Botički, Ivica; Baksa, Jelena; Seow, Peter; Looi, Chee-Kit

This study presents and examines SamEx, a mobile learning system used by 305 students in formal and informal learning in a primary school in Singapore. Students use SamEx in situ to capture media such as pictures, video clips and audio recordings, comment on them, and share them with their peers. In this paper we report on the experiences of students in using the application throughout a one-year period with a focus on self-directedness, quality of contributions, and answers to contextual question prompts. We examine how the usage of tools such as SamEx predicts students’ science examination results, discuss the role of badges as an extrinsic motivational tool, and explore how individual and collaborative learning emerge. Our research shows that the quantity and quality of contributions provided by the students in SamEx predict the end-year assessment score. With respect to specific system features, contextual answers given by the students and the overall likes received by students are also correlated with the end-year assessment score.

// Computers & education86 (2015) ; 120-136

Published in: CAE Journal, January, 2015

Čarapina, Mia; Botički, Ivica.

This paper analyses mobile computer supported collaborative learning in elementary education worldwide focusing on technology trends for the period from 2009 to 2014. The results present representation of device types used to support collaborative activities, their distribution per users (1:1 or 1:m) and if students are learning through or around the technology. The major findings show that in the last five years tablet computers and small handheld devices are used nearly with equal frequency as mobile learning devices, mostly in 1:1 distribution simultaneously being an instrument through which collaborative activities are performed.

// Proceedings of the 11th International Conference on Mobile Learning 2015.
Madeira, 2015.

Published in: , September, 2015

Cubillo, Joaquin; Martin, Sergio; Castro, Manuel; Botički, Ivica

The purpose of this study was to investigate how an augmented reality learning environment system (UNED ARLE) can be used both by teachers and students to add virtual content into educational resources and how can it serve as a tool for acquiring knowledge, motivating and encouraging students. UNED ARLE is used to add contextualized virtual content (3D objects, animated 3D objects, videos, sound files and images) and the accompanying descriptions or narratives into printed material, thereby enriching existing content without any programming skills. This study recruited 44 students of advanced and intermediate cycles of vocational training and two teachers. It analyses UNED ARLE by examining the interaction between teachers and the system and by comparing the results of two groups of students. The study concludes that the students who used UNED ARLE show significantly better learning achievements compared to the traditional system. In regards to the teachers, the study shows that incorporating multimedia resources into augmented reality is directly influenced by their knowledge of this technology, due to the difficulty of developing new virtual objects.

// Computer applications in engineering education. (2015) (prihvaćen za objavljivanje).

Published in: CAEE Journal, September, 2015