ABSTRACT

Through the emergence of smartphones and context-aware technologies such as sensors and smart tags, the concept of context-aware learning space (CALS) has emerged as the next generation mobile learning. Mobile learning is often applied outside classrooms to complement formal educational systems. This chapter seeks answers to one of the fundamental challenges: The amount of disturbances that a learning system inflicts on the learner can be expressed by disturbance factors, which are properties of a learning system that have negative effects on the learner. It talks about the educational tool designers who wish to incorporate context-awareness in their designs whilst minimising the disturbance factors. The next generation of mobile learning, context-aware learning can be seen as an enabler in harnessing the contextual richness in informal learning settings. The chapter evaluates UFractions in the Mozambican context to test technology integration. The technology integration evaluation tool retains some of the components from the instruments used for evaluating UFractions in Finland.