Development of Mobile Learning Using Android Platform

Development of Mobile Learning Using Android Platform Christianne Lynnette G. Cabanban, MIT College of Computer Science Don Mariano Marcos Memorial State University-South La Union Campus Agoo, La Union, Philippines Abstract: In the interest of the advancement of mobile technology and their increasing affordability and wide capability, mobile devices particularly Android platforms have transformed from a means of communication to tools for socialization, entertainment, and learning. It has greatly changed the functioning of the world, even the learning process. Learning through mobile phones or Mobile Learning has become part of the educative process. Mobile Learning or M-Learning is a type of e-learning that delivers educational contents and learning support materials through wireless communication devices. The purpose of this study is to assess the readiness and perceptions of faculty members and college students in the use of mobile devices for learning inside and outside the classroom. This will also determine the respondents prior knowledge on the personal and educational use and application of mobile phones. Finally, it will identify the respondents perception on the effectiveness of mobile devices as used in the teaching-learning process. Keywods: Mobile Learning, Mobile Technology, Android I. INTRODUCTION Mobile technology has entered into the mainstream society, affecting the lives of many in recent years. According to the report Information and Communications for Development: Maximizing Mobile [1], which was released on August 16, 2012, there were 101 mobile cellular subscriptions for every 100 people in the Philippines in 2011, a jump from 41 subscriptions for every 100 people in 2005. Worldwide, the number of mobile subscriptions grew from one billion in 2000 to more than six billion in 2011, of which nearly five billion were in developing countries. Mobile phones based on android platform have become an indispensable communication device for many people, particularly in younger segments of the population, such as students. Smart Telecommunications noted a steep rise in the use of the top three smartphone operating systems in its network. Google's mobile OS, Android, tallied the highest increase with a 300% spike, followed by BlackBerry OS with 66%, and Apple's ios with 62%. The figures were culled from a series of one-day snapshots of Smart's network taken every month. As stated by Mr. Orlando B. Vea, Smart's Chief Wireless Advisor [2], from August to December 2011, the company has seen a doubling of the number of subscribers using smartphones in the last four months of 2011 due to increased availability of devices and the growing demand for mobile Internet. Technology ( ICEKMT 2013 ), Bangkok, Thailand on April 6-7, 2013 Page..98

Android is an open source mobile operating system that has been supported by Google Corporation, the world leading search Engine Company. One major reason for the pervasive adoption of android in the mobile market is that mobile applications developed through android development technology is more efficient and effective compared to the other technologies, such as mobile Window or Symbian operating systems, producing fast, user friendly and appealing applications. With this formidable mobile technology advancement, more and more students can now seek informal education. Another benefit of these tools is that learning cost incurred unto students is drastically reduced as independent, and self-paced learning can be done outside the schools and campuses [3]. The study by Chan (2003) shows that it is important for providers of mobile academic content and information to understand the following characteristics: First, mobile learning addresses the urgency of individual information acquisition and learning needs. Second, the initiative of knowledge acquisition is based on an information seeker s request and the information is obtained immediately. Third, a mobile learning setting enables information seeking and learning to occur when and where it best fits individual needs. Fourth, interactivity of the learning process is provided through wireless devices. Learners and information seekers are provided broader access to experts (e.g., librarians, instructors, etc.) and knowledge than is available through other distance learning technology. Fifth, activities are situated instructional activities in a way that extends learning and information seeking into natural, authentic, and contextual situations of an individual s personal life. Finally, instructional content (e.g., information resources, activities, etc.) is integrated into mobile device use wirelessly [4]. Given the mass technological consumption of this new technology, a new learning pattern will dawn over the academic horizon, Mobile Leaning, bringing in new learning opportunities to all. II. BACKGROUND AND RELATED WORKS 2.1 Mobile Technology Although the use of mobile application technology in learning is still new, there is a developing literature on the subject. Initially, the majority of research revolved around issues of how the technology might be applied, and by whom. The Horizon Report 2011 identifies key trends in technology and education and echoes a long-held tenet of the academic library: People expect to be able to work, learn, and study wherever and whenever they want [5]. This report also looks at emerging technologies and predicts increased emphasis on this technology which has moved from the near horizon to the one-year or less category. Mobiles embody the convergence of several technologies that lend themselves to educational use, including electronic book readers, annotation tools, applications for creation and composition, and social networking tools, according to the authors of the report. With growing levels of mobile ownership right across the globe, many Universities are developing mobile projects to try and capture this trend. Mobile has massive potential in higher education because of its ubiquity in the student population [6]. Technology ( ICEKMT 2013 ), Bangkok, Thailand on April 6-7, 2013 Page..99

