ABSTRACT
M-learning, through the use of mobile technology, will allow citizens of the world to access learning materials and information from anywhere and at anytime. This idea will come true only after a worldwide successful implementation of presentation of device-independent learning content. There are three identified barriers that have to be taken care of to support device-independent m-learning. First, various kinds of device used by different users, or by the same user at different times, have to be recognized by the system in order for device capabilities to be known (Gaedke, Beigl, Gellersen, & Segor, 1998). In a stable place such as at home or at the office, it is more convenient to use a PC. While on the move, it is obvious that a user would like to access the same content with the same outlook and feel using a mobile device. So, a system is necessary that is device-dependent from the point of communication functionality, interactivity, 3D capabilities, and information presentation and information depth. At the same time, however, it must be device-independent from the point of view of information access and (a)synchronous communication possibilities (Christ & Feisst, 2010). Second, the overall number of users of specialized content or interactive applications for learning issues is too low to adapt the application/content to all possible devices manually. Third, content and user interfaces could include different kinds of data format, such as text, image, audio, video, 3D virtual-reality data, and other upcoming formats (Meawad & Stubbs, 2008). The architecture should be able to deal with all the existing and upcoming formats of data, without requiring any huge enhancement.
