ContextAware Mobile Learning System: Usability Assessment Based on a Field Study Abstract   Teachinglearning models supported by technology have evolved since the emergence of personal computers until the present day, where mlearning has been incorporated thanks to mobile technology. In this context, some works have proposed mobile learning systems (MLS). One of the main requirements of this kind of systems in terms of software quality is the usability. Therefore, the analysis and evaluation of the usability of MLS are especially relevant; however, few works have addressed the usability issues using field studies with students and professors in real domains. In this paper, we present a usability assessment of a ContextAware Mobile Learning System (CAMLS) based on a field study with six professors and fortyeight high school students in a real environment. The results obtained from the usability assessment show that, on average, the services offered by the system have 82.4% acceptance by users (professors and high school students), with the learning reinforcement service through SMS messages having the highest acceptance for teachers, with a positive perception of 91.5%. Meanwhile, for the high school students, the Mobile Learning Objects (MLOs) suggestion service was highest with 81% acceptance. Based on the obtained results, the evaluated mobile learning system holds wide acceptance, satisfaction, and applicability from teachersxe2x80x99 and studentsxe2x80x99 perspectives. The usability assessment described in this study can serve as a reference for developers seeking to improve mobile learning systems development.

Imminent Prospects of Mobile Mediated Learning Interaction in Traditional Classroom: A Survey 201319 Phenomenal growth in mobile technology with affordability has created a pervasive device extension associated with students. This is blended with both desired and distracting components. These significant ramifications of rise in mobile device usage motivates to focus the study to evaluate the ongoing research activity pertinent to the pedagogical inclusion of mobile devices in classroom interaction. This study represents the review of refereed articles about mobile device utility in classroom interaction during the year 201319. The research articles selected for assessment confined in the areas of interaction design, the usefulness of mobile devices in the traditional education system, adaptive webbased educational systems and potential distraction of the devices. Most of the works tried to emphasis the positive response about the contextdependent use of mobile devicesu0027 integration in the classroom. On the contrary significant claims on the interference of portable devices and causal effects have also been highlighted by many researchers. The quantitative and qualitative findings of the survey help in identifying the outright spaces and regulated use of mobile devices in face to face classroom interaction. This will also help in designing active research informative interaction with an imminent effect to enhance device mediated classroom learning.