

Dirin, A., Laine, T. and Nieminen, M.

Facets of Mobile Lifelong Learning Services.

DOI: 10.5220/0009386905430551

In Proceedings of the 12th International Conference on Computer Supported Education (CSEDU 2020) - Volume 1, pages 543-551

ISBN: 978-989-758-417-6

543

2 RESEARCH QUESTIONS AND

METHOD

The traditional classroom education is not sufficient

for constantly evolving learning demands. M-

learning brings learning content to learners whereas

classroom training requires learners to go to learning

content. Challenges relate to learner engagement with

m-learning tools and services; how to motivate and

keep the learner connected to learning content

continuously?

The aim of this article is to describe the learner’s

emotional engagement factors to lifelong m-learning

applications with help of UX. The approach in this

study is based on a systematic literature review, user-

centered design, and qualitative analysis (Jabareen,

2009). We pursue to answer the following research

questions:

1. How m-learning user experience factors have

evolved in research between 2005-2017?

2. What are the potential emotional engagement

factors associated with lifelong learning?

3. What are the facets of emerging lifelong learning

services?

To answer the first research question, we

conducted a systematic literature review (SLR) which

analyses research on mobile learning user experience

in 2005-2017. We have utilized Kitchenham (2004)

guidelines on conducting systematic literature review

and Prisma reporting (Tricco et al., 2018) to report the

findings of the SLR and the search results. The

objective is to survey the scholarly articles, journals,

and conference proceedings relevant to m-learning

application design, usability, and user experience.

The main inclusion criteria in literature search were

as follows: articles that were published between

2005-2017, articles that were written in English, and

articles that focus in m-learning user experience. The

primary keywords / phrases which were used and

combined in the search were “mobile learning”,

“development framework”, “usability”, and “user

experience”. The process of the identifying the

emotional words in the SLR were as follows: first we

searched with the keywords in the selected journals

and conferences. If the article contains the emotional

words, then that article is selected for reading in

details. Next, we update the excel sheet which keep

tracts of the emotional words and the article details

such as journal name, publication year, and authors

details. For answering the research question 2, we

applied user centered design (UCD) (Norman &

Draper, 1986) method to design and develop an

application concept. In the UCD process, semi-

structured interviews were used for eliciting the

requirements. Finally, based on the findings of

research questions 1, 2 and related research we used

Jabareen’s (2009) qualitative method for building

conceptual frameworks to create a conceptual model

that presents the core facets of emerging lifelong

learning services.

3 RELATED RESEARCH

3.1 User Experience and m-Learning

A number of diverse definitions has been proposed

for UX. Nielsen and Norman (2015) defined UX as

the simplicity of a product, which is accompanied by

elegance, that users enjoy owning and using.

According to ISO (2010), UX is a “person’s

perceptions and responses that result from the use or

anticipated use of a product, system or service.”

Hassenzahl and Tractinsky (2006) defined three

facets of UX: beyond instrumental, emotion and

affect, and experiential. The beyond instrumental

facet mainly concerns humans’ non-functional needs

to achieve their goals, such as hedonic aspects that the

product or service fulfils. Hassenzahl and Tractinsky

(2006) suggested that the advancement of technology

has caused interactive products to become not only

useful and usable but also trendy and fashionable.

The UX research field has been divided into three

distinct eras (Dirin & Nieminen, 2017). The first era,

which took place during 2000–2006 was

characterized by technical approaches to UX. The

second era, which spanned 2006–2010, was defined

as the usability of mobile applications. Finally, the

third era, which commenced after 2010, focuses on

human responses and emotions as UX, where UX

arises from the direction of human responses and

emotions. Shen (2014) tackled the importance of UX

in m-learning through three priorities: (1) content,

which involves improving the quality of delivered

learning materials; (2) teaching and learning

processes, which involves live and synchronized

learning; and (3) learners themselves, which involves

detecting their emotional states during m-learning.

