Bluetooth mlearning Applications for the Classroom of the Future

Transcription

1 Bluetooth mlearning Applications for the Classroom of the Future Tracey J. Mehigan, Daniel C. Doolan, Sabin Tabirca Department of Computer Science, University College Cork, College Road, Cork, Ireland {d.doolan, Abstract. This paper looks at how mobile learning applications can be developed for today s classroom using modern wireless technologies. Mobile learning holds great significance for the future of education, particularly mainstream education in the third millennium. Example applications are provided to demonstrate how such applications can successfully use modern technology. The applications take advantage of the MMPI (Mobile Message Passing Interface) to allow for inter-device communication. The applications show how this communication can be effectively established between students and their teacher to maximize the benefits from the conventional classroom experience. Keywords: Bluetooth, MLearning, MMPI, Algebra, Teaching 1 A New Generation of Learners In recent years, there has been a growing level of research aimed toward the use of mobile devices in education. Mobile learning or mlearning represents the achievement of educational practices through the use of mobile technology. MLearning differs from its elearning counterpart in that learning occurs through the use of mobile computing devices, often represented by mobile phones or PDAs (Personal Digital Assistants). Today, mobile learning can be considered as the future for the classroom or as an essential part of any emerging learning processes [13]. A wireless two-way connection is vital in mlearning in order for the learning process to be successfully implemented. This connection could be achieved through the use of technologies such as Bluetooth or through wireless LANs (Local Area Networks) [10]. 1.1 Mobile Learning Today The emergence of mlearning results from the significant development and advancement in wireless technologies in recent times. This coupled with the

2 increased mobility of e-learners has given way to the potential revolution in education that is mlearning [11] [13]. The mobile devices of today, particularly mobile phones, combine high processing power and capabilities with Bluetooth wireless technology. These new and interactive technologies can be harnessed to develop modern teaching methods that create more interesting classroom environments. Today every student owns at least one mobile device and therefore there is an opportunity to embrace an existing resource for learning purposes to embed mlearning into the natural classroom environment [12]. With predictions that the capabilities of future mobile devices, such as mobile phones, will equate to that of today s PC (Personal Computer) [2], mlearning could potentially put learning into the student s pocket. However, despite advancements in technology, few of the educational applications developed for the classroom environment have taken advantage of the wireless connection capabilities offered by Bluetooth technology. Course material developed for mlearning to date has mostly relied on the use of WAP (Wireless Application Protocol) technology incorporating WML (Wireless Markup Language) and WML Script [7]. A new generation of learners is developing who have high expectations from modern technology. This, when combined with existing and developing theories on how people learn, could be used to shift away from the traditional approaches and roles of today s classroom [10]. A number of projects have been conducted at a global level to further develop and advance the mobile learning field. Recently in Finland, for example, a mobile learning study focused toward the subject area of geometry, tested pre-school students in a conventional setting. The findings revealed that the use of technology enabled low skilled students to reach the same level as their average skilled colleagues [9]. In the past few years, the European Commission has funded four major projects in the field with two of these projects run by Ericsson Education Ireland. The projects are looking at ways in which mlearning can be incorporated into mainstream education amongst other areas, including the integration of m-learning with established e- learning environments [6] [8]. 1.2 Bluetooth Technology First developed and introduced by Ericsson (now Sony Ericsson and Ericsson Mobile Platforms), Bluetooth or IEEE technology offers wireless devices the ability to communicate with one another over a short distance Piconet or Scatternet of up to 100 meters [14] [1]. Formalized by the Bluetooth Special Interest Group (SIG), Bluetooth is increasingly receiving attention from the wireless industry and remains the only proven short-range wireless technology. Bluetooth continues to revolutionize the personal connectivity market [2]. This is due mostly to its particular suitability for transmitting small quantities of information between devices facilitating the easy interconnection of mobile phones, PDAs, computers, and other enabled devices. The Bluetooth Community is ensuring the future of their wireless technology through the ongoing development of standards [5]. The current standards, Bluetooth 1.1 and Bluetooth 2.0 also maintain backward compatibility.

3 1.2.1 MMPI for Bluetooth The Mobile Message Passing Interface or MMPI is a java based Message Passing Interface specifically aimed at mobile devices. The MMPI library reduces the amount of Bluetooth specific coding required for the development of multi-user software for parallel systems. Based on the Message Passing Interface (MPI) introduced in 1992 as a specification to facilitate parallel processing in super computer environments, MMPI allows for the same parallel message passing however, for mobile environments. Employing Bluetooth as a wireless, inter device communication mechanism, the overall MMPI structure consists of three classes. The main class MMPI takes responsibility for the primary message passing functions, while the secondary BTClient and BTServer classes create the underlying Bluetooth connection [3] [4]. 2 Interactive Applications for Algebra The When using the MMPI library to achieve inter-device communication, several application types could be developed for deployment within a classroom environment. In this case, however, two example applications were developed. These applications focus on the Algebraic Linear Simultaneous and Quadratic equations respectively, areas of particular difficulty for most students of mathematics. The applications are in essence Bluetooth games designed for the classroom to create a fun and interactive method of learning algebra through mobile technology. Fig. 1. Teacher / Student Piconet The structure of the application is designed to employ a Client/Server type architecture (Fig. 1) using J2ME to develop GUI (Graphical User Interfaces) user input forms. The applications allow for the client side student to employ the equation information received from their server side teacher, to calculate a solution for the relevant equation (Algorithm. 1). The application was designed for use with mobile phones to provide a simple and interesting way of learning for secondary school students.

