Laine, T. H. , Vinni, M. , Sedano, C. I. and Joy, M (2010). On designing a pervasive mobile learning platform

Laine, T. H. , Vinni, M. , Sedano, C. I. and Joy, M (2010).  On designing a pervasive mobile learning platform.  ALT-J Research in Learning Technology, 18(1), pp. 3 — 17.  Retrieved on May 31, 2010 from http://pdfserve.informaworld.com.ezproxy.usq.edu.au/
15163_751304989_921310039.pdf


Introduction
Laine, Vinni, Sedano and Joy state that "[m]obile learning, or mlearning, is one of the application areas where pervasive computing has become popular and is currently being intensively researched" (pg. 3).  Laine, et al. discuss elements of pervasive learning and ubiquitous learning that have led to embedded intelligence in mlearning (e.g. sensors, smart tags).

• pervasive learning - emphasis is placed on how intelligent environment and context sensitiveness link to the physical learning setting where the context, content and resources are provided (e.g. online university education);
• ubiquitous learning - mobility is restricted and connected to a specific context (e.g. specialised training that may require physical presence).

Laine, et al. refer to pervasive learning spaces  (PLS).  These environments offer the relevant education context where learning resources are delivered and interaction between students is sustained (e.g. traditional learning contexts, corporate training, tourist attractions).


Related work
Laine, Vinni, Sedano and Joy used Myst as a platform to deploy game based PLS quickly.  In this discussion they review current PLS platforms.  Games that do not explicitly present educational agendas have not been included.


Beaudin, et al. propose microlearning as a task divided into a sequence of learning activities through embedded intelligence (e.g. context sensitive wireless sensors built into objects and appliances).  The sensors identify when an object is approached or touched.  The system integrates deeply with the environment Laine, et al. state, but it lacks portability and student interaction (e.g. does not support group learning activities).  Furthermore, mobile devices are not used to their full potential as they are set to receive only audio instruction; communication features have been disabled.


Personal learning assistants such as LORAMS support learning through collaboration of knowledge.  RFID technology links films and objects in the environment so users can share their knowledge (e.g. videos that highlight problem-solving activity are made public, generating knowledge and feedback).  Tagging videos creates levels of categorisation.  Laine, Vinni, Sedano and Joy suggest that the dysfunction in this approach lies in the proprietory video format (e.g. the online format may not be compatible with individual mobile versions), and limited asynchronous activity.


Games that interact with a child's imagination rely on background music, sound effects and verbal commentaries.  Lampke and Hinske developed "Augmented Knight's Castle" (pg. 4) that reacts to touch through RFID and audio playback (e.g. iPad), and promotes interaction and play.  Despite its outstanding features, it lacks mobility Laine, et al. observe (e.g. the iPad is a recently introduced mobile device that potentially supports the features of such programs).


Laine, et al. include mobile learning opportunities in museums and galleries as examples of single purpose devices (e.g. the mobile devices store static information restricted to one location or context or object).  Laine, Vinni, Sedano and Joy indicate that the closest match to their work is the IPerG project (developers of multi-user publishing environment) that create multi-use mobile applications.  Myst (mentioned earlier) uses MUPE as a platform, thus reducing the need to reinvent the wheel (program developers can eliminate the labour intensive effort to devise their own platform; contributes to knowledge sharing and community learning/awareness; compatible with existing software).


The previous examples have been used within a confined space (e.g. a building).  Open air pervasive learning spaces (PLS) are flexible in relation to the physical context, but are not flexible in content.  Laine, et al. suggest that the flexibility of the system can be seen as problematic.


The Myst platform
Pervasive mlearning through gaming occurs quickly and easily.  Laine, et al. created and tested their Myst-based mobile games at events held internationally.  The authors detail their work to give scope to the scalability of Myst-based flexibility and portability.  Games are based on informal learning environments (e.g. UFractions is a game that does not have deep association with it's environment; ubiquitous learning).  It is possible that Myst-based games are embedded in the curriculum at some future date, but there is no evidence to support their idea other than in UFractions, Laine, et al. state.


Platform features
The concept during Myst-platform design included making the system compatible in various locations with little need for re-design.  The gaming features function compatibly with most applications.  Dimensions to the gaming option is explored through shared experience of the surrounding environment.  Laine, Vinni, Sedano and Joy refer to enigmas that need to be solved during game play.  The enigmas are questions that range from task-based queries to image capture.  There is no time limit; help is available from other students; there is access to hints/tips.  A single device can conduct multi-player functions so teams can play.  Game areas are categorised and assigned purpose designed enigmas.  RFID and GPS is used to locate the student.


