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The paper also explores crucial factors and design requirements for the mobile learning environment.
A mobile learning environment has been developed based on MILS (Mobile Insect Learning System) gamified learning activity.
Financial and device issues were not obstacles for the teachers to participate in a mobile learning environment.
Researchers need to make more explicit connections between the instructional principles and the design features of their mobile learning environment in order to better integrate theory with practice.
Based on this perspective, this study proposes a formative assessment-based approach for improving the learning achievements of students in a mobile learning environment.
Therefore, it has become an important issue to develop methodologies or tools to assist the students to learn in a mobile learning environment.
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The implications of the results for research and design of mobile learning environments are discussed.
Furthermore, some studies proposed that the collaborative learning activities conducted in mobile learning environments should be designed carefully to guide students to experience more effective collaborative constructivist learning.
This is a tone that is becoming increasingly important in the 21st century as access to information increases, as the updating of information happens more naturally, and as blended and mobile learning environments become more common.
Yet, these compelling features may not be unique to AR applications and can be found in other technological systems or learning environments (e.g., ubiquitous and mobile learning environments).
This evolution can be seen from the classic learning with blackboard in classrooms environment to the online, open or mobile learning environments.
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mobile learning design
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