Recent advances in m-learning are aimed at

developing applications that are based on users’

emotional states, as indicated in the work of Kuderna-

Iulian et al., (2015). They developed a multimodal

monitoring tool capable of detecting the learner’s

behavior and emotional state. Furthermore, Zatarain-

Cabada et al., (2014) addressed emotional recognition

in their system for intelligent tutoring on Android-

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544

based mobile devices. These studies demonstrate that

the importance of emotional aspects of UX has

already captured the attention of m-learning

researchers.

3.2 Beyond Functionality and Usability

Mobile devices’ coexistence with learners as a

supportive tool for learning activities has also

changed learners’ expectations. Learners now seek a

multi-tasking medium that can carry out complex

instructions, as discussed regarding the second era of

M-learning UX, which was characterized by the

requirement to go beyond the device’s functionality

and applications. Learners’ objectives for using a

mobile device are more closely related to learning

outcomes than to the features and functionality of the

device and its applications. The usage of mobile

devices and applications is constantly evolving. For

instance, the concept of “gamification” (Huotari &

Hamari, 2012) is intended to motivate (Deterding,

2012) students to learn through playing games.

Hamari et al. (2014) demonstrated that gamification

delivers positive effects, although the effects greatly

depend on the context in which the gamification is

implemented. An example of this is the application of

Angry Birds in education (Rodrigues & Carvalho,

2013).

3.3 Definition of Lifelong Learning

The term lifelong learning has become popular in

research communities with the advancement of

technologies and accessibility of knowledge at any

time and place. This sounds like a m-learning

definition (Mostakhdemin-Hosseini & Tuimala,

2005) which overcomes the traditional education

constrain on content accessibility at any time any

places. UNESCO (Lee & Tom, 2011) has significant

impacts on the life learning over the last four

decades. There have been recommendations,

frameworks, and conceptual proposals on applying

mobile technologies for lifelong learning such as

Nordin et al.. Kay (2008) applied the concept of

personalized and pervasive computing to assist

learners in their learning throughout their lives. The

concept has also been promoted by the European

Commission (Field, 2010) and (Volles, 2016). The

term mobile lifelong learning refers to learning that

happens in a context where users pursue to develop

competence or update information. This definition

indicates that learning happens everywhere and can

happen continuously. There have been many

initiatives to anticipate solutions for lifelong learning,

such as Nordin et al.’s (2010) m-learning framework

that supports systematic lifelong learning experience

design. They explored the design factors that focused

on mobile environments, basing the factors on the

learning theories, mobile environment, m-learning

context, and learning experience. The term lifelong

learning also appears in artificial intelligence learning

algorithm design and development, such as lifelong

machine learning (Silver et al.2013), (Ruvolo &

Eaton, 2013) and (Chen & Liu, 2016). However, in

this article the focus is on lifelong learning from the

UX perspective.

3.4 Emotions and Feelings

The recognition of emotions and other affective

factors have become important in human-computer

interaction (Calvo, 2010). Emotional experiences are

feelings that inform people about the states and state

changes in their belief–desire systems (Reisenzein,

2009). In other words, people have various beliefs

and desires that they aim to fulfill (e.g., by engaging

in learning activities), their emotional experiences or

the emotions been met through the interaction with

their surroundings.

Emotions have a subjective, behavioral (arousal),

and physiological (bodily) components (Scherer,

2005) that must be analyzed separately (Dirin et al.,

2017). Emotions have direct effects on our physical

and mental health as well as our attention, memory,

learning, judgment, and decision-making for example

(Lerner et al. 2015). Therefore, by recognizing

emotions, arousing emotions, and regulating

emotions, we can properly adapt learning application

to match the learner’s emotion state.

3.5 Learning Awareness and Cognition

We define learning awareness as gaining of

knowledge and development of competence

whenever and wherever needs on the context and

environment where the knowledge is demanded.

Learning awareness is not a constrain in the

contemporary world where learning contents are

available anywhere and anytime. However,

acquiring knowledge for competence development in

a lifelong m-learning setting requires more than just

the availability of knowledge; intrinsic motivations

(Rainer Reisenzein, 2009) are essential in order to

engage the learner in lifelong learning activities that

are typically not governed or facilitated by a formal

education system. Intrinsic motivations according to

Ryan and Deci (2000) are the natural human tendency

to learn and adopt. In a virtual world, also the

Facets of Mobile Lifelong Learning Services

545

learner’s curiosity (Litman, 2005) raise awareness of

the learning needs and competence development.

