The use of mobile devices in the students’ learning process on elementary and
secondary school
Lilla Korenova
Comenius University in Bratislava, Faculty of Education
Racianska 59, Bratislava, Slovakia
korenova@fedu.uniba.sk
ABSTRACT
“If we want students to become smarter than a
smartphone, we need to think harder about the
pedagogies we are using to teach them.
Technology can amplify great teaching but great
technology cannot replace poor teaching” (OECD,
2015). Nowadays, the Neumann Galaxy lives
together with the Gutenberg Galaxy. Both printed
books and mobile devices can be applied in
education. The following question often arises: In
which proportion should they be used by teachers
and by students? We believe in the learner-centred
pedagogy and we analyse this question from the
student’s side. We are focusing on the types of
mobile learning. Mobile devices allow the
students to develop innovative learning skills. The
question is, whether they can leverage these
potentials? Do they know the relevant online
curriculums, platforms and applications? Do they
have incentive for integrating mobile devices in
their learning process?
KEYWORDS
mobile learning, primary education, secondary
education, augmented reality in education
1 MOBILE LEARNING IN
EDUCATIONAL PROCESS
The technological and social changes that
accompany the current ubiquitous use of
mobile devices are also reflected by the
widely accepted notion that learning is
continual and happens anywhere at any time
[1]. Unfortunately, however, this stands in
sharp contrast to the prevalent learning
situation in schools, which is still almost
exclusively focused on classroom-bound
learning, mediated by a trained teacher [2].
Carefully designed and custom-tailored
ISBN: 978-1-941968-50-5 ©2018 SDIWC
mobile classroom learning applications have
been found valuable to bridge the gap
between indoor and outdoor learning. In
particular, mobile learning applications serve
as assistive didactic tools that contextualize
learning contents previously introduced in the
classroom. This is achieved by exemplifying
and augmenting the students’ formal
classroom learning experiences in outdoor
scenarios, thus enabling the students to
actively and dynamically construct an
understanding of their activities [2].
Successfully bridging indoor and outdoor
classroom learning is a complex task, which
includes the use of technology in an
individual, social, and organizational context.
These factors comprise the heterogeneity of
the people involved (i.e., teachers, students,
and researchers, as well as their different
motivation, knowledge, etc.), the specific
learning goals or sub-goals, the methodology
and devices used, economic factors, and the
interrelations and dynamics between these
factors [3]. We can find several approaches to
defining mobile learning in professional
literature. Mobile learning refers to the use of
mobile or wireless devices for the purpose of
learning while on the move. Taylor has
defined mobile learning as “learning mediated
by mobile devices, or mobility of learners
(regardless of their devices), or mobility of
content/resources in the sense that it can be
accessed from anywhere” [6]. One-to-one
learning with a mobile device falls into the
same category of mobile learning in which
learners use a mobile device (e.g., iPads,
iPods, netbooks, laptops, cell phones, or other
mobile devices) with Internet access to
engage in learning activities [7]. Mike
Sharples [8] has made a good summary on
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 different views of defining mobile learning.
Current perspectives on mobile learning
generally fall into the following four broad
categories: Technocentric. This perspective
dominates the literature. Here mobile learning
is viewed as learning using a mobile device,
such as a PDA, mobile phone, iPod,
PlayStation Portable etc.
Relationship to e-learning. This perspective
characterizes mobile learning as an extension
of e- learning. These definitions are often are
all-inclusive and do not help in characterising
the unique nature of mobile learning. What is
needed is clarity: in agreement with Traxler
[9], the technocentric/e-learning based
definitions only seek to place “mobile
learning somewhere on elearning’s spectrum
of portability”.
Augmenting formal education. In the mobile
learning literature, formal education is often
characterised as face-to-face teaching, or
more specifically, as a stereotypical lecture.
Learner-centred. Any sort of learning that
happens when the learner is not at a fixed,
predetermined location, or learning that
happens when the learner takes advantage of
learning opportunities offered by mobile
technologies” [10].
2 AUGMENTED REALITY IN
EDUCATION
Augmented reality (AR) and virtual reality
(VR), although present as synonyms of one
another in public consciousness, are actually
two different concepts. Virtual reality is not
the same as augmented reality. What is the
difference between them?
We are talking about virtual reality, if the 3D
image seen through the Oculus Rift or other
spectacles has nothing to do with the view in
front of me in reality. We enter a virtual
