193

15
Construction and Evaluation of a Multimedia Mobile Classroom Feedback System Wen-Chen Huang and Shih-Chieh Sung Department of Information Management National Kaohsiung First University of Science and Technology Email:[email protected] Abstract In the conventional classroom setting, there are many different obstacles to the interaction between instructor and students, such as limited class hours, fixed seating, and inadequate time for after class meetings. This research develops a multimedia mobile classroom feedback system, one which instantly displays any responses (such as class related questions or the answers to a quiz) on a computer used by the instructor. This system is employed to reinforce the interaction between instructors and students and to improve learning efficiency, and the salient features are as follows: 1. automated attendance checking mechanism, 2. in-class real-time evaluation, 3. improving students’ willingness to raise questions, 4. instant student grade enquiry, 5. system cross platforms, 6. virtual mobile classroom, 7. data integrity, 8. low construction cost, 9. group learning, and 10. recording the process of learning. This system uses client-server and 3-tier relational database models as the framework. When a class is in progress, the instructor only requires a notebook computer in which a web browser is installed, while students need a mobile phone or PDA which has built-in J2ME and wireless network support. A web server and the rear-end database are not required to be installed in the vicinity, as long as the network connection is properly set up. Currently, the system has four different functions: attendance checking, conducting quizzes, instant question inquiry, and grade inquiry. A survey questionnaire is used for the evaluation of this system (MMCRS). Subjects were two classes of undergraduate students with a sample size of 105. The questionnaire considers three perspectives: interactivity, mobility and functionality. The purpose of this survey was to compare the MMCRS and IRS systems and find out their differences. The experimental results show that MMCRS is superior to IRS from all three perspectives. Key words: multimedia, classroom interaction, wireless technique, mobile classroom, M-learning

Transcript of 193

Construction and Evaluation of a Multimedia Mobile Classroom Feedback System

Wen-Chen Huang and Shih-Chieh Sung

Department of Information Management

National Kaohsiung First University of Science and Technology

Email:[email protected]

Abstract

In the conventional classroom setting, there are many different obstacles to the interaction between instructor and students, such as limited class hours, fixed seating, and inadequate time for after class meetings. This research develops a multimedia mobile classroom feedback system, one which instantly displays any responses (such as class related questions or the answers to a quiz) on a computer used by the instructor. This system is employed to reinforce the interaction between instructors and students and to improve learning efficiency, and the salient features are as follows: 1. automated attendance checking mechanism, 2. in-class real-time evaluation, 3. improving students’ willingness to raise questions, 4. instant student grade enquiry, 5. system cross platforms, 6. virtual mobile classroom, 7. data integrity, 8. low construction cost, 9. group learning, and 10. recording the process of learning. This system uses client-server and 3-tier relational database models as the framework. When a class is in progress, the instructor only requires a notebook computer in which a web browser is installed, while students need a mobile phone or PDA which has built-in J2ME and wireless network support. A web server and the rear-end database are not required to be installed in the vicinity, as long as the network connection is properly set up. Currently, the system has four different functions: attendance checking, conducting quizzes, instant question inquiry, and grade inquiry. A survey questionnaire is used for the evaluation of this system (MMCRS). Subjects were two classes of undergraduate students with a sample size of 105. The questionnaire considers three perspectives: interactivity, mobility and functionality. The purpose of this survey was to compare the MMCRS and IRS systems and find out their differences. The experimental results show that MMCRS is superior to IRS from all three perspectives. Key words: multimedia, classroom interaction, wireless technique, mobile classroom, M-learning

1. Introduction

Examining the history of the development of Educational Psychology, be it Behaviourism, Constructivism or Cognitivism, the emphasis is always on the importance of information feedback, which basically has two meanings. The first is that a teacher should know the learning progress of their students. Through information feedback, they are them able to make appropriate adjustments to their teaching material or methods. The second one is that the teacher releases information on the teaching material to the students, who are then to make the necessary adjustments and improvements to their learning process.

In teaching, instructors often adjust their method according to feedback, but with conventional teaching techniques, this feedback is rather poor. It is often difficult for a teacher to monitor the learning progress of all the students due to the large class size. Interaction between students and teachers is thus superficial (e.g. answering questions by raising hands), impersonal (e.g. answering question together with others) and delayed (e.g. doing bring-home assignments, having exams and so on). A teacher spends a lot of time on grading students’ work, who then will have to wait at least one day to know how they perform. Worse still, such delayed feedback may not have much impact on students’ learning. Being aware of this problem, teachers have attempted to make students’ feedback more instantaneous and scientific. However, the results have not been satisfactory. In most cases, only some students may have the chance to interact with their teacher and their interaction tend to be limited to, for example, the teacher asking students to raise their hands in agreement, or naming a particular student to answer a question. Asking questions rarely, a teacher may not be able to have a thorough understanding of students’ learning progress. In other words, a teacher cannot adjust their approach to see to students’ needs and they, too, due to a lack of participation, will lose interest in the class. The efficiency of the teaching is thus further lowered, and students may even stop coming to the class.