2.2 Mobile Learning Mobile Learning or M-Learning is a type of e-learning that delivers educational contents and learning support materials through wireless communication devices. Likewise, Traxler describes mobile learning as a personalized, connected, and interactive use of handheld computers in classrooms. The actual implementation of M-Learning is growing faster in some capabilities than others [7]. The elearning Guild collects research data on the subject, and according to the survey results, the use of M-Learning for social networking and communication is more prevalent than it is for the development of custom applications, with 38.1% of organizations implementing, designing, or building the business case for social networking and only 25.7% for custom application development. The research collected shows much personal use, and 70.2% of respondents are using their personal mobile devices for business use. Of those who have conducted M-Learning implementation, 50% are seeing positive returns [8]. The transition from the e-learning to the M-learning revolution is characterized also by a change of terminology. For example, the dominant terms in the e-learning era were: multimedia, interactive, hyperlinked, media-rich environment, etc. In the M-learning era terms like spontaneous, intimate, situated, connected, informal, lightweight, private, personal etc. are used to characterize the context [9]. 2.3 Mobile Learning Architecture Android, an open-source mobile operating system and application framework supported by Google is a recent addition in the mobile application platform. By providing an open development platform, Android offers developers the ability to build extremely rich and innovative applications with a rich set of User Interfaces, support for broad range audio and video file formats. Developers and mobile handset manufacturers around the world has embraced this new platform due its open-source and diverse application development and running capabilities with programming language as Java [10]. Figure 1. Ubiquitous Mobile Learning Architecture Figure 2. Unified Theory of Acceptance and Use of Technology (UTAUT) Model The Ubiquitous Mobile Learning Architecture as seen in figure 1 has three main factors that consists of the learning environment which signifies the anytime, anywhere learning which can be conducted in the Technology ( ICEKMT 2013 ), Bangkok, Thailand on April 6-7, 2013 Page..100

traditional classroom setting or outside the classroom like travelling in a bus or being at home using a wireless network with both 3G and WiFi to connect with the University server at all-time using Web Services architecture. The inclusion of pedagogical information is based on constructivist theory, allowing students to create knowledge from what they see, hear, read and perceive. Interactive learning application which have both client module running on mobile devices with different form factor suitable for varying learning environments like Tablet PCs for classroom learning, Mobile Phones for anywhere learning outside the classroom and Notebook PCs to be used at home environment and linked with the server module which runs through Web services middleware architecture [11]. 2.4 Unified Theory of Acceptance and Use of Technology (UTAUT) The Unified Theory of Acceptance and Use of Technology Model (UTAUT) theory seeks to explain intentions to use an information system and subsequent usage behavior. The theory holds that the key constructs performance expectancy, effort expectancy, social influence, and facilitating conditions are direct determinants of information system usage intention and usage behavior). The UTAUT dependent constructs are behavioral intention and usage behavior. The independent constructs are performance expectancy, effort expectancy, social influence, facilitating conditions, gender, age, experience, and voluntariness of use. The four key determinates for usage intention and behavior intention to use are performance expectancy, effort expectancy, social influence and facilitating conditions [12]. Performance Expectancy. Performance expectancy is defined as the extent to which a person believes using an information system/technology will support the user s gain benefits from job performance. Performance Expectancy and Mobile Learning. In the perspective of mobile learning, performance expectancy suggests that individuals will find mobile learning useful because it permits them to access information quickly, at a time and place of their convenience, and on the device of their choice. Effort expectancy. Effort expectancy is the degree of ease an individual associates with the use of an information system/technology. Effort Expectancy and Mobile Learning. In the context of effort expectancy in the use of mobile learning in community colleges, it seems likely that effort expectancy will affect behavior most strongly during the initial and early stages of mobile use of academic or library content. Social influence. Social influence is the extent to which users distinguish that others important to them believe that the users should use a new information system. Social Influence and Mobile Learning. In the context of mobile learning, this paradigm suggests that social influence (e.g. teachers, parents, peers, etc.) will strongly affect younger students intention to accept and use mobile devices for academic purposes. Technology ( ICEKMT 2013 ), Bangkok, Thailand on April 6-7, 2013 Page..101

