Enriching mobile learning software with interactive activities and motivational feedback for advancing users' high-level cognitive skills
Open accessAbstract
Mobile learning is a promising form of digital education to access learning content through modern handheld devices. Through mobile learning, students can learn using smartphones, connected to the Internet, without having restrictions posed by time and place. However, such environments should be enriched with sophisticated techniques so that the learners can achieve their learning goals and have an optimized learning experience. To this direction, in this paper, presents a mobile learning software which delivers interactive activities and motivational feedback to learners with the aim of advancing their higher level cognitive skills. In more detail, the mobile application employs two theories, namely Bloom’s taxonomy and the taxonomy of intrinsic motivations by Malone and Lepper. Bloom’s taxonomy is used for the design of interactive activities that belong to varying levels of complexity, i.e., remembering, understanding, applying, analyzing, evaluating, and creating. Concerning motivational feedback, the taxonomy of intrinsic motivations by Malone and Lepper is used, which identifies four major factors, namely challenge, curiosity, control, and fantasy, and renders the learning environment intrinsically motivating. As a testbed for our research, the presented mobile learning system was designed for the teaching of a primary school course; however, the incorporated taxonomies could be adapted to the tutoring of any course. The mobile application was evaluated by school students with very promising results.
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Chatbots have the potential to support the field of teaching-learning.
“Chatbots have the potential to support the field of teaching–learning and act as intelligent tools that accommodate students' habits and needs (Tamayo et al., 2020; Troussas et al., 2022).”
From Implementing the bashayer chatbot in Saudi higher education: measuring the influence on students' motivation and learning strategies (2023) · cites this paper as Troussas et al., 2022
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BackgroundInfluential
- Authors
- Troussas, C., Krouska, A., & Sgouropoulou, C.
- Affiliations
- University of West Attica (GR)
- Corresponding author
- Troussas, Christos
- Venue
- Computers
- Publisher
- MDPI AG
- Published
- 2022-01-25
- Volume
- 11
- Issue
- 2
- Pages
- 18
- ISSN
- 2073-431X (ISSN-L)
- OpenAlex
- W4210451119
- Cited by
- 39
- References
- 31
- Citations by year
- 2026: 1 · 2025: 8 · 2024: 13 · 2023: 12 · 2022: 5
- FWCI
- 9.41
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Computers (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Physical Sciences › Computer Science › Information Systems › Mobile Learning in Education
- Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Keywords
- mobile learning, interactive activities, motivational feedback, Bloom's taxonomy, intrinsic motivation, challenges, curiosity, autonomy, fantasy, higher-order thinking skills, primary education
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