In the conventional classroom setting, various obstacles limit the interaction between students and teachers. There are obstacles like limited class hours, fixed seating and inadequate time for after class discussion [1, 2]. So far, most teaching methods have been concerned with either teaching or learning, and few have focused on improving classroom interaction. Since the amount of information that is involved in teaching has been increasing, a corrective method is urgently needed, and with the introduction of multimedia feedback techniques it is possible to receive instant feedback from every student in the class. Moreover, such techniques facilitate precise and scientific data analysis and allow recording of the entire teaching process. The multimedia mobile classroom feedback system in this paper is developed using a client-server model. Handheld devices (like a mobile phone or PDA) use a wireless

network (GPRS, 3G or WiFi) to transmit students’ immediate responses, for example, questions that they raise in the class, answers to quizzes (multiple choice, short answer, fill-in the blank types of question), and the like. The feedback from students can be displayed instantaneously on the teacher’s notebook computer. The teacher can then use this system with pre-designed materials and then modify the content according to the feedback. In preparing for courses, a teacher can always include this system as a piece of auxiliary teaching equipment. Using this tool, the interaction between teachers and students is enhanced, improving the efficiency of learning. To sum up, there are several advantages with this system: 1. Automated attendance checking mechanism: It replaces the conventional

method by which attendance is checked manually by instructor. With the system, students need to key in their ID number on a handheld device. The teacher will then know immediately which students are absent from the class.

2. In-class instant evaluation: In a class, the teacher can give a quiz at any time (multiple choice, short questions and answers, and fill-in the blank types of question) to examine whether students really understand what has been taught. With an instant feedback mechanism like this, students are required to be attentive to the class. In addition, the teacher is able to understand and monitor the effect of their teaching on the students.

3. Improving the willingness to ask questions: It is often the case that students may wish to ask questions, but they are unable to do so due to shyness or thinking that their question is not appropriate. By using this system, questions can be asked upon without registering who has made them. In so doing, the teacher becomes aware of the problems in students’ learning, and thus able to devise ways to assist them and raise the quality of teaching.

4. Instant results checking: Students are able to check their own results at any time through a handheld device, with which their privacy is better protected. With such an arrangement, it is also easier for teacher to publish students’ results.

5. Multi-platform system: The construction of this system does not neeed to be tied to any particular platform, as Java is used. All that a student needs is a handheld device which supports J2ME. Server-side implementation can either be with Microsoft or Unix-like platforms.

6. Virtual Mobile Classroom: Since a wireless network is used as the transmitting media, students are able to use this system whenever they like (be it in or out of the class). When students are reviewing their lessons without a computer, they can still use this system to fire question to their instructor.

7. Comprehensiveness of the collected data: This system employs a database to store student-related information. Through the use of the transaction and locking

mechanisms of database, asking questions and sending answers simultaneously will not cause any problem, and thus data is properly collected.

8. Low construction cost: The client-side equipment, i.e. mobile devices that students will use, do not need to be redesigned. It can be a mobile phone, a PDA or a notebook computer, something which students may already possess. As to the server-side machine, it requires only a web-server.

9. Group learning: Very often, a group discussion in class only allows students to present the result of their discussion. It may not be easy to tell whether all of the students have really learned something from the person who is presenting the work. In this case, an instructor can pass the system to students who are presenting ther work and they can set a quiz for other students or receive questions from them, while the instructor can make observations without interrupting the students.

10. Recording learning process: The discussion and interaction between the teacher and students can be stored in the database which is in the back-end of the system. By reproducing learning process, it allows the teacher to investigate any problems that might hinder students’ learning. Consequently, in preparing the teaching materials, adjustments can be made for future classes.

These are some of the advantages of this system. In the next section, a literature review is included which also stresses the importance of in-class interaction, and the inadequacy of feedback in the conventional classroom setting. In section three, the theoretical framework of this system is discussed while GPRS and pressure test of the system are shown in section four. The summary section discusses the application and future development of the system.