4 To begin the device communication, the teacher chooses the equation category from the application s menu list on the Master (Server) device. The teacher then proceeds to input or randomly generate values for the equation. These values are then transmitted to Slave (Client) devices in the form of an equation. Algorithm 1: Client / Server Operations Algorithm 1: loop 2: if (RANK == MASTER) then 3: Obtain from input form or generate random values for a0, b0, c0, a1, b1, c1 4: Generate values for x1, x2 based on input values 5: Put the values into the equation as appropriate 6: Send values for equation to Client devices 7: for (each client device) do 8: get result x1, x2 from client 9: validate the result STATE return message on status of result 10: end for 11: end if 12: if (RANK! = MASTER) then 13: Get the equations from the MASTER 14: Populate the input form with proposed solution 15: Send the solution to the MASTER 16: Get the validated result 17: end if 18: end loop Each connected student, on receipt of the equation, employs taught methods to solve the equation for its resulting values. The student transmits these values back to the teacher's Master device. The master device automatically proceeds to assess the values provided by the students to determine if the correct answer has been provided. It then transmits the individual's result back to the appropriate slave device for each student. This feature is of particular benefit to the student as they are aware of their progress at all stages of the process. The student can access a Help option at any stage of the game. The master device tracks the number of correct answers provided by each student thus empowering the teacher with knowledge of the competency level of each student in the group. This information can be accessed by the teacher at any point in the process. Algorithm 1 shows the operations required in the case of Linear Simultaneous Equations. This general solution is similar for all other mathematical equations. In the case of the Quadratic Equation, one need only modify the input, processing and

5 output sections of the algorithm to take into account the differing parameters of the equation type. 2.1 The Graphical User Interface J2ME was used to develop individual student / teacher GUI user input forms (Fig. 2/3). On the Server side, a form, for use by the teacher is created. This form incorporates text fields that enable the teacher to enter values for the equation. The values can be entered manually by the teacher using the device keys, or the device will randomly generate values should the teacher choose to select the Random Command from the device menu. The equation is displayed on the teacher s screen as text, as a part of the user form, through the use of a String Item. The form also generates a number of dynamic text fields based on the number of students (client) devices connected. These text fields log each student's individual number and are used to display the individual student s answers when received by the master device. The text fields are also set with the student s result post device assessment. Fig. 2. Quadratic Equation.

6 Fig. 3. Linear Simultaneous Equation The student s user input form, on the client side, is more simplistically composed of two text fields. The purpose of the text fields is to facilitate the student in entering their answer which should comprise of two values. On selection of the Send Command from the device menu, the student s answer as sent to their teacher is then displayed on their node screen as text. Again this is achieved through the use of string items. A String Item is also used to display their result once it has been received from the master node. 2.2 Testing and Evaluation The WTK 2.2 emulator was used to develop and initially test the applications. Both applications ran successfully. The only limitations were imposed by the size of the selected devices screens. This created the need for scrolling on the teacher s device as the entire user interface could not be displayed on screen simultaneously. This limitation did not affect the students devices and therefore did not hinder their experience of the application. The MMPI Library offered an efficient message passing function between the nodes. The message passing was in no way hindered by the device s limitations. A usability study questionnaire was completed by twenty-five second year students attending a local secondary school who employed the applications as part of their routine mathematics class. The applications were successfully run on actual devices including the Nokia 6630 and 6680 models. This test was the first experience that the selected students had with mobile learning. The study revealed positive results and feedback.

7 Table 1. : Usability Study Results QUESTION ANSWER PERCENTAGE Did you enjoy the overall mlearning experience offered by the applications? Did the applications bring an element of fun to the learning experience? Did you find the applications were beneficial to learning in the classroom environment? Did you find the applications to be user Friendly? Did you find the applications challenged your mathematical ability? Did the applications increase your level of class participation and the quality of your classroom experience? Would you like if this type of application was incorporated into your classroom routine in the future? 89% 11% 73% 27% 89% 11% 78% 22% 92% 8% 82% 18% 76% 24% References 1. AB Northstream.: Bluetooth opportunities and threats from a market perspective, September BLUETOOTH.COM.: 3. DOOLAN D. C., TABIRCA S., YANG L.T.: Mobile Parallel Programming, 5 th International Symposium on Parallel and Distributed Computing (ISPDC06), Timisoara, Romania, July, 2006, pp DOOLAN D. C., TABIRCA S.: MMPI making Maths in the Classroom Fun, Fourth Irish Conference on the Mathematical Foundations of Computer Science and Information Technology'06 MFCSIT'06, University College Cork, August, 2006, pp FROST, SULLIVAN.: Bluetooth market comes of age, Oct KEEGAN DESMOND.: The Incorporation of Mobile Learning into Mainstream Education and Training 7. KEEGAN DESMOND.: The Future of Learning: From elearning to mlearning 8. KEEGAN DESMOND.: Mobile Learning: The Next Generation of Learning 9. KETAMO HARRI.: mlearning for Kindergarten s Mathematics Teaching 10. TELUS.NET.: RYAN PAUL, FINN ENDA.: Field-Based mlearning: Who Wants What? Software Technology Research Centre, Dundalk Institute of Technology

8 12. SCHWABE GERHARD, GOTH CHRISTOPH: Mobile learning with a mobile game: design and motivational effects 13. TRIFONOVA ANNA.: Mobile Learning - Review of the Literature, September WIKIPEDIA.: 4. Appendix Fig. 4. Other Application Screens