[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585326-105":59,"doc-detail-585326-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","analytics-informed-mobile-learning-design-based-approaches-for-professional-learning-paper","ANALYTICS-INFORMED MOBILE LEARNING DESIGN-BASED APPROACHES FOR PROFESSIONAL LEARNING - paper","","Mobile learning (mLearning) supports learning across locations, platforms, and social contexts, but evaluating learning “on the move” remains a methodological challenge. Traditional assessment methods often fail to represent learning processes that are distributed, contextual, and longitudinal. This short paper proposes an analytics-informed, design-based research framework for evaluating mobile learning in professional learning settings. It combines mobile learning analytics with qualitative approaches such as learner reflections and interviews, illustrated with example data sources and evaluation metrics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/analytics-informed-mobile-learning-design-based-approaches-for-professional-learning-paper/585326/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/analytics-informed-mobile-learning-design-based-approaches-for-professional-learning-paper/585326.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is evaluating mobile learning in professional contexts difficult?","Question",{"text":112,"@type":113},"Conventional evaluation methods focus on discrete events and stable settings, while mobile learning unfolds episodically across contexts and everyday practice, making key learning processes harder to capture.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the proposed approach in the paper?",{"text":117,"@type":113},"The paper introduces an analytics-informed, design-based research framework that aligns mobile learning evaluation with mobile learning pedagogy and integrates analytics with qualitative methods.",{"name":119,"@type":110,"acceptedAnswer":120},"Which research methods does the framework combine?",{"text":121,"@type":113},"It conceptualises a mixed-method design, integrating mobile learning analytics with qualitative components such as learner reflections and interviews.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585326,1792192864,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","ANALYTICS-INFORMED MOBILE LEARNING DESIGN-BASED APPROACHES FOR PROFESSIONAL  \nLEARNING  \nBertil P. Marques and Rosa M. Reis  \nGILT/ISEP/IPP  \nRua Doutor António Bernardino de Almeida, 431  \n4249 015 Porto, Portugal  \nABSTRACT  \nMobile learning (mLearning) enables learning across locations, platforms, and social contexts, yet evaluating learning “on the move” remains a persistent methodological challenge. Traditional assessment approaches often struggle to capture learning processes that are distributed, contextual, and longitudinal in nature. This short paper proposes an analytics-informed, design-based research framework for evaluating mobile learning in professional learning contexts. Drawing on established literature in mobile learning, learning analytics, and educational ethics, the paper conceptualises a mixed-method approach that integrates mobile learning analytics with qualitative methods such as learner reflections and interviews. The framework is illustrated through example data sources and evaluation metrics relevant to professional learning settings. The paper’s main contribution lies in clarifying how learning analytics can be systematically aligned with mobile learning pedagogy to support contextual, ethical, and longitudinal evaluation. By framing evaluation as an integral component of mobile learning design, the paper provides a methodological foundation for future empirical research and practice in mobile and professional learning environments.  \nKEYWORDS  \nMobile Learning, Learning Analytics, Professional Learning, Design-Based Research, Evaluation  \n1. INTRODUCTION  \nMobile learning (mLearning) has become an increasingly prominent feature of contemporary education, particularly in societies characterised by mobility, digital connectivity, and flexible patterns of work and learning. Advances in mobile and networked technologies have enabled learners to engage in educational activities across physical locations, digital platforms, and social contexts, blurring traditional boundaries between formal and informal learning. Learners now routinely use mobile devices to access resources, collaborate with peers, and reflect on learning as it unfolds. This shift is especially visible in professional learning contexts, such as higher education, teacher education, and workplace training, where learning is closely intertwined with practice and often occurs alongside professional activity rather than within scheduled instructional sessions.  \nResearch has demonstrated the pedagogical potential of mobile learning to support contextualised, situated, and collaborative learning experiences. In professional contexts, mobile technologies facilitate just-in-time learning, reflection-in-action, and continuity between formal learning activities and informal workplace practice. These characteristics position mobile learning as a valuable approach for professional development and lifelong learning, but they also challenge conventional approaches to evaluation.  \nEvaluating mobile learning remains difficult because traditional evaluation approaches, often adapted from classroom-based or desktop e-learning environments, tend to focus on discrete learning events, stable settings, and summative outcomes. Such approaches assume clearly bounded learning activities and struggle to capture learning processes that are episodic, distributed across contexts, and embedded in everyday professional practice. Consequently, important aspects of learning on the move may remain underrepresented in conventional evaluation frameworks.  \nRecent advances in cloud computing and learning analytics offer promising opportunities to address these challenges. Mobile technologies generate extensive digital traces as learners interact with applications, platforms, and peers across contexts and over time. When analysed appropriately, these data can provide insights into learner engagement, mobility patterns, and learning trajectories. However, analytics in mobil","cbCaiahiH6LbTW41","https://ap.wps.com/l/cbCaiahiH6LbTW41","pdf",878932,"English","# Introduction\n## Related work","[{\"question\":\"Why is evaluating mobile learning in professional contexts difficult?\",\"answer\":\"Conventional evaluation methods focus on discrete events and stable settings, while mobile learning unfolds episodically across contexts and everyday practice, making key learning processes harder to capture.\"},{\"question\":\"What is the proposed approach in the paper?\",\"answer\":\"The paper introduces an analytics-informed, design-based research framework that aligns mobile learning evaluation with mobile learning pedagogy and integrates analytics with qualitative methods.\"},{\"question\":\"Which research methods does the framework combine?\",\"answer\":\"It conceptualises a mixed-method design, integrating mobile learning analytics with qualitative components such as learner reflections and interviews.\"}]","ANALYTICS-INFORMED MOBILE LEARNING DESIGN-BASED APPROACHES FOR PROFESSIONAL LEARNING - paper | PDF",1792054388,13]