Facilitating Conditions.. Facilitating conditions is defined as the degree in which an individual believes that an organizational and technical infrastructure exists to support use of the system. Facilitating conditions is an important predictor when performance and effort expectancy are not existing. Facilitating Conditions and Mobile Learning.. Without training and support for mobile learning, lack of technology skills may be a potential barrier. Self-Management of Learning. Self-Management of learning is observed as a determinate in this study. Successful learning is derived from learner control of the learning activity, exploration and investigating, asking questions, and engaging in collaborative learning [13]. 2.5. Android Architecture Android is an open source platform. The underlying operating system of Android is licensed under GNU General Public License Version 2 (GPLv2), a license where any third-party improvements must continue to fall under the open source licensing agreement terms. The Android framework is distributed under the Apache Software License (ASL/Apache2), which allows for the distribution of both open and closed source derivations of the source code. Commercial developers and handset manufacturers can choose to enhance the platform without having to provide their improvements to the open source community. Instead, developers can profit from enhancements such as handset-specific specific improvements and redistribute their work under whatever licensing they want. [14]. Figure 3. Android Architecture Figure 3 depicts the architecture of Android operating system. An Android system acts like a stack of software components built upon the Linux 2.6 kernel. Linux provides basic system functions such as process and memory management, multithreading, and security. The Android runtime kernel operates above the Linux kernel and it contains both runtime libraries and the Dalvik virtual machine (VM). The runtime libraries comprise open-source building blocks such as the WebKit browser, the SQLite database, abase, and the FreeType font engine. The Dalvik VM--designed specifically for Android--provides two key capabilities: First, programmers can instantiate it, or create it, as needed so each application has its own private copy running in a Linux process, which protects its code and data from other applications. Second, the Dalvik VM uses registers rather than a memory-based stack to improve memory-use efficiency. The Dalvik VM implements bytecode, designed for Technology ( ICEKMT 2013 ), Bangkok, Thailand on April 6-7, 2013 Page..102

efficient execution of java classes within Android's Application Framework layer to provide higher level services for applications. The top applications layer comprises standard applications, such as a Web browser, email, and other apps within Android. This form of function "exposure" lets programmers reuse software and helps provides a consistent "user experience." Applications also can transfer, exchange, and share data. An Android application includes resources bundled into an archive called an "Android package and an application includes four components: activities, services, broadcast receivers, and content providers, which the application instantiates and runs as required [15]. III. Statement of the Problems The purpose of this study is to assess the readiness and perceptions of faculty members and college students in the use of mobile devices for learning inside and outside the classroom. Specifically, it will answer the following problems: 1. What is the respondents prior knowledge on the use of mobile device as to: a. Personal Use b. Educational Use 2. What is the respondents perception on the use of mobile learning as to: a. Performance Expectancy b. Effort Expectancy c. Social Influence d. Voluntariness of Use e. Facilitating Conditions f. Perceived Playfulness g. Self-Management of Learning h. Behavioral Intention to Use Mobile Learning 3. Is there a significant difference between the respondents prior knowledge and perception on the use of mobile learning? IV. Methodology Research Design Descriptive research will be used. Descriptive research answers the questions who, what, where, when and how the condition is of the situation under study. In this research, this applies as this will determine the perceptions of both faculty and students towards mobile learning. The results will be the basis for future development of mobile learning application. Technology ( ICEKMT 2013 ), Bangkok, Thailand on April 6-7, 2013 Page..103

Population and Locale of the Study The study will be conducted at Don Mariano Marcos Memorial State University-South La Union Campus, College of Computer Science with faculty members, and students as respondents. Quota Sampling will be used to sample the big population of 1676 with the desired degree of accuracy. It established the idea on how large sample size should be to ensure the accuracy of results. A total of 85 students out of the population of 1676 or five (5) percent per year level will serve as the respondents. Total enumeration will be used to the faculty members due to their manageable number of thirty-one (31); therefore, using any other techniques may not be necessary. Table 1. Respondents N n Faculty Members Students 1 st Year 2 nd Year 3 rd Year 4 th Year 31 605 500 281 290 1676 31 30 25 14 16 85 Total 1707 116 Distribution of respondents Instrumentation To determine the level of knowledge and perception of the respondents on mobile learning, a Likerttype questionnaire based on Unified Theory of Acceptance and Use of Technology Model (UTAUT) will be employed. The questionnaire s composed of the following areas: (a) Performance Expectancy, (b) Effort Expectancy, (c) Social Influence, (d) Voluntariness of Use, (e) Facilitating Conditions, (f) Perceived Playfulness, (g) Self-Management of Learning, and, (h) Behavioral Intention. Library research technique is employed that enables the researcher to explore more ideas, principles and concepts related to the study. Internet surfing is employed to view references which will serve as basis in developing the system. Data Analysis Frequency counts and means are the primary statistical treatment to be used to analyze and interpret the survey results. The mean scores obtained along the different areas will be analyzed using the following scale of equivalents: 4.20-5.00= Strongly Agree, 3.40-4.19= Agree, 2.60-3.39= Neutral, 1.80-2.59= Technology ( ICEKMT 2013 ), Bangkok, Thailand on April 6-7, 2013 Page..104