Data is recorded using device functions (e.g. camera, voice notes) and Laine, et al. refer to these recordings as impressions.  Impressions also record ownership (e.g. student name, location stamp) and information concerning the enigma.  Students are directed to a central database that stores all recorded information (e.g. points) on a dedicated site.  Information is exchanged on thoughts and perceptions to understand the variety of experiences encountered.


Myst-based games allows story creation (with embedded enigmas) and narrators.  Scored points increase with levels of difficulty in solving the enigma during "battles" (pg. 8).  Points reduce when questions are answered incorrectly.


Design principles
Laine, Vinni, Sedano and Joy indicate that the development of the Myst platform is ongoing and subject to change and evolution.  The most important lessons learned were in designing PLS platforms successfully, they state.  The key factor is flexibility of design.  Flexibility is significant when considering how the system may be used in different contexts and with different content.  Dimensions of variety are resolved through flexible design:

• variety of contexts (e.g. physical locations);
• variety of content types (e.g. different media types);
• variety of players (e.g. age, gender, language, preferences); and
• variety of interactions between players and non-player characters.

By using open protocols and portable languages, PLS developers allow room for manoeuvre to achieve the flexibility required.  Platforms that can accept the above configurations remain open to sliding in renewed or adapted components without disrupting the entire framework.  External applications from other developers develop extensions or new features (e.g. apps written for devices such as the iPhone, Blackberry).


Interaction models are consistent in supporting student to student, and student to system communication.  Social dynamics supports and encourages learning Laine, et al. state, so profiles and congruence of interaction between playing and non-playing characters are of significant interest to developers.


Laine, et al. state that students are given the opportunity for reflection by extending access to learning data at the end of the activity.  Students extend the learning process by taking it further than the actual learning arena when they access the database of stored information.


Laine, Vinni, Sedano and Joy note that the primary factor when considering design of a PLS is to develop it with stakeholders as opposed to for stakeholders (e.g. within a museum setting stakeholders are museum visitors, curators, content matter experts).


Architecture
Myst has been developed using MUPE from Nokia.  MUPE sends the information in XML (eXtensible Markup Language).  The mobile device reads and renders the XML to the compatible mobile format.  It was chosen for its portability and ease of use.  The architecture is divided into four distinctive parts:

1. server - the authors added extensions to the MUPE server so that other developers can add their own classes and XML sheets; records are kept of individual performance; in the event of system failure and the mobile device crashes, the central database can start the game at the point before the crash; the server can dynamically change the content to suit the mobile interface; data collection is facilitated by circulating questionnaires after activities; a sequential database uploads impressions, performance and results to the off-site component;
2. clients - Laine, et al. state that the MUPE system was amended during design to include barcode recognition and near-field communication tag reading and in theory can support any J2ME-enabled device, although testing was limited to two types of Nokia phone;
3. pervasive environment - supports context, content and resources; information on the environment (a source of questions for the enigmas) can be captured for future reference, sensors provide information for deeper levels of analysis; mics and touch screens enhance the communication experience; and
4. off-site extension - where individuals in less central positions ("located outside the festival arena" pg.12) are afforded an overview to events conducted; impressions are uploaded for sharing and feedback; students are able to use it as a 'rear-view mirror' when comparing results and memories.

Evaluation
The sequential process for evaluation started with a questionnaire and instructions on how to use the features.  Individual and team play was observed.  The questionnaires revealed that the students had enjoyed the game as "interaction with the environment is an essential part of pervasive learning spaces"  (pg.14).  The students responded positively when asked if they had learned more about the exhibition as a consequence of playing the game.  When asked, most students agreed that they would be interested in playing the game on their own devices in different locations.  Laine, et al. postulate that the children were young and their devices may have needed upgrades in order to play.  Enigma solving gained positive feedback, but impression recording features were not used much.  Resources were appreciated, but still under-utilised.  General consensus revealed that games built using Myst motivate students to interact with the environment and facilitate learning through discovery.


Conclusions and future work
In this discussion Laine, et al. present features, architecture and design principles of Myst as a platform for pervasive mobile games.  A review of alternative PLS do not have the functional flexibility of Myst.  Experience of developing Myst has allowed the authors to ascertain key design principles that promote flexible solutions.  Games have no age bias, although results show that children and young adults are particularly suited to the environment.


The authors intend to develop Myst to apply it to new contexts (e.g. forests, tourist attractions, rural/urban areas).  They further state that areas being developed include strategy and a gateway sensor that gathers and analyses data to increase sensitivity to context and utilisation of resources in the physical environment.  Editor components were introduced to new games for subject matter experts to add to.  Previous game designs are studied and adapted to build new games.