2. Literature Review

In-class interaction is very important in teaching, and one of the key tools for successful learning.[1, 3,4, 5, 6, 7]. In order to encourage students to be more involved in their learning, it is essential for an instructor to use properly prepared teaching materials to raise the interest of the class, and to cultivate their sense of involvement by increasing interaction with them. The more interaction, the greater the motivation of learning will be. The same is also true for students’ concentration on and sense of involvement with the class. Hence, the concept of in-class interaction is related to what three different educational theories, Behaviourism, Constructivism and Cognitivism, have suggested. [7,8]

2.1 In-Class Interaction

The definition of ‘in-class interaction’ varies, but can be basically divided into five

categories. The first one is ‘active involvement’: in-class interaction is seen as an activity that a learner can actively participate in. Through his or her involvement, an active learning environment can be constructed. The second category concerns ‘communication’: in-class interaction is regarded as a way for learners and educators to communicate with one other in a one-to-many form. In other words, the interaction between teachers and students is done through communication. An educator tries to understand the needs of learners, while learners try to make sense of the knowledge offered by the educator. Similarly, the third category focuses on ‘instructor-learner communication’. However, the in-class interaction is based on the communication between one learner and one educator. It is a one-to-one interaction model. A teacher tries to understand the needs and problems of one student at a time. Before a teaching related interactive model can be developed, the educator and the learner should communicate with each. The fourth category sees interaction as ‘collaborative’: in-class interaction in this definition is behaviour of cooperation and social function. The relationship between students and teachers is some form of cooperation, and so is the relationship among students. The teacher and their group of students are just like members of a society, and by being cooperative they can encourage and help one another. The fifth category is more concerned with ‘instructional activities and technologies’: here in-class interaction is assigned to the field of teaching activity and technology.

2.2 Mobile Networking

Ben Mousaa [9] lists some advantages of mobile networking. Firstly, in general, the application software of mobile networking allows users to control and filter the information on mobile devices, and can also be used as a means of communication. Mobile devices often have two distinct characteristics, in that they are personalised and individualised. Secondly, mobile networking is able to improve collaboration among people. Through the rapid connection of mobile networking and instant data transmission services, users can interact with one other without any limitations in terms of time and place. Users can decide what the most appropriate strategy is for themselves. Lastly, mobile networking is customer-oriented. When a user tries to strike a balance between learning, living and work, it is necessary to optimise the time available. As mobile network can be accessed from anywhere and at any time, and users can thus make good use of their time with ease. These three advantages facilitate a better learning environment.

2.3 Digital Learning Environment

Sharples [10] emphasises that learning and technology development cannot be

separated, as learning has become more personalised and learner-centred, more collaborative in nature and unrestricted in time and place. Therefore, Sharples [10] proposes a strategic framework, focusing on applying technology to the learning environment. This framework consists of five different methods: 1. an intelligent tutoring system replaces the tutor in a conventional classroom setting. However, a successful working model for this method is yet to be constructed, as replacing a real tutor with an intelligent tutoring system is not easy. For example, a system may not possess all the knowledge needed on a specific field. 2. Software or tool programmes are instead used to play the role of pedagogical agents which give suggestions to students. 3. System tools and resources are used to help the student in learning and organising new knowledge. 4. Personalised communication aids are used to show the result of learning, taking into consideration the ability of the learner. 5. A simulated classroom allows teachers and students to continuously interact with one other well after the real class has ended.

Siau et al.. [11] suggest that a classroom feedback system does increase the interaction between teachers and students. However, there are several disadvantages with the existing systems: 1. some of the functions in the student’s remote controller do not work properly. For example, when some remote controllers are used together, answers from students do not get received properly by the system, or the remote controller is out of the range of infra-red receiver. 2. Quizzes provided by the classroom feedback system are confined to multiple choice and true-or-false questions. 3. Some students tend to ignore the in-class feedback system. 4. Students may fiddle with the remote controller and be distracted from the class. 5. When the classroom feedback system is used, it may take away some of the lecturing time.

Markett, etc. [12] use Short Message Service (SMS) in mobile phones to increase interaction between teachers and students, as the latter’s questions can be transmitted by using SMS messages. However, there are problems with such an arrangement. One is students can only use mobile phone for SMS, not PDAs or notebook computers. Also, the number of characters that can be sent using mobile phone is limited. If a message is long, it will be broken up and delivered in several messages which may be difficult to read. Moreover, students may use SMS for things other than class related purposes. There is also the possibility of repeatedly sending the same SMS message. In such a case, the large number of repeated SMS messages could be a burden to the teacher. Finally, as the average price of sending a text message in Taiwan is about 3 to 5 Taiwan dollars, if the amount of text messages to be sent is high then students will have to pay a relatively large sum of money.