Oudeyer et al. (Oudeyer, et al. 2016) findings

demonstrate that the curiosity, surprise, and the

experience of novelty lead to learning and memory

retentions.

Furthermore, learning cognition is important in

lifelong learning. Okrigwe (2010) states that the

cognitive view of learning depends on the

individual’s way of thinking, memorizing or solving

problems as their ways of learning and demonstrating

the knowledge are different. The cognitive learning

theory for multimedia learning, as Mayer (2014)

studied, has five cognitive processes: first, selecting

the proper words; second, selecting proper images;

third, organizing the selected words into coherent

verbal presentations; fourth, selecting the images into

coherent pictorial representations; and five, emerging

the pictorial and verbal representations with prior

knowledge. The cognitive load theory provides

guidelines to help in presentation of information so

that it encourages the learner to optimize their

learning based on their individual capacity since the

cognitive capacity of the working memory is limited

(de Jong, 2010).

3.6 Learning Content, Learning Media

and Tools

The way a lifelong learning system presents learning

contents impacts learners’ motivation to continue

learning. Social media, as Dabbagh and Kitsantas

(2012) stated, creates a personal learning

environment (PLE) which integrates formal and

informal learning that supports students’ self-

regulated learning. Furthermore, Balakrishanan and

Gan (2016) reveal that social media supports various

learning approaches, such as participatory,

collaborative, and independent learning. Dede (2009)

demonstrate that comprehensive and realistic

experiences engage learners in immersive interactive

digital learning media.

4 A LIFELONG M-LEARNING

APPLICATION CONCEPT

As an example of potential life lifelong m-learning

applications, we present the concept of a basketball

shooting application, which helps basketball players

and coaches learn and teach, respectively, how to

shoot efficiently (Figure 1). Learning awareness must

be based on a natural approach; in other words,

learning happens while doing, and here, learning

happens in the context of a basketball court. Through

the use of contemporary learning tools and media, this

can be accomplished without the need to learn a

frustrating theory lesson in a classroom.

Figure 1: Lifelong m-learning concept: basketball learning

application.

Every basketball player and coach know that the best

way to keep improving shooting is to track how

experts perform in comparison with the player. By

designing an application for a smartwatch that can be

worn while shooting, the player can input shot results

after every “spot” without having to leave the court to

write them down. The smartwatch application is

meant purely for inserting results, which are then

automatically synchronized to the smartphone

application, where the player can see advanced

statistics and graphs based on the information from

the watch. This application concept was designed and

developed in a user experience design course by a

group of students.

5 RESULTS

5.1 Emotional Factors in Lifelong

m-Learning

We identified emotional factors in lifelong m-

learning by going through the selected articles and

publications and categorized the findings in an Excel

document. Table 1 presents the journals and

conferences and the respective number of articles

identified for the analysis.

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546

Table 1: Source forums and publication counts.

No Journal / Conference Publication

Count

1 World Conference on Mobile

and Contextual Learning

(mLearn)

2 International Journal of

Interactive Mobile Technologies

(IJIM)

3 European Journal of Open

Distance and E-Learning

(EURODL)

5 International Journal of

Emerging Technologies in

Learning (JET)

6 International Journal of

Teaching and Learning in

Higher Education (IJTLHE)

7 Journal of Computer Assisted

Learning (JCAL)

8 Journal of Online Learning and

Teaching (JOLT)

9 Computers & Education. An

International Journal (Computer

& Education)

Total 102

We conclude the findings of the SLR in Figure 2

which presents the fluctuation of articles on emotion

factors that have been recognized for m-learning

applications to improve the user learning experience.

Figure 2: Number of articles identified in the literature

review that discuss emotional factors that improve the user

experience.