space, where we can turn around, move, and
we experience that we have stepped into a
totally new world.
In contrast to this, in augmented reality we
stay in the same space and into this space are
projected elements which are not present in
reality. In augmented reality we look at
ISBN: 978-1-941968-50-5 ©2018 SDIWC
something through the camera of a mobile or
tablet, and by means of the right application,
images or information are projected onto it.
For instance, we look around the street
through the camera and the opening times of
the shops along the road appear before our
eyes.
We are talking about augmented reality, if
with the aid of an application on a mobile
device, virtual objects appear in the space we
can see in front of us. We therefore create a
bridge between reality and virtual reality, with
which we can exercise great influence on
every generation and achieve extraordinary
results.
We think that augmented reality is more
tangible, as there is a part which can be
perceived in reality, which is expanded with
electronic information, such as 3D images,
animation or video. Numerous definitions of
augmented reality have appeared in the
literature, the ones we like the best are:
Whereas virtual reality places a user inside a
completely computer-generated environment,
augmented reality aims to present information
that is directly registered to the physical
environment. AR goes beyond mobile
computing in that it bridges the gap between
virtual world and real world, both spatially
and cognitively. With AR, the digital
information appears to become part of the real
world, at least in the user’s perception [11].
The term Augmented Reality was created by
Tom Caudell, in 1990, while he was working
at Boing, and it translates the integration of
virtual images in the real world, i.e. the reality
is augmented of virtual elements. The
integration of such images is made by the use
of Information and Communication
Technologies (ICT), through a mobile device
with a camera (computer, tablet, mobile
phone with android or iOS operating systems)
which allows the access to the available
contents with AR. Furthermore, the
development of such contents encourages
higher learning autonomy and the use of
systems that support mobile-learning.
Besides, the exploration of ICT by the
students can promote collaboration,
innovation and creativity skills. One
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 characteristic that AR applications offer is the pupils understand the new material,
integration and interaction between the real complements the teachers’ work, supports
and the virtual, allowing a huge versatility self-checking during problem solving and
and creativity in applications [12]. improves spatial abilities.
The basic goal of an AR system is to enhance Further benefits were identified and described
the users perception of and interaction with in P. Diegmann: Benefits of Augmented
the real world through supplementing the real Reality in Education Environments research
world with 3D virtual objects that appear to [14]. The steps of the research were:
coexist in the same space as the real world. identified relevant publication, alanyzed the
Many recent papers broaden the definition of identified publication by coding and grouping
AR beyond this vision, but in the spirit of the benefits.
original survey we define AR systems to
share the following properties: blends real and
virtual, in a real environment, real-time
interactive, registered in 3D [13].
Augmented reality is the supplementation of
the reality perceived by the user with virtual
elements.
The use of mobile AR technology
applications is a method with which the work
of educators can be made more effective, and
in addition it enables pupils to become
actively involved in the education process.
Besides all this it makes studying both in the
lesson and outside the lesson more attractive
Table 1. Benefits of Augmented Reality in Education
and more experiential. Environments – P. Diegmann [14].
Besides the innovative nature of the
technology and the multifaceted opportunities We present some applications that can be
for its usage in education, an additional used both in the course of the classroom and
advantage is that it does not require special out-of-school activities. We have tried these
financial or human resources. There is no apps both in the classroom and at home, thus
need to involve a separate informatics expert in this paper, we use our self-made photos
in the development of study materials, the (figure 1-6). Using the identified and
teachers are capable of producing these described benefits in Benefits of Augmented
themselves without programming, if they Reality in Education Environments Diegmans
possess general informatics skills. It is to be research, we present the benefits of all
expected that within a few years, a significant applications.
proportion of children will have a device, Quiver - Platonic Solids is the part of the
such as a smartphone, which is able to run AR Quiver Education application.
applications, so there is no need any for
particular acquisition of hardware appliances
either.

