This chapter introduces the migration of a Web-based cognitive tool (CT) for the generation of procedural knowledge about mathematical fractions from a desktop version to a mobile version. It aims to provide insight into the potential of human-computer interaction in mobile learning environments to encourage reciprocal tutoring and foster collaborative learning. A collaborative mobile learning environment is designed using a design-based research approach. A Web-based CT for learning the concept of fraction equivalence is improved and modified to suit the environment as applied to a mobile technology supported classroom. This chapter first delineates the theoretical design approach and empirical design methodology that underlie the migration exercise, and then discusses the architectural design of artifacts and the pedagogical design of learning activities to shed light on the development and application of mobile technology in a classroom learning environment. Copyright © 2008 IGI Global.
|Title of host publication||Handbook of Research on User Interface Design and Evaluation for Mobile Technology|
|Place of Publication||Hershey|
|Publisher||Information Science Reference|
|ISBN (Print)||9781599048710, 9781599048727|
|Publication status||Published - 2008|
CitationKong, S. C. (2008). Collaborative learning in a mobile technology supported classroom. In J. Lumsden (Ed.), Handbook of Research on User Interface Design and Evaluation for Mobile Technology (pp. 270-285). Hershey: Information Science Reference.
- Cognitive conflict
- Cognitive elaboration
- Cognitive tool
- Collaborative learning
- Mobile learning
- Procedural knowledge