According to the earlier studies on in-class interaction, when introducing a specific handheld device for students to participate in an activity, the rate of usage of

the system drops, decreasing about 25 to 30%. As the screen of a mobile phone is rather small, it will not become an eye-sore to students and teacher [14]. Also, the wireless networks on mobile devices (GPRS, Wi-Fi or 3G) are operated and maintained by independent companies, so students will not need to do much to use the device. Considering the disadvantages and platforms of various mobile devices, this system is designed so that users are also able to use it on a PDA or notebook computer.

3. Methodology

Information Communication Technology (ICT) has been proved to be able to enhance learning, especially when it is combined with learner-centred teaching method. The one-to-one digital classroom concept proposed by Liang et al. [16] can be integrated with information and telecommunication technologies, as seen in Fig. 1. The following is a traditional classroom setting.

Fig.1 Digitalised Classroom Setting

3.1 Mobile Interaction Framework in a Conventional Classroom

Thus framework includes three levels. The first is about in-class interaction, the

second presents the advantages of mobile telecommunication, and the third is the e-learning environment, as shown in Fig. 2.

Fig. 2. Mobile Interaction Framework in Conventional Classroom

The multimedia mobile classroom feedback system has four different functions, which are shown in green. They are Roll Call, Quiz, Instant Q&A and Grade Query. The correspondent behaviour in the classroom will be as follows: 1. making students actively participate in the class: Before class is started, the teacher often checks the attendance of students. Therefore, the sense of participation of students starts with checking themselves into the class, with logging themselves into the system. After registering their attendance, students are able to use the system to ask or answer questions as they wish. 2. Providing one-to-many interaction between the teacher and students: students and teacher should begin to interact instantly to maintain the sense of participation. By conducting an instant quiz, the teacher is able to have some idea of whether students really understand what has been taught. Since information is sent instantly and anonymously, students are able to freely pick answers without embarrassment, while the teacher is able to adjust the class according to the responses. 3. Facilitating one-to-one interaction between teacher and student: if a teacher does

not know his or her students’ learning problems, can only answer a small number of students' queries, or if some of the students are shy or scared of asking questions directly, their learning will be impeded. Through this system, students can ask questions instantly and anonymously. In this way, the teacher is aware of every student's problem and can address their questions right away. This will heighten students’ sense of participation in the class, increase their interaction with the teacher and other students, and finally improve their learning. 4. Applying technologies to class activities. The activities include attendance taking, assigning quizzes, asking questions and grade enquiries, which can all be done through student's mobile devices. The centre of the graph, which is in purple, is the result of a series of in-class activities. Teachers and students can use this system to propose and discuss questions to enhance in-class interaction. The part in orange is about the advantages of mobile networking. In-class activities and mobile networking can be combined to get a better result. When a student asks or answers questions, it is transmitted anonymously, and thus they can do it on their own without any interference from others. As the information received by teacher in class arrives instantly, explanations can be made straight away. Lastly, the blue part is the strategies used in mobile classroom interaction. In a class, a tutor is the main actor while mobile devices are the subsidiary system tools, but interaction between students and the teacher can continue after class, in a virtual mobile classroom. As the attitude toward learning and the results of students are positively affected by improved in-class interaction, this framework is able to support the concepts proposed in the three educational psychology theories described previously, Behaviourism, Constructivism and Cognitivism.

3.2 System Framework

This system utilises a client-server model. On the client-side, it is a student instant feedback system, while the tutor’s class management system resides in a server which uses a three-tier relational database. The student instant feedback system includes four different modules, roll call, quiz, grade inquiry and question asking. The tutor’s class management system corresponds with the three modules in the front, which are roll call switch, quiz switch and score inputting. Through the tutor’s instant feedback interface, one is able to find all the feedback information from students. The system is shown in Fig. 3.

Fig. 3. A Framework of the Multimedia Mobile Classroom Feedback System

The Presentation Tier of the client site uses a hand-held device, such as a mobile phone or PDA. The application software of the Presentation Tier is developed by using Sun J2ME, while the server site of the Logic Tier is programmed by PHP. MySQL is used for the relational database system in the Data Tier. This is shown in Fig. 4.