The findings indicate that already at the rise of m-

learning applications in 2005 the emotional user

experience factors have been recognized as important

in application design and development. The

development reached its peak point in 2011. The

fluctuations continue until 2017. The feelings of trust

and security were the researchers’ concerned already

during 2005-2007. As soon as m-learning

applications became more complex, the feelings of

excitement, empowerment, and effectiveness become

evident. In the following, the list of identified

emotional factors are presented:

 Feeling of trust means “I do not lose my data”.

Kim and Moon (1998) identified that the feeling

of trust in systems with utility is considered an

important part of “emotional usability” .

 Feeling of reliability translates to “redundancy,

overlapping functionality”. Wixom and Todd

(2005) identified that the information accuracy

and system reliability results user satisfaction

 Feeling of security means “Others do not see my

data”, “My information will not be exposed to

others”, “I can do mistakes when learning

without fearing/being improperly monitored”.

The feeling of safety and security during early

childhood is a key to pleasurable learning

experience (Perry, 2017).

 Feeling of empowerment means “The service

enables/persuades me to use my full capacity”,

and even “I can exceed my skills and abilities”.

Bradbury-Jones et al. (2011) identified that

empowerment is an important element in nursing

education for self-control and self-efficacy.

 Feeling of being effective and efficient means

“The service helps me learn new knowledge/skill

efficiently and effectively”. Marksteiner et al.

(2019) demonstrate that student who do not feel

belonging has higher risk of dropping out of

school, or university and earning poor grade.

 Feeling of excitement means “I am delighted

when using the service/app”. Reeve et al., (Reeve

et al. 1986) demonstrate that excitement has a

significant impact on the intrinsic motivation

5.2 Evaluation of the Basketball

Learning Application

The results of the emotional analysis of the basketball

learning application were acquired by the concept

developer group of four students at Haaga-Helia

University of Applied Sciences who evaluated the

usability of the application at the Media Lab. The

details of the emotional factors’ evaluation are

presented in Table 2. The table comprises the

assessed feelings and a description for each feeling in

the context of the basketball learning application.

Table 2 is the result of the concept designers’

feedback on the given evaluation form which the first

and third authors summarized. However, the actual

impact of these emotional factors on user experience

required additional studies with the real users and real

environment. Feelings of security, effectiveness, and

Facets of Mobile Lifelong Learning Services

547

Table 2: Emotional factors associated with the basketball

learning application.

Emotional factors

Trust:

Definition: I do not lose my data

Users’ thoughts and feelings: “I believe that my

information is saved automatically and can be accessed

reliably whenever I want from all my devices.”

Features: The device saves and backup the data

regularly in the device and cloud.

Excitement:

Definition: The service thrills me when I explore

unexpected features and functions

Users’ thoughts and feelings: “when I throw the ball I

can feel the new smart watch captures my shoot – and

other players recognize my watch, too. It makes me a

professional and dedicated player”

Features: Vibrations and bright blink when the shoot

has been recorded.

Empowerment:

Definition: The service enables/makes/persuades me to

use my full capacity. It allows for pushing boundaries

and offers easy editing and presentation in various

contexts.

Users’ thoughts and feelings: “I am able to follow up

my competence development myself and with my

peers. I feel that I have develop my techniques this

week better than before. The instance feedback keeps

my performance and progress to the maximum all the

time. ”

Features: The service presents positive steps to exceed

previous achievements and share the results with peers.

Effectiveness:

Definition: I can find all the necessary functions and

services. I can review my performance whenever is

needed

This is faster and more effective than the traditional

learning method. The information is retrievable

anytime, anywhere.

Features: I can trace my performance during, after and

while practicing with the different devices.

Security:

Definition: My personal information and data is secure

and no unauthorized third party may access the

information

The data are encrypted to ensure privacy, but it can still

be accessed by the creator easily.

Features: My information save in a secure

environment. I can access the information when I need

it.

empowerment are particularly evident. The feeling of

empowerment boosts the player’s learning and allows

the player to reach their full capacity. Effectiveness is

the feeling that emerges because the device allows the

user to obtain information without having to exert

much effort. Since retrieving information is less time

consuming, this allows for devoting more time to

learning. The feeling of security is addressed through

the provision of valid content to learners, through the

integrity of user data, and through the accessibility in

the context where the data is needed.

