QuickPro: An Advanced M-Learning System

Published on Sep 03, 2023

Abstract

This paper sets out to provide a preliminary guidance on developing mobile language learning applications, with consideration for using multimedia. A set of initial findings are presented from a small-scale pilot learner study, along with other considerations from findings in the literature. These preliminary guidelines could be further developed in later iterations to provide an overall framework for developing and evaluating other multimedia elements in mobile language learning applications and possibly also other mobile learning applications that use multimedia extensively (e.g. musical learning).

EXISTINGS SYSTEM:

So far, there have been a few notable trials of language learning applications for mobile phones, dating as far back as 2001 (e.g. Stanford Learning Lab pilots). Chinnery provides a review of several mobile language learning developments since then, and while there have been some interesting uses of PDAs and iPods for language learning (e.g. the focus has generally been on delivering simple features such as vocabulary learning and quiz drills in text format. However, if the goal is to further exploit the use of multimedia capability for more complex learning applications, there needs to be a more focused effort in developing design guidelines for these applications.

DISADVANTAGES OF EXISTINGS SYSTEM:

One of the first issues that need to be addressed is to systematically and comprehensively explore the affordance and design issues for mobile devices in language learning. There is a suggestion that mobile devices are unique in their ability to offer a personal and portable solution for learning as compared to ordinary computer-based learning. However, they are also constrained by their physical properties (generally smaller screen sizes, etc.) and these properties ought to be taken into account in the design phase of any learning solution. As language learning can involve many different modalities (e.g. audio, text, static pictures), and there are a wide variety of different kinds of mobile devices that can be used for learning (e.g. game-based devices, blackberry, iOS and Android phones).

PROPOSED SYSTEM:

A set of initial findings are presented from a small-scale pilot learner study, along with other considerations from findings in the literature. These preliminary guidelines could be further developed in later iterations to provide an overall framework for developing and evaluating other multimedia elements in mobile language learning applications and possibly also other mobile learning applications that use multimedia extensively

ADVANTAGES OF PROPOSED SYSTEM:

Advances in mobile computing have led to the development of a whole range of applications for providing education in a very diverse range of fields, from in situ education in school children with augmented reality, to museum guides, to developing bird watching skills. It has been argued that new mobile technologies allow for learning programmes to be developed that (by comparison to traditional learning) are more personalised, learner-centered, situated, collaborative, ubiquitous and lifelong. An additional advantage often overlooked (particularly for mobile phones) is that there is a natural affordance for phones to speak into and listen from (i.e. audio interaction). In this way, applications that involve speaking and listening may actually be better suited to mobile phones than the PC environment

MODULES

1) Participants Module

2) Course Module

3) Test Module

4) Result Module

5) Analysis Module

MODULES DESCRIPTION:

1) Participants Module

In this module, user authentication is done according to the role based access control. A new user has to register for access the content of our system. Registered
user logins with the registered username and password.

2) Course Module

The new user/student will take up the course material module first. Before that the user/student should select the course which he/she is going to take up. Example:
Java or dot net or etc. After that the course contents are displayed and user should read the contents available. Then the user can navigate to the pages.

3) Test Module

After the Course material module, the user/student will be taking up the examination module. In the examination module, the user/student will be allocated some question and time for it.

4) Result Module

In the Result module, the user or participants results are displayed and the results are being analyzed. So that the participants status can be clearly known.

5) Analysis Module

In this module graph based analysis is done for the results generated by the users. The analysis module shows how the application is useful and the advantages of the
proposed system clearly.