Fig. 4 Relational Database Framework

Fig. 5 shows the user interface used on a mobile phone. It displays the overall functions, which are the roll call, multiple-choice quiz, text quiz, text question asking, voice question asking, grade query, change password, and logout.

Fig. 5 The user interface of a handheld device

4 Experimental Results

The survey questionnaire is used for the evaluation of this system (MMCRS), and the subjects were two classes of undergraduate students with a sample size of 105. The procedure of the data collection was as follows. At first, subjects used the IRS system [11] then the MMCRS system, each for one week, and then the questionnaire was conducted. The questionnaire consisted of three perspectives: interactivity, mobility and functionality. The purpose of this survey was to compare the above two systems and find out their differences. The results and analysis are as follows:

(1) Interactivity

The purpose of the MMCRS and IRS systems is to enhance classroom

interactivity, and the questionnaire results on this are are listed in Table 1.

Table 1: Results of interactivity questionnaire (n = 105) Mean Std. dev. I feel that MMCRS is better than IRS for teacher-student interaction in

classroom.

3.88 .829

I feel that MMCRS is better than IRS for discussion in classroom. 3.82 .907

I feel that MMCRS is better than IRS for concentration in studying. 3.82 .896

I feel that MMCRS is better than IRS for understanding the teaching

material.

3.77 .933

I feel that MMCRS is better than IRS for knowing whether students

understanding the teaching material.

3.87 .878

I feel that MMCRS is better than IRS for knowing whether students’ are

keeping up with the teaching material.

3.90 .887

Overall, I prefer MMCRS to IRS for student-teacher interaction. 4.03 .871

5 = strongly agree, 1 = strongly disagree Table 1 shows that there is no significant difference between MMCRS and IRS for student-teacher interaction. Both systems improve interaction in the classroom, to both aid students’ better understand the teaching material and allow the teachers to understand and monitor the students’ progress. However, most students prefer MMCRS to IRS.

(2) Mobility

The tool used for MMCRS is mobile devices, and thus the advantages of mobile communication – individualised, user-oriented, and coordinated – also apply to MMCRS. The questionnaire’s results for mobility are listed in Table 2.

Table 2: Mobility Survey Results (n = 105) Mean Std. dev. I feel that MMCRS is better than IRS for accessing the internet at anytime

and anywhere.

4.20 .671

I feel that MMCRS is better than IRS for providing personal information,

such as grades.

4.18 .647

I feel that MMCRS is better than IRS for effectively using my time to

study, such as asking an question while studying in the library.

4.08 .661

I feel that MMCRS is better than IRS for engaging me to discuss the class

contents with classmates.

3.99 .946

I feel that MMCRS is better than IRS for understanding my the messages

I transfer.

4.08 .756

Overall, I feel that MMCRS is better than IRS ass it is is easier to carry 4.36 .735

and use.

5 = strongly agree, 1 = strongly disagree

Table 2 shows that the advantages of mobile communication greatly add to the appeal of MMCRS, and students think that it enhances classroom learning and increases discussion between students and the teacher. Overall, students also believe that MMCRS is better than IRS as it is both easier to carry and use.

(3) Functionality

This perspective is compares the functionality between MMCRS and IRS. The purpose of this part of the questionnaire is to understand which parts of MMCRS need further improvement, and the results are listed in Table 3.

Table 3: The results for functionality (n = 105) Mean Std. dev. I feel that MMCRS is better than IRS for the ‘roll call’ function. 4.10 .827

I feel that MMCRS is better than IRS for the ‘instant quiz’ function. 4.00 .820

I feel that MMCRS is better than IRS for the ‘instant questioning’

function.

4.05 .752

I can ask a question via voice at anytime and anyplace by using

MMCRS.

4.09 .786

I feel that it is easy to use voice functionality to ask a question by using

MMCRS.

3.95 .881

I can inquiry about my score at anytime and anywhere by using

MMCRS.

4.15 .632

It is easy to use the score inquiry function with MMCRS. 4.08 .661

It is convenient to use MMCRS on any platform. 4.29 .675

Overall, I agree that MMCRS is superior to IRS for functionality. 4.18 .852

5 = strongly agree, 1 = strongly disagree

Table 3 shows that students are convinced of the superiority of MMCRS over IRS from a functional perspective. The unique functions of voice questioning and score inquiring for MMCRS are easy to use and useful on any platform.

5. Conclusions

This research uses the students’ most commonly used handhold devices, the mobile phone, PDA, notebook computer, and so on, and selects an anonymous method to let students fully expression their opinions and thus obtains more

interactions in the classroom with the teacher. Allowing the student to initiate the s interaction increases participation in the classroom, builds driving-type in the campus the learning environment, leading to better teaching quality and the achievement of more study goals.