6 DISCUSSION

Learning happens in varying, even surprising,

locations and situations. Demands for lifelong

learning emphasize that learning may happen anytime

and anywhere. In addition to the fit to physical and

temporal surroundings, appropriateness of the

learning experience to the learner’s emotional context

also affects learning. We know that emotions have

powerful and predictable drives for our decision-

making (Lerner et al., 2015) and learning outcomes

(Trigwell et al., 2012). Trigwell et al. (2012)

demonstrated that the experience of positive emotions

and a deep approach result in higher achievement,

with negative emotions resulting in lower

achievement. Therefore, determining how to use

emotions effectively to ensure correct judgment is

important. Emotional decisions are often spontaneous

and fast. Emotions impact our cognitive ability; for

example, when the learner is emotionally under

stress, cognitive performance decreases. In the

following, we revisit the research questions and

summarize our answers to the questions.

How m-learning user experience factors have evolved

in research between 2005-2017?

We identified 102 articles that recommend or

explore user experience factors in m-learning

applications. Most of the emotional factors were

recommended by researchers after 2010, as Table 1

demonstrates. However, contributions specific to m-

learning applications are still vague as we do not yet

have clear emotional engagement guidelines for m-

learning application design and development. This is

also the definition of the m-learning that the learning

happens in smart phones or tablets. Therefore, the m-

learning emotional factors, which identified during

SLR also apply to lifelong learning. The case study

example can be interpreted as real lifelong learning

scenario.

What are the potential emotional engagement factors

associated with lifelong learning?

Lifelong learning has become a reality in

contemporary life. Therefore, investigating on the

motivational factors to engage learners has become

self-evident. Emotional engagement is a form of

motivational factor that encourages learners for a

continuous usage.

Our SLR revealed six emotional factors (i.e. trust,

reliability, excitement, empowerment, effectiveness

CSEDU 2020 - 12th International Conference on Computer Supported Education

548

and security) that previous studies have identified in

the context of m-learning. These feelings are

recognized to be important in m-learning and hence

applicable in lifelong learning application design and

development. It is obvious that these feelings are not

enough for robust lifelong learning. There are still

room for further research and study to identify

additional factors.

What are the facets of emerging lifelong learning

services?

UX in lifelong learning contributes to a synthesis

consisting of situated, emerging learning possibilities

that are enabled by pervasive, connected

technologies. Furthermore, in learning service

development, addressing emotions and feelings

complements the compilation of learning materials

with learning awareness and cognition, and the

learning tools and media. The awareness of the

learner’s learning profile and strategies (structures for

“lifelong learning”) enables them to turn emerging

situations into learning moments. Positive feelings

resulting from a motivating situation and context

boost learning outcomes and make it easier for the

learner to comprehend and recall the learned content

(see Figure 3).

Figure 3. Synthesis of elements contributing to emerging

lifelong learning situations.

Jabareen (2009) proposed that the conceptual

framework is the network of linked concepts.

Accordingly, we define the lifelong learning

conceptual model which has three facets. Lifelong

learning offerings must consist of the learning

awareness which may happen based on the learner’s

curiosities or other motivational factors. The learning

media and the methods provide means to convey

content to users. At top of these facets the emotions

and feelings ensure the learner’s engagement to the

lifelong learning offerings.

7 CONCLUSION AND FUTURE

WORK

Technology advancement and smart gadgets’

popularity along with availability of vast amounts of

knowledge have made lifelong learning a reality.

Moreover, lifelong learners’ emotional engagement

plays an important role in continuous use. Our

literature review revealed that emotional engagement

has been a concern of m-learning application

research. Therefore, in addition to usability user

engagement become more evident that’s why we have

seen more emotional factors being emphasis. The

main justification is that m-learning applications have

become more complex and have been capable to

deliver independent learning subjects. In addition to

emotional factors, learning awareness to trigger

learners plays an important role. Furthermore, the

learning content and how it is presented to users is

another facet of emerging lifelong m-learning

platforms.

As a future work we aim to identify more feelings

associated with lifelong m-learning and develop

sample applications to validate the findings in real

lifelong learning contexts.

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