Application of 1: 1 mobile learning scenarios in computer engineering education

Abstract

The paper aims at presenting case study on personalised mobile learning scenarios on Computer Engineering and otherSTEM subjects in Lithuania. Fleming (VARK) learning styles model was used to personalise Creative Classrooms Lab(CCL) project’s mobile learning scenarios by establishing suitable learning components for particular students accordingto their personal needs. Personalised mobile learning scenarios were compared against traditional ‘‘one size fits all’’learning scenarios. Comparison was performed on the base of the analysis of Lithuanian CCL teachers’ answers onquestionnaire during the 2nd cycle of CCL project implementation and previous research results on expert evaluation ofthese types of learning scenarios. During this cycle, inquiry-based learning (IBL) activities developed in mascil project anda number of mobile applications (apps) were used by Lithuanian teachers while implementing the mobile learningscenarios, and interconnections between personalised IBL sub-activities and mobile apps were established. The authorshave also analysed CCL observation visits’ final report in terms of learning personalisation, creativity and innovation inschools. Based on this three-fold research, the authors concluded that (a) pedagogical change is necessary to improvelearning outcomes for students, and (b) the main success factors in implementing mobile learning scenarios in Lithuaniawere: (1) identification of students’ learning styles; (2) identification and application of suitable learning activities,methods, learning objects, tools and mobile apps according to students’ learning styles; and (3) use of proper sets andsequences of learning methods while implementing mobile learning scenarios.