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Learning design and learning analytics in mobile and ubiquitous learning: A systematic review
Author(s) -
Pishtari Gerti,
RodríguezTriana María J.,
SarmientoMárquez Edna M.,
PérezSanagustín Mar,
RuizCalleja Adolfo,
Santos Patricia,
P. Prieto Luis,
Serrano-Iglesias Sergio,
Väljataga Terje
Publication year - 2020
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/bjet.12944
Subject(s) - learning analytics , learning sciences , educational technology , computer science , learning design , virtual learning environment , open learning , analytics , synchronous learning , field (mathematics) , experiential learning , data science , cooperative learning , multimedia , teaching method , mathematics education , psychology , mathematics , pure mathematics
Mobile and Ubiquitous Learning (m/u‐learning) are finding an increasing adoption in education. They are often distinguished by hybrid learning environments that encompass elements of formal and informal learning, in activities that happen in distributed settings (indoors and outdoors), across physical and virtual spaces. Despite their purported benefits, these environments imply additional complexity in the design, monitoring and evaluation of learning activities. The research literature on learning design (LD) and learning analytics (LA) has started to deal with these issues. This paper presents a systematic literature review of LD and LA, in m/u‐learning. Apart from providing an overview of the current research in the field, this review elicits elements of common ground between both communities, as shown by the similar learning contexts and complementary research contributions, and based on the research gaps, proposes to: address m/u‐learning beyond higher education settings, reinforce the connection between physical and virtual learning spaces, and more systematically align LD and LA processes.