Disagree, 1.00-1.79= Strongly Disagree. The mean scores ranging from 2.60-5.00 indicate a high level of perception of the respondents which means that they accept and are ready with mobile learning implementation. On the other hand, mean scores ranging from 1.00-2.59 indicate a low level of perception which means that respondents may not be ready to be introduced with mobile learning applications. V. Expected Outcome The findings of this research will supplement to existing technology acceptance literature. It will also enable proposal of another study for understanding, elucidating, and predicting factors influencing individual acceptance of mobile learning. The study will provide valued data for future studies on respondents intention to use mobile devices for learning and for the development of mobile learning system using android platform. By understanding the determining factors of mobile learning perception using Unified Theory of Acceptance and Use of Technology (UTAUT) model, the researcher will be able to integrate these factors into the design and implementation phases of a mobile learning system initiative. REFERENCES [1] Worldbank (2012), Information and Communications for Development 2012: Maximizing Mobile Retrieved from http://ttarl.org/attachments/ic4d2012overview.pdf on January 2013 [2] TechPinas (2012), Android Users in the Philippines Increased by 300%. http://www.techpinas.com/2012/01/android-users-in-philippines-increased.html [3] Hanafi, H.F. (2012), Mobile Learning Environment System (MLES): The Case of Android-based Learning Application on Undergraduates Learning, (IJACSA) International Journal of Advanced Computer Science and Applications, Vol.3, No.3, 2012 [4] Chen, Y-S (2004). A Mobile Butterfly-Watching Learning System for Supporting Independent Learning. Proceedings of the 2 nd International Workshop on Wireless and Mobile Technologies in Education. JungLi, Taiwan: IEEE Computer Society [5] Johnson, L.(2011). The 2011 Horizon Report: The New Media Consortium Retrieved http://net.educause.edu/ir/library/pdf/hr2011.pdf from January 2013 [6] Uys, P. (2011). Mobile Learning in ehealth: Increasing Learning Options by Supporting the Mobility of Learners in Developing Contexts Retrieved from http://www.telessaude.uerj.br/resource/goldbook/pdf/32.pdf on January 2013 [7] Traxler, J. (2005). Institutional issues: Embedding and supporting. In A. Kukulska-Hulme & J.Traxler (Eds.), Mobile learning: A handbook for educators and trainers (pp. 173-188), London:Routledge. [8] Quinn, C. (2011) Mobile Learning: Landscape and Trends. Retrieved January 2013, https://commons.lbl.gov/download/attachments/77828943/mobile2011report-f2.pdf Technology ( ICEKMT 2013 ), Bangkok, Thailand on April 6-7, 2013 Page..105

[9] Laouris, Y. (2005). Educationally Relevant Meta-Data in Learning Objects: Necessary Condition for Reusability. Proc. 8th Cost 276 Workshop: Information and Knowledge Management for Integrated Media Communication, May26-28, 2005 pg. 61-65. [10] Lee, S. (2012). Creating and Using Databases for Android Application. International Journal of Database Theory and Application Vol. 5, No. 2, June, 2012 [11] Shanmugapriya, M (2011). Designing an M-Learning Application for a Ubiquitous Learning Environment in the Android Based Mobile Devices Using Web Services. Retrieved from http://www.ijcse.com/docs/ijcse11-02-01-055.pdf on January 2013 [12] Venkatesh, V. (2011). Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology Retrieved from http://vvenkatesh.com/downloads/papers/fulltext/pdf/venkatesh_thong_xu_misq_forthcoming.pdf on January 2013 [13] Donaldson, R. (2011). Student Acceptance of Mobile Learning Retrieved from http://diginole.lib.fsu.edu/cgi/viewcontent.cgi?article=1243&context=etd on January 2013 [14] TechTarget (2009). Introducing Android Retrieved from http://media.techtarget.com/searchmobilecomputing/downloads/introducing_android.pdf on January 2013 [15] Walls, C. (2011). Get Started with Android Retrieved from http://www.ecnmag.com/articles/2011/07/get-started-android on January 2013 Technology ( ICEKMT 2013 ), Bangkok, Thailand on April 6-7, 2013 Page..106