3 AR APPLICATIONS AND THEIR USE

FOR MATH

We are talking about the usage of augmented

reality in education when with the aid of an Figure 1. The hexahedron with different drawings on
application on a mobile device, virtual objects its six faces
appear in the space and this information helps

ISBN: 978-1-941968-50-5 ©2018 SDIWC 3

 With help we can visualize the five Platonic
Solids: Tetrahedron, Hexahedron,
Octahedron, Dodecahedron and Icosahedron.
It is interesting that on the pages we see only
the surface of the bodies and with the help of
the app, we can present them in 3 dimensions
followed by the appearance of the four
classical elements (earth, water, air, fire) and
the fifth element aether, added by Aristotle.
To sum up, the test of this app was
impressive, and we think that it is more than
an app which presents the polyhedrons. It is
not only geometry, but much more, it also
teaches the history of science. The benefits of
using this app are the improvement of the
learning curve, creativity, spatial abilities and
memory.
AR Flashcards Addition. This is an
application family. We tried the AR
Flashcards Addition and AR Flashcards
Shapes applications. After printing the pages
of cards, we had to purchase the two
applications. In our opinion, the Addition app
and cards clearly illustrate the add of digits
from 0+1 to 9+9. It is possible to bring
several cards to life at the same time. We
must also tell that some cards badly show the
animals, for example on the card, a giraffe
can be seen, and the app presents lions.
Figure 2. Appearance of lions instead of giraffes
The AR Flashcards Shapes application is very
good, and we have more options to try. When
we are coloring the shape, we can hear the
name of the color and the name of the shape
in English. Benefits of these AR apps which
we emphasize are the increase of motivation
and information accessibility.
ISBN: 978-1-941968-50-5 ©2018 SDIWC
Figure 3. Multiple shapes at the same time
Aurasma We can use Aurasma to make our
own AR display or video. For instance, I
solve a math problem and can make a video
of this process. After we can add this video to
that problem (maybe a photo of the exercise)
with the help of Aurasma. It is very good for
the schoolers who are interested in making
their own AR world’s themselves. The use of
Aurasma is particularly recommended for the
constructive method.
Augmented polyhedrons – Mirage. It is
extremely motivating in case of
schoolchildren if we make fields, which are
difficult to understand such as geometry,
more comprehensible for them with the aid of
augmented reality. Our research which was
carried out with the Augmented Polyhedrons
application deals with the introduction of this
app into primary schools. You can read about
it more detailed in the second part of the
article.
Figure 4. Schoolchildren represent the geomtercial
shape with Augmented Polyhedron app
Stack Ar. This is a game. The task is to stack
up the blocks as high as you can. This is not a
special education app but it visualizes the
construction of the tower and at the same time
it improves spatial abilities. We put the blocks
in the real word, for example the tower
appears in our room, on our table with the
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 help of augmented reality. Using this app, we
increase attention and concentration.
Figure 5. The tower on the table made by Stack AR
PhotoMath - it is a 2D AR app. With
PhotoMath, we point our camera toward a
math problem and it will show the result with
a detailed step-by-step instruction. What is
really exciting about it is that this app
contains handwriting recognition. It is
absolutely useful that we can explore
beautiful graphs. The app can be used for self-
checking and visualisation.
Figure 6. Resolution of a handwritten equation system
There are many other applications in this
segment of education but we just focused on
the well-known and used ones.
4 CONCLUSION
The Nowadays, the Neumann Galaxy lives
together with the Gutenberg Galaxy. Both
printed books and mobile devices are applied.
The question often arises: In which proportion
should they be used by teachers and by
ISBN: 978-1-941968-50-5 ©2018 SDIWC
students? We believe in the learner-centred
pedagogy and we analyse this question from
the student side. The balance between mobile
learning and learning activities designed by a
teacher should be found. The students of
Neumann Galaxy are in a difficult situation if
we think of the information flood but on the
other side, they can reach easily that kind of
information which was unimaginable and
inaccessible earlier. We are convinced that
pedagogy changes irreversibly.
ACKNOWLEDGMENT
The paper was written the support of the grant
KEGA 012UK-04/2018 “The Concept of
Constructionism and Augmented Reality in
the Field of the Natural and Technical
Sciences of the Primary Education
(CEPENSAR)”.
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