However, despite the positive findings above, it should still be noted that the effect of MMCRS depends on the students’ learning attitudes. For the instant questioning model, if students ask some unrelated questions it is unlikely to lead to learning. However, teachers who used MMCRS may select some key point questions for use in the classroom, and in this way the system may enhance students’ concentration and lead them to pay more attention to the important issues in the course.

There are long-term and short-term directions for future research, For the short-term, the response time of the voice question-asking mechanism should be improved. For the long-term direction, it would be helpful to include a video conference function and a homework deadline reminder.

References [1] T. Liu, J. Liang, H. Wang, T. Chan, and L. Wei, “Embedding educlick in

classroom to enhance interaction,” in Proc. Int. Conf. Computers in Education (ICCE)., Hong Kong, China, 2003, pp. 117–125.

[2] S. W. Draper and M. I. Brown, “Increasing interactivity in lectures using an electronic voting system,” J. Comput. Assist. Learn., vol. 20, 2004, pp. 81–94.

[3] C. P. Fulford and S. Zhang, “Perceptions of interaction: The critical predictor in distance education,” Amer. J. Distance Educ., vol. 7, no. 3, 1993, pp. 8–21.

[4] C. Chou, “Interactivity and interactive functions in web-based learning systems: A technical framework for designers,” Br. J. Educ. Technol., vol. 34, no. 3, 2003, pp. 265–279.

[5] B. Bannan-Ritland, “Computer-mediated communication, elearning, and interactivity: A review of the research,” Quart. Rev. Distance Educ., vol. 3, no. 2, 2002, pp. 161–179.

[6] M. C. Wang, G. D. Haertel, and H. J. Walberg, “What influences learning? A content analysis of review literature,” J. Educ. Res., vol. 84, no. 1, 1992, pp. 30–43.

[7] R. Sims, “Promises of interactivity: Aligning learner perceptions and expectations with strategies for flexible and online learning,” Distance Educ., vol. 24, no. 1, 2003, pp. 87–103.

[8] W. D. Haseman, V. N. Polatoglu, and K. Ramamurthy, “An empirical investigation

of the influences of the degree of interactivity on user outcomes in a multimedia environment,” Inform. Resources Manage. J., vol. 15, no. 2, 2002, pp. 31–48.

[9] C. BenMoussa, “Workers on the move: new opportunities through mobile commerce.” Presented at the Stockholm Mobility Roundtable, May 2003, pp. 22–23.

[10] M. Sharples, “The design of personal mobile technologies for lifelong learning.” Computers and Education, 34, 2000, pp. 177–193.

[11] Keng Siau, Hong Sheng, Nah, F.F.-Hoon, “Use of a classroom response system to enhance classroom interactivity,” Education, IEEE Transactions on Volume 49, Issue 3, Aug. 2006, pp.398 – 403.

[12] C. Markett, I. Arnedillo SAAnchez, S. Weber, B. Tangney, "Using short message service to encourage interactivity in the classroom," Computers & Education Volume: 46, Issue: 3, April 2006, pp. 280-293.

[13] S. W. Draper, and M. I. Brown, “Increasing interactivity in lectures using an electronic voting system.” Journal of Computer Assisted Learning, 20, April 2006, pp. 81–94.

[14] K. Nyiri, “Mobile communication: essays on cognition and community.” Vienna: Passagen Verlag, 2003.

[15] Zhu & Kaplan. “Technology and Teaching.” In W. J. McKeachie (Ed.), McKeachie’s teaching tips: strategies, research, and theory for college and university teachers, Boston: Houghton Mifflin Company, 2002, pp. 204-224.

[16] J.K. Liang, T.C. Liu, H.Y. Wang, B. Chang, Y.C. Deng, J.C. Yang, C.Y. Chou, H.W. Ko, S. Yang, and T.W. Chan, "A few design perspectives on one-on-one digital classroom environment," Journal of Computer Assisted Learning, Volume 21 Issue 3, June, 2005, pp. 159-237.

[17] F. Nah, K. Siau, and H. Sheng, “The value of mobile applications: A utility company study,” Commun. ACM, vol. 48, no. 2, 2005, pp. 85–90.

[18] H. Sheng, F. Nah, and K. Siau, “Strategic implications of mobile technology: A case study using value-focused thinking,” J. Strategic Inf. Syst., vol. 14, no. 3, 2005, pp. 269–290.