Literature Review in Mobile Technologies and Learning

By Laura M. Naismith, Mike Sharples, Giasemi N. Vavoula, Peter Lonsdale. 2004

1,060 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b38a966438e51adbaf9db61fee284a28600399c3

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Citations in the corpus

Factors driving the adoption of m-learning: An empirical study (2010, background): “As Naismith et al. pointed out, m-learning would enable a sort of ‘highly situated, personal, collaborative and long-term (learning); in other words, truly learner-centered learning’ (Naismith et al., 2004, p. 36).”
What seams do we remove in mobile-assisted seamless learning? A critical review of the literature (2011, unknown): “Computers & Education, 57 (4), 2364-2381. to learning theory-based (Naismith, Lonsdale, Vavoula, & Sharples, 2004) to that of a hybrid techno-pedagogical construct (Patten, Arnedillo-Sánchez, & Tangney, 2006).”
Adaptive educational environments as creative spaces (2006, background): “For convenience, the developments may be grouped as mobile technologies that are portable and personal (Naismith et al., 2004); tangible technologies that are blended into everyday objects (O’Malley & Fraser, 2004); and network technologies (Anderson & Whitelock, 2004).”
Designing collaborative, constructionist and contextual applications for handheld devices (2006, background): “While this is a particularly popular approach in e-learning systems, it is a ‘‘fairly basic application of mobile devices in learning’’ ( Naismith et al., 2005, p.12 ).”
Tablet use in schools: a critical review of the evidence for learning outcomes (2016, background): “A range of different mobile devices has been used educationally (Kearney et al., 2012; Frohberg, 2009; Naismith et al., 2004; Traxler, 2010), and includes devices such as specialised handheld devices such as data loggers, phones and smartphones, low-power computers such as the Raspberry Pi1, as well”
Seven HCI Grand Challenges (2019, background): “…learning approaches mainly stems from their characteristics, and namely portability, connectedness and social interactivity, context sensitivity, and individuality – as personal devices can fully support customization and personalization (Naismith, Lonsdale, Vavoula, & Sharples, 2004).”
iLearning: The Future of Higher Education? Student Perceptions on Learning with Mobile Tablets (2012, background): “…asserts that learning activities incorporating mobile technology will move further out of the classroom and further into the learner’s physical and virtual environments, amplifying learning to be more situated, personal, collaborative and lifelong (Naismith, Lonsdale, Vavoula, & Sharples, 2004).”
Activity theory for designing mobile learning (2007, background): “Mobile devices are especially well suited to context-aware applications because they are available in different contexts so that it is possible for us to draw on those contexts to enhance the learning activity (Naismith et al., 2005).”
Will mobile learning change language learning? (2009, background): “A number of publications offer general orientations and reflections on progress that are suitable for mobile learning researchers and practitioners alike (Naismith et al., 2004; Kukulska-Hulme & Traxler, 2005; Naismith & Corlett, 2006; Faux et al., 2006; Sharples, 2006; Kukulska-Hulme et al., 2009).”
Effectiveness of vocabulary learning via mobile phone (2008, methodology): “…EFL learners with large exposure to the target content as learners can do self-learning anytime, anywhere with the assistance provided by mobile technology (e.g., Norbrook & Scott 2003; Thornton & Houser 2003, 2004, 2005; McNicol 2004; Naismith et al. 2005; Roschelle et al. 2005; Chinnery 2006).”
Classroom Response Systems: A Review of the Literature (2006, background): “Almost all of the studies included in general overview articles were based on purely individual CRS response collections (Abrahamson, 1998, 1999; Beatty, 2004; Burnstein and Lederman, 2003; Naismith et al, 2004; Penuel et al, 2004; Robertson, 2000; Roschelle et al, 2004a,b).”
An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction (2008, background): “1 Mobile phones Currently, in line with Pęcherzewska and Knot’s findings (2007) concerning m-learning in general, the majority of MALL activities appear to make